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The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators’ assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and leadership practices.

Using a multi-site case study involving in-depth interviews of teacher and school leaders and observations of meetings, the authors examined the role that data played in classroom placement routines in three elementary schools in the USA.

Findings show that educators across schools collected similar types of multi-dimensional data; however, analysis and decision-making processes varied based on their assumptions and goals. Assessing student needs holistically and balancing students across classes based on academic diversity, behavioral or socio-emotional needs, gender and teacher workload were consistent patterns. There was a distinct difference between collecting data and actually using it as a basis of decision making.

These findings highlight the importance of using in-depth observations to understand data use in schools. Educators’ assumptions and philosophies about classroom placement contributed to the pattern of discussion and decisions made throughout the routines. Delving deeper into how data are used in specific routines and organizational contexts can illuminate how data use is socially constructed and enacted for equity.

Educators who guide school routines have the power to maintain taken-for-granted assumptions about students, or to create counter-narratives.

This study provides insights into classroom and student placement processes by emphasizing the social and interactional dimensions of data use as they unfold in practice. It also extends empirical knowledge about the purposes, dimensions, and uses of data-driven decision making models.

Web technology presents exciting opportunities for the curators of collections of digitised images, but collaboration is vital if this potential is to be realised. DMU's ELISE II project, aiming to demonstrate a service that provides access to multiple image collections, is especially supportive of the cooperative development and uptake of standards for data transfer (e.g. Z39.50) and for the representation of structure and content (e.g. Dublin Core metadata).

This paper surveys theoretical and practical issues associated with a particular type of information retrieval problem, namely that where the information need is pictorial. The paper is contextualised by the notion of a visually stimulated society, in which the ease of record creation and transmission in the visual medium is contrasted with the difficulty of gaining effective subject access to the world's stores of such records. The technological developments which, in casting the visual image in electronic form, have contributed so significantly to its availability are reviewed briefly, as a prelude to the main thrust of the paper. Concentrating on still and moving pictorial forms of the visual image, the paper dwells on issues related to the subject indexing of pictorial material and discusses four models of pictorial information retrieval corresponding with permutations of the verbal and visual modes for the representation of picture content and of information need.

National issues included: (1) a resolution from the Intellectual Freedom Committee calling on the Federal Bureau of Investigation (FBI) to expunge the files maintained on their FBI Library Awareness program after giving any individuals involved an opportunity to request their records; (2) another resolution which would subject television news services with commercials being marketed to schools to the same selection guidelines as other materials considered for school media collections; (3) a national policy on permanent paper; and (4) encouraging libraries to celebrate Earth Day in April 1990 to provide information on environmental concerns to their communities.

IN MANY RESPECTS 1961 has been a disappointing year in the British library field. In January we remarked upon our hopes for the year: a new examination syllabus, a new look for the Library Association, progress on the new building in Store Street for the National Central Library and the Library Association, a new Public Libraries Act—these were some of the advances envisaged at the outset of this year.

The purpose of this paper is to examine the intersection of teacher emotions, teacher collaboration and educational reform, particularly with respect to time, a key teacher resource that is often impacted in school change.

This paper draws upon data gathered in an in-depth, two-year qualitative case study of teacher teams in two US elementary schools. A total of 57 interviews and 102 hours of teacher team meeting observations were conducted across the two schools. The data analysis process involved several rounds of content coding of interview transcripts and teacher team meeting observation notes using MAXQDA software.

Teachers at the two schools benefitted from collaborative school structures that allowed time and space to innovate and brought joy to their professional lives. Strong professional communities served as sources of support as teachers experienced stress and frustration with reforms that created demands on their time and shifts in their teaching. Leadership played an important role in providing emotional support and autonomy to teachers, allowing teachers to flourish collectively.

This study has important implications for how researchers, policymakers and practitioners conceptualize the emotional dimension of teachers’ time in educational reform efforts. It is critical to consider whether expectations for what teachers can accomplish in collaboration are realistic in light of current working conditions. Given that emotions are at the core of teaching and the process of change, it is important to continue to explore the connections between teacher emotions and the professional capital they build in collaboration with each other.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

The purpose of this survey is to list and describe the publicly available databases produced by the European Community (EC), the databases produced from EC information by private companies and the principal database services from private companies that have particularly good coverage of EC affairs.

The effect of government on our lives is evident when we read newspapers or magazines, watch television or listen to the radio. At the international, national, and local level, decisions are made which ultimately affect many people. To understand the way governments work, political scientists study the principles, processes, and structures of government as well as the political institutions that have developed. This entails a broad range of interests because of the multiplicity and complexity of relations among governments at all levels.