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This study investigated the development of institutional repositories (IRs) at doctoral institutions, identifying factors that influence development and best practices using a comparative case study analysis approach to gather and analyze data. The development of a repository is one of the more complex projects that librarians may undertake. While many librarians have managed large information system projects, IR projects involve a larger stakeholder group and require support from technical services, public services, and administration to succeed. A significant increase in the development of repositories is expected with technology and process improvements for digital collection development so further study is warranted. Both institutional and subject repositories were examined for the case studies. Best practices and recommendations for future developers, such as early involvement of stakeholder groups and the need to educate both librarians and teaching faculty about open access collections, are also discussed. This study contributes to a more informed understanding of the development of IRs and identifies a model framework for future IR developers. The best practices framework incorporates the processes from the case study sites and includes additional factors identified from the case study interviews. Key to the framework is the inclusion of stakeholder groups on campus and assessment measures. While the case studies focused on doctoral institutions, the framework can be adapted to any size institution.

Little is known about how assistive technology standards have been implemented in preservice teacher preparation. This chapter provides a review of the literature concerning the importance of evidence-based practice and the research base supporting assistive technology in order to set the context for reporting the results of a comprehensive national study of the status of assistive technology state standards for teachers in all of the 50 states (plus Washington, DC). This chapter includes the findings of the study, the research that the study was based upon, and a review of relevant research in the fields of assistive technology, educational technology, and evidence-based practice. Only six states reported having AT standards and six states reported having AT competencies. Three states reported having both standards and competencies, yielding nine unique states (out of 51) with AT standards and/or AT competencies. Regression analyses to determine the relationship between the study variables and national reading and math performance of students with disabilities were inconclusive. The implications of the study findings and recommendations for future research are presented.

Information communication technologies can serve as a crucial missing link toward tacking wicked problems of social welfare policy implementation through collaborative governance. Using a mixed methods approach, a pre- and postanalyses were used to investigate whether and how cell phones can increase awareness of pregnant women about different cash and service benefits of maternal health benefit policies of 82 pregnant women in a remote tribal community in Melghat forest of Maharashtra, India. Pregnant women received customized prerecorded bilingual audio calls on their mobile phones about maternal health benefit policies. The author then traced whether those audio messages increased the claiming of policy benefits and public engagement. The key contribution of this research is that contrary to the optimism about digital governance, findings suggest that cell phones are not a “silver bullet” for increasing receipt of maternal health benefits. This book chapter concludes with the prescription that the impact of mobile phones and other information technologies will be marginal as long as there are administrative deficiencies in policy implementation and a misalignment in state and federal policy designs.

In this chapter, we discuss teaching physical education to Black male students in urban schools. We present a brief account of the history and status of physical education and specifically examine school physical education, particularly for Black male students in urban geographical contexts. We also offer strategies to counter the narrative of Black male school failure and present strategies for addressing the needs of urban teachers and Black male students.

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.

Economic and market-based instruments are not “the” answer for nature-based solutions (NBS) in cities, but they are “part” of the answer. Regulatory instruments are needed when specific behaviors must be avoided. Voluntary instruments may be effective, especially at the local scale, but do not often guarantee the pursued performance result. Economic instruments, if well designed, implemented, and used, often have a comparative advantage in terms of efficiency and performance. They are also a source of funding for financing NBS. Too many policy experts and decision-makers are ready to propose public expenditure and subsidies, including for urban policies, and for policies in favor of natural capital, ecosystems services, and biodiversity. Yet, they too often forget to indicate where the revenues to finance the initiatives must come from, however excellent and ambitious they might be. Without using also economic instruments in the policy portfolio, many objectives for sustainable cities will be much more difficult to achieve, especially in the perspective of the Paris Agreement on climate change and of the UN Agenda 2030 with its Sustainable Development Goals.

Indigenous education in New Mexico has a long and disappointing history, but with current movements in the reformation of a more equitable system, there is hope for a constitutionally sound and appropriate education for New Mexico's students. The purpose of this chapter is to provide a historical overview of the New Mexico Indian Education Act of 2003 and examine the scope of this state legislation in the 2018 court decision in Yazzie/Martinez vs. the State of New Mexico. This court ruling has directly affected schools and students in New Mexico. Specifically, there are legal and operational ramifications to school districts and implications for curricular and classroom decisions that address inequities in public education for vulnerable student populations. To provide context, I share my testimony as a witness in the legal proceedings. I also argue that curricular development opportunities in critical literacy and critical awareness for education practitioners will prove to be important responses to the findings of the lawsuit. I share findings from qualitative research on the implementation of the New Mexico Indian Education Act prior to the Yazzie/Martinez lawsuit and the resulting changes to the legislation resulting from the court findings.