The purpose of the chapter is to develop a typology of bad behaviors characteristic of governing boards and to compare the bad behaviors identified in the typology to the…
The purpose of the chapter is to develop a typology of bad behaviors characteristic of governing boards and to compare the bad behaviors identified in the typology to the governing boards’ expected roles and responsibilities. Several examples of bad governing board behaviors that have occurred at historically Black colleges and universities (HBCUs) are explored through the lens of the typology. The author argues that the bad behavior of governing boards responsible for the nations’ HBCUs inhibits strategic planning, undermines growth and development, and threatens the long-term viability of these institutions. Finally, recommendations intended to minimize the impact of bad board behaviors are proposed.
Evidence-based practice (EBP) can have a powerful impact on school-aged children. Yet this impact may not be realized if classroom teachers do not use empirically…
Evidence-based practice (EBP) can have a powerful impact on school-aged children. Yet this impact may not be realized if classroom teachers do not use empirically supported interventions and/or fail to include the best research available when they make important educational decisions about children. Whether classroom teachers use EBP may be influenced, in part, by what they learned or failed to learn in their preservice preparation programs. This chapter describes recent efforts to assess preservice teachers’ understanding and use of empirically supported interventions and provides four examples of how such practices were taught to preservice general educators in a small, regional teacher preparation program. We discuss four contemporary educational reform movements (i.e., federal policies mandating EBP, state-level policies linking growth in pupil learning to teacher evaluation, clinically rich teacher preparation, and the emergence of a practice-based evidence approach) that should increase interest and use of EBP in teacher education and offer recommendations for how teacher educators might infuse EBP into their traditional teaching, research, and service functions in higher education.
Misidentification of students with disabilities is a widely publicized aspect of the shortcomings of our special education programs. Many factors can contribute to…
Misidentification of students with disabilities is a widely publicized aspect of the shortcomings of our special education programs. Many factors can contribute to misidentification. In the Congressional Research Service (CRS) Report for Congress (Apling, 2001), three issues were specifically identified as reasons for possible misidentification. “Misidentification can result from failing to identify those with disabilities, from identifying children with disabilities they do not have, and from delaying identifying children with disabilities” (p. 2). In addition to the aforementioned concerns, an overrepresentation of minorities in special education programs has been a focal point for critics of special education programs and eligibility criteria for decades (see Harry & Klinger, 2006). Biases in assessment often lay the foundation for overrepresentation of minorities. Others express serious concerns regarding misidentification due to a direct result of the referral (or lack of effective prereferral) and evaluation practices used in many states (Ysseldyke, Algozzine, Richey, & Graden, 1982). Last, misidentification due to the changing eligibility criteria and differences in eligibility criteria across states has been added to the concerns in the field of special education.
The purpose of the paper is to investigate the consequences of using national celebrities, local celebrities and disaster victims as spokespersons in a public service…
The purpose of the paper is to investigate the consequences of using national celebrities, local celebrities and disaster victims as spokespersons in a public service radio announcement (PSA) soliciting contributions for victims of Hurricane Katrina.
Subjects were exposed to one of three public service announcements and were then asked to report their reactions to the messages. Differences in the self‐reported reactions of subjects were used to test a series of hypotheses regarding the effectiveness of the three different types of spokespersons.
The paper finds that the hurricane victim was the most credible and believable spokesperson. The national celebrity, Ashlee Simpson, was the least credible and the least believable. The local celebrity was more credible and believable than the national celebrity, but no more so than the hurricane victim.
In this paper a small student sample was used in an experimental setting involving one set of stimuli and one set of spokespersons. It cannot be said that the results would generalize to other celebrities, non‐celebrities, video formats, or non‐experimental settings.
The paper shows that nonprofit agencies considering using celebrity spokespersons in PSAs should do so with caution. There is no evidence that they increase their effectiveness and, at least in the case of the national celebrity, the use of national celebrities may reduce the effectiveness of the PSA.
The paper applies the concepts developed in the study of celebrity spokespersons in advertising and applies them to PSAs. The effects of celebrity spokespersons in PSAs are not the same as in conventional advertising messages.
Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.
This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally…
This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.
It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).
The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.
Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.
The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.
Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.
Firms in the apparel industry seek operational information on ways to implement mass customization. The purpose of this research is to investigate the potential for…
Firms in the apparel industry seek operational information on ways to implement mass customization. The purpose of this research is to investigate the potential for concurrent engineering (CE) to realign the traditional, linear apparel product development process to a more concurrent and consumer‐focused process in order to facilitate the implementation of the new supply chain process (i.e. mass customization) with sensitivity to time‐to‐market demands.
The case study method was used with three non‐competing apparel firms. Survey instruments and focus group feedback were utilized, which allowed the researchers to collect in‐depth information about the apparel product development process, often considered proprietary in many industries.
Product development activities in the lengthy apparel product development process were realigned with many activities being ranked as early or middle activities. This realignment into a compressed and nearly simultaneous process supports activities that must be done early and often simultaneously rather than late to support a mass customization strategy.
The case study approach and apparel‐oriented sample reduces generalizability of findings; however, realignment of activities and provided operational information encourage future research to document the findings for apparel and other industries.
Suggested movement of activities can be used as a guide for designers and manufacturers when trying to improve their product development process.
The paper provides needed detailed or operational information about implementation of mass customization in the apparel industry.