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This paper aims to explore how teacher leaders help teachers improve mathematics and science teaching.

Research focused