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This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

There is inadequate health care for patients with developmental disabilities (DD), due to a number of systemic issues. This case study describes the establishment of a medical-dental clinic in Montréal, Québec for adults with DD. The purpose of this paper is to describe the model of interdisciplinary care based on best practices, as an example to encourage a growing community of trained health professionals to serve this population.

Interviews with all the clinic staff and leadership were conducted on-site at the clinic, followed by document review and discussions with an embedded researcher in the organization.

The clinic was established through a series of events that led to public and government interest to act, the timely emergence of major donors, and bringing together several dedicated individuals and organizations. The core team engaged in consultation with clinics, followed by extensive billing analyses and iterative process mapping as a learning organization. Prior to patient visits, the clinic conducted detailed intake processes to adequately plan for each patient interaction. Desensitization visits were undertaken to improve patient tolerance for examination and treatment. The continual collection of data fed into an evaluation framework to facilitate continuous improvement and articulate a model for replication.

To the best of the authors knowledge, there is not a clinic of this nature serving this population in Canada. This work can serve to inform the efforts of other care providers looking to create a medical – dental home for this population.

An exploratory, qualitative multiple case study approach was used to investigate perceptions of leadership through the voice of young (ages 18-24) citizens of St. Lucia, West Indies.Specifically, investigators were interested in better understanding the young peoples’ leadership beliefs, experiences, and people of influence. Participants perceived leadership to be about helping other people, communication, teamwork, and morality.The most valuable leader development experiences were experiences that the young people perceived were connected to leadership.Participants viewed familiar adults, rather than famous foreigners or youth peers asthemostimportantpeopletoaidinyouthleaderdevelopment.

WE begin a new year, in which we wish good things for all who work in libraries and care for them, in circumstances which are not unpropitious. At times raven voices prophesy the doom of a profession glued to things so transitory as books are now imagined to be, by some. Indeed, so much is this a dominant fear that some librarians, to judge by their utterances, rest their hopes upon other recorded forms of knowledge‐transmission; forms which are not necessarily inimical to books but which they think in the increasing hurry of contemporary life may supersede them. These fears have not been harmful in any radical way so far, because they may have increased the librarian's interest in the ways of bringing books to people and people to books by any means which successful business firms use (for example) to advertise what they have to sell. The modern librarian becomes more and more the man of business; some feel he becomes less and less the scholar; but we suggest that this is theory with small basis in fact. Scholars are not necessarily, indeed they can rarely be, bookish recluses; nor need business men be uncultured. For men of plain commonsense there need be few ways of life that are so confined that they exclude their followers from other ways and other men's ideas and activities. And, as for the transitoriness of books and the decline of reading, we ourselves decline to acknowledge or believe in either process. Books do disappear, as individuals. It is well that they do for the primary purpose of any book is to serve this generation in which it is published; and, if there survive books that we, the posterity of our fathers, would not willingly let die, it is because the life they had when they were contemporary books is still in them. Nothing else can preserve a book as a readable influence. If this were not so every library would grow beyond the capacity of the individual or even towns to support; there would, in the world of readers, be no room for new writers and their books, and the tragedy that suggests is fantastically unimaginable. A careful study, recently made of scores of library reports for 1951–52, which it is part of our editorial duty to make, has produced the following deductions. Nearly every public library, and indeed other library, reports quite substantial increases in the use made of it; relatively few have yet installed the collections of records as alternatives to books of which so much is written; further still, where “readers” and other aids to the reading of records, films, etc., have been installed, the use of them is most modest; few librarians have a book‐fund that is adequate to present demands; fewer have staffs adequate to the demands made upon them for guidance by the advanced type of readers or for doing thoroughly the most ordinary form of book‐explanation. It is, in one sense a little depressing, but there is the challenging fact that these islands contain a greater reading population than they ever had. One has to reflect that of our fifty millions every one, including infants who have not cut their teeth, the inhabitants of asylums, the illiterate—and, alas, there are still thousands of these—and the drifters and those whose vain boast is that “they never have time to read a book”—every one of them reads six volumes a year. A further reflection is that public libraries may be the largest distributors, but there are many others and in the average town there may be a half‐dozen commercial, institutional and shop‐libraries, all distributing, for every public library. This fact is stressed by our public library spending on books last year at some two million pounds, a large sum, but only one‐tenth of the money the country spent on books. There are literally millions of book‐readers who may or may not use the public library, some of them who do not use any library but buy what they read. The real figure of the total reading of our people would probably be astronomical or, at anyrate, astonishing.

