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The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are considered in relation to evidence on integrated programmes and different models of parent involvement.

This paper reports on an interim evaluation of practitioners’ and parents’ experiences of the implementation processes, focusing on the involvement and engagement of parents.

Evidence for the rationale for parent engagement in this context is substantiated. The Preschool PATHS curriculum is known to impact on children’s social competence, problem behaviour and, in the early school context, attainment. However the programme does not target parent skill directly or address parent behaviours that may affect children’s social competence and behaviour. It is suggested that the programme needs to be extended to provide structured input for parents via training and information similar to that provided for practitioners. A pilot study using integrated parent training material and supported by an implementation framework is advised.

The paper describes a flexible, evidence-based framework supporting replicable processes useful to service providers across programmes and contexts. An “innovation” (a term used to describe deviations from programme fidelity or implementation standards) is explored which affected the creation of parallel parent involvement strategies but not the delivery of the programme itself which was carefully monitored. While adaptations and deviations are inevitable, some flag up areas where development or issues of contextual fit need to be addressed and might, as in this case, inform better integration of evidence and practice development.

Current changes in Australian and world economic and social climates have implications for business leadership, particularly at the middle and senior management levels. Surveys business executives attending a well‐known Australian management college during 1991 and 1992 and provides an overview of how leadership responds to and interprets these changes. Identifies five main leadership attributes, namely: vision and creativity; setting and achieving objectives; confident decision making; team building; and charisma. Associates these attributes with 16 organizational outcomes such as: organization innovation, direction setting and motivated workforce, among others. The overall results indicate that further research is needed to examine the extent to which team building and charisma as leadership attributes interact with and predict organization outcomes. Also discusses the practical implications of the findings.

In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological Museum was established in the city of Melbourne ‘as a means of public instruction’ for the people of Victoria. Founded in February 1870 and officially opened on 8 September 1870, the new public museum occupied the building erected at the rear of the Public Library for the 1866 International Exhibition. The Industrial and Technological Museum, later the Science Museum and now part of Museum Victoria, was directed by J. Cosmo Newbery and managed by a sectional committee of the Public Library, Museums, and National Gallery of Victoria Trust, which Parliament had incorporated and enlarged in December 1869.

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.

This study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers.

A qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers).

The results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education.

The limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice.

There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard.

The authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.

The twofold aim of this theory-building article is to raise questions about the ability of queer cinema to transform market culture and ideologies around gender and sexuality. First, the authors examine how the very capitalization of queer signifiers may compromise the dominant order from within. Second, the authors address how brands possibly can draw on these signifiers to project authenticity.

Through visual methods of film criticism and the semiotic analysis of three films (Moonlight, Call Me By Your Name and Portrait of a Lady on Fire), the authors outline some profound narrative tensions addressed by movie makers seeking to give an authentic voice to queer lives.

Brands can tap into these narrative attempts at “seeing the invisible” to signify authenticity. False sublation, i.e. the “catch-22” of commodifying the queer imaginaries one seeks to represent, follows from a Marcusean analysis.

In more practical terms, “seeing the invisible” is proposed as a cultural branding technique. To be felicitous, one has to circumvent three narrative traditions: pathologization, rationalization and trivialization.

In contrast to Marcuse's pessimist view emphasizing its affirmative aspects, the authors conclude that such commodification in the long term may have transformative effects on the dominant ideology. This is because even if something is banished to the realm of imagination, e.g. through aesthetic semblance, it can still be enacted in real life.

To most minds libraries exist at the periphery of debates over education and educational reform. However, the purpose of this paper is to demonstrate how, in 1910, the Melbourne Public Library (now the State Library of Victoria) was central, rather than peripheral, to a conflict which focussed on the role of the library in education and how the library and its collection could best be organised to meet this purpose. It will be argued that libraries and the way they are organised act as indices of the dominant views about education and can be seen as social and educational artefacts. As artefacts they encapsulate community beliefs about how learning could best occur at a given time and what knowledge was esteemed, made available and to whom.

To illustrate this point of view and illuminate the broader issues, this paper will use a particular set of events and a particular group of protagonists in Australian history as a case study.

This case study illuminates conflicting ideas about the place of libraries and the organisation of their collections in early twentieth‐century society and demonstrates how these ideas continued to have an impact on the place of libraries in educational reform agendas in Australia in the following decades.

The argument reported as “the disaffection in the library” was both philosophical and practical and illuminated ongoing debates surrounding the place of the library in education. The outcome influenced the shape and place of libraries in Australia and demonstrates broader concerns at work in Federation Australia.

The paper casts a new light on the relationship between libraries and education and the place of libraries in the educational process. The network of influence in Federation Australia and the impact of this on the development of institutions and professions in Australia is also examined.

Circular 827. Ministry of Health, Whitehall, S.W.1. 19th November, 1927. SIR, 1. I am directed by the Minister of Health to forward, for the information of the Local Authority, the accompanying copies of the Public Health (Condensed Milk) Amendment Regulations, 1927, and the Public Health (Dried Milk) Amendment Regulations, 1927, which amend the Public Health (Condensed Milk) Regulations, 1923, and the Public Health (Dried Milk) Regulations, 1923, respectively. The Amendment Regulations are primarily designed to secure that in the labelling of condensed and dried skimmed milks greater prominence shall be given to the words “Unfit for Babies,” and that those words shall also be printed on the outside of any paper or other wrapper in which tins of such milks may be enclosed.

Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content, elementary educators rely strongly on textbooks and children’s literature, both fiction and non-fiction. While many researchers have examined the historical accuracy of textbook content, few have rigorously scrutinized the historical accuracy of children’s literature. Those projects that carried out such examination were more descriptive than comprehensive due to significantly smaller data pools. I investigate how children’s non-fiction and fiction books depict and historicize a meaningful and frequently taught history topic: Christopher Columbus’s accomplishments and misdeeds. Results from a comprehensive content analysis indicate that children’s books are engaging curricular supplements with age-appropriate readability yet frequently misrepresent history in eight consequential ways. Demonstrating a substantive disconnect between experts’ understandings of Columbus, these discouraging findings are due to the ways in which authors of children’s books recurrently omit relevant and contentious historical content in order to construct interesting, personalized narratives.