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The purpose of this paper is to explore the perceived needs of junior nurses working with women with learning disabilities in a secure setting who display violence and aggression; and to contribute to this specialised area of research and to identify potential areas for further post registration education.

The study adopted a qualitative design using thematic analysis. Initial questionnaires were distributed and the results analysed in order to form initial themes. These initial themes were then used to carry out a one-off focus group and this was transcribed verbatim and then analysed using Braun and Clarke thematic analysis to develop final themes.

The findings identified a need for staff to be able to access effective immediate support following incidents of violence and aggression and support be offered within a clear structured environment. Staff indicated that peer supervision be made available and that they also receive adequate education relating to gender specific issues and the use of seclusion.

The research had several limitations. These included a small sample size which was also largely self-selected. Bias may have to be acknowledged in respect of completion of questionnaires depending on their view of participation and what they might be contributing to. Despite this the results do raise further questions such as staff decision making around the use of seclusion.

Implications centred around the organisation’s delivery of education to staff in relation to the clinical decision-making skills they require in order to effectively support women with learning disabilities who display violent and/or aggressive behaviour. The study also has implications for potential supervision structures currently offered within these services.

This paper fulfils a need to explore services for women with a learning disability further and how services can be shaped using current perspective and up to date research in line with recent policy, e.g. Corston Report (Home Office, 2007).

This chapter analyzes data from a five-year case study of a secondary school undergoing turnaround, supported by a federal School Improvement Grant. The findings explore how neoliberal policies perpetuate structural inequities in the day-to-day activities of schools by describing how district choice and accountability policies marginalize students of color in low socioeconomic positions. Findings explore the challenges faced by school leaders in a neoliberal policy context and highlight the importance of policy context in a successful improvement effort. The complex web of neoliberal polices of choice and accountability led to lower enrollment, which decreased the school's base funding and led to a greater proportion of students with skill gaps, significant socioemotional needs and students in need of special education services. For school improvement to be successful and to close the opportunity gap, leaders must dismantle and disrupt racist systems and structures bolstered by neoliberal policies.

The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings within a framework of formative assessment (FA).

The study took place in the context of upper preparatory vocational education in the Netherlands. The learning trajectory of two LS teams was examined qualitatively, using the framework of FA to analyze teachers’ explorative talk during LS-meetings. The sample included Dutch language teachers and mathematics teachers.

Findings revealed how the process of FA was intertwined with the LS process. Systematic examination of teaching practice was partly identified, however, FA was frequently inadequately applied. Teachers tended to rush into talk about pedagogics, instead of identification of goals and students’ educational (support) needs. In total, 12 characteristics of teacher talk were related to the extent to which FA was applied.

The findings of this study suggest that guidance and support during LS-meetings is desirable for systematic practices during LS-meetings and this guidance and support should adapt to specific weaknesses and strengths of a LS team.

This study builds on previous findings suggesting that a systematic approach is important for teachers during LS-meetings. The findings provide a starting point for realizing the potential of LS in preparatory vocational education, by revealing potential pitfalls of systematic practice during LS-meetings. Moreover, this study presents a framework of FA as a potential tool in facilitating a systematic practice of LS.

Teacher assistants and support staff play a critical role in the educational outcomes of Indigenous students. Small steps are being made in ‘Closing the Gap’ in Australia between Indigenous and non-Indigenous educational outcomes (Australian Government, 2013), and the trends are similar throughout other Indigenous populations. However, there is still much that needs to be done. This chapter will describe the role of teacher assistants and other support staff, and share pedagogy and practices that have been successful in engaging Indigenous students within an inclusive and responsive curriculum. The chapter will conclude with a summary of key concepts and recommendations for further research.

This paper aims to review the educational and support infrastructure for UK family firms in order to further raise the profile/challenges and support needs of family firms in the UK.

Secondary data sources relating to family businesses are reviewed in this article with a view to identifying the current infrastructure of support for family firms. These reports are also supplemented with interview material from respondents in family business associations.

This review indicates that awareness of family business public policy issues has increased in recent years in the UK. There is also an emergent support infrastructure dedicated to the needs of family businesses. There is also a growing body of research helping to overcome the (family business) dualist theoretical legacy that has dominated the field. Greater definitional clarity is also helping to inter‐relate the special needs of family firms to issues of resource, ownership, management, size and life cycle and the propagation of new theories and perspectives as seen above are contributing to better understanding about the special needs. There is still some way to go, however, before family businesses are fully acknowledged for their significant role to the national economy.