This study examined changes in work precarity (i.e., job insecurity and income insecurity) and involuntary job loss following the start of the Great Recession in 2007 among people with and without disabilities. Using five waves of nationally representative data from the Americans' Changing Lives (ACL) panel study, the findings demonstrated that people with disabilities who had early experiences of income insecurity were more likely to experience later income insecurity than people without disabilities. Those who had a functional disability and experienced job insecurity and income insecurity at W1, in 1986, were also significantly more likely to experience involuntary job loss following the start of the Great Recession. These findings highlight the disproportionate impact of early work precarity for people with disabilities and are discussed as an application of the life-course concept of cumulative disadvantage.

This chapter explores how long-distance truckers in the contemporary United States navigate work and family obligations. It examines how Christianity and constructions of masculinity are significant in the lives of these long-haul drivers and how truckers work to construct narratives of their lives as “good, moral” individuals in contrast to competing cultural narratives which suggest images of romantic, rule-free, renegade lives on the open road.

This study is based upon ethnographic fieldwork, interviews, observations of long-haul truckers, and participation in a trucking school for eight months in 2005–2006 and an additional four months in 2007–2008. Using feminist grounded theory, I highlight how Christian trucking provides avenues through which balance is struck between work and family and between masculinity and other identities.

Christian truckers draw upon older ideas about responsible, breadwinning fatherhood in their discourse about being good “fathers” while on the road. This discourse is in some conflict with the lived experiences of Christian truckers who simultaneously find themselves confronted by cultural narratives and expectations of what it means to be a good “worker” or a good “trucker.”

As these men navigate both work and social locations, gender expectations are challenged and strategies to ameliorate the work/family balance are essential.

The chapter contributes to discourse on gender studies as well as to the reshaping of ideology and practices of work and family in contemporary American culture.

Over the last several decades, individuals have had access to and encountered more data than ever before. Data can be used to persuade people how to vote, support policies, adopt arguments or agendas and buy products. Data directly relate to our everyday lives including our finances, careers, educational performance and health. Therefore, it is more critical than ever for individuals and students to become data literate. This article presents a study examining the use of data visualizations in K-12 history lessons from eight popular online curricular resources.

The method employed was content analysis of 1,356 lesson plans across the eight websites.

About a third of the history lessons reviewed contained data visualizations, but there were mixed results across websites as to whether lesson plans provided guidance on data literacy instruction.

Because online lesson plans frequently miss opportunities to use data visualizations to deepen students’ understanding and support data literacy skills, teachers need to be aware of missed opportunities and consider ways to enhance or revise the lessons.

This study provides insight into the likelihood that history lessons found on popular online curriculum websites will support data literacy instruction. The lack of pedagogical guidance in such curricular resources underscores the importance of including data literacy in teacher education and professional development.

We conducted a narrative analysis of a collective narrative comprising inscriptions left on the locally famed “Apology Wall,” written by thousands of community members in the immediate aftermath of the 2011 Vancouver Stanley Cup Riot. In considering the Apology Wall as an “evocative object,” this study emphasized the significance of material objects as meaning-making devices. Interpretation of themes was conducted through a constructivist lens, specifically guided by literature concerning meaning-making following negative life events. Results bolstered the significance of the Wall as a sense-making device that provided a forum for the community to collectively share positive emotional expression, construct solidarity and collective identity, and express desires for restoration. By studying this collective narrative, the study not only illuminated how those affected constructed meaning after the Vancouver sports riot, but it also contributes to the literature on how communities, in general, make early sense of and respond to destructive events.