This paper reconsiders some of the original insights generated from occupational sociology which fully recognises the intertwining (and absorptive) relationships between family and work, and recognises the important and absorptive role that families in business contribute to the economy and society.

This paper signals that the entrepreneurs of today create the family businesses of tomorrow. This means progressing from a single‐heroic view of entrepreneurship and taking forward of a family embedded conceptualisation of entrepreneurship into educational programmes.

The logistics and supply chain management discipline has evolved dramatically over the past generation. The rapid pace of change has challenged education providers – e.g., universities, professional associations, and publications – to remain relevant to various stakeholders. Relying on an open systems design perspective, the purpose of this paper is to assess how well organizations use constrained resources (personnel, dollars, time, etc.) to meet customers’ educational needs.

To examine how well educational providers are meeting stakeholder goals, universities, associations, and publications are examined across time by multiple surveys to determine if they are keeping pace in the changing business world.

The paper identifies two gaps. First, stakeholders report a growing gap between the offerings of existing education providers and their educational needs. Second, the gap between academic and practitioner perceptions is growing. Importantly, some organizations and universities are doing a better job of responding to changing educational requirements. Finally, a shift to SCM is further complicating the educational process.

This study makes two primary contributions. First, it identifies important changes in the logistics and supply chain education market. Second, it provides updated rankings of the perceptions of academics and practitioners regarding three education providers: professional organizations, universities, and publications. This insight enables logistics and supply chain thought leaders to evaluate how they can enhance education resources and thus remain relevant in a rapidly changing and increasingly tumultuous marketplace.

The purpose of this paper is to show that the “Back on Track” program is designed to support students with a chronic illness (usually cancer) to maintain contact with their school and peers whilst undergoing treatment, to promote socio‐emotional wellbeing and to facilitate the ease of return to school when they are well. An evaluation of the program occurred in its first year.

A clarificative evaluation approach was used. This involved collecting data about the elements of the program design and implementation to understand and make explicit the logic of the program. It comprised three stages: documenting the program design; gathering stakeholder feedback about the experiences in the program; and reviewing the program logic of the design and implementation approaches.

The program (“Back on Track”) actively engaged teachers, parents, students and Program staff in negotiating strategies to keep the students (patients) connected with their school and peers whilst undergoing hospital‐based treatment for their chronic condition, in this case cancer, and when recovering at home before a full return to school. Difficulties emerged with the use of Information Communication Technologies (ICTs) as one of the key program components in keeping the students connected. There were also differences in views between the Program staff, schoolteachers and some of the students and their parents about the ongoing role of the Program once students had returned to school.

The paper indicates what is needed to enhance the implementation and success of programs such as “Back on Track” for this group of young people who have significant chronic illnesses, which necessitate prolonged absences from school and separation from peers.

In the 1982, ruling of Plyler v. Doe the Supreme Court of the United States ruled that undocumented children cannot be denied a public education. Yet, as this chapter is being written in 2015, states across the United States have passed statutes preventing the education of these children and by practical extension documented children and their families. A package of Executive Actions by President Obama in November of 2014 modestly benefited and impacted the rights of undocumented immigrants, but did not challenge the state laws affecting school children and university students. In this chapter, we will review the rights to education of immigrant children. We will review the national scene as it stands amidst confusion in the absence of meaningful immigration reform by the U.S. Congress and the puzzle of the states arbitrarily denying rights flowing from the Fifth and Fourteenth Amendments of the United States Constitution, carefully articulated in Plyler. We intend to present a blunt portrait of rights denied and children left behind.

The purpose of this paper is to assess student perceptions of their engagement in tangible and intangible higher education services using the College Student Experiences Questionnaire (CSEQ).

The research draws on a random sample of students without disabilities and all students with disabilities in a public university in Qatar. Group comparison analysis is conducted to find differences between the two groups by adapting the CSEQ to assess student perceptions of engagement with the services.

The findings showed that students with disabilities were less satisfied with intangible services in learning systems. Students with and without disabilities felt that the campus facilities were below average; students with disabilities rated university services lower than students without. All students felt that the learning systems were above average, with higher ratings among students without disability.

Considerable work needs to be done in capacity and professional development with faculty to deal with learning and teaching methods with students with disabilities.

In general, this study compares students with disabilities with non-disabilities. Both groups confront barriers to access learning and to the assessment of their learning. They both were satisfied with services but with higher perceptions of engagement among those with non-disabilities. Higher education institutions must consider those services in unison to both groups treating both equally, recognizing that a discourse of differences may pit one group over another in infrastructure and the institutional services provided.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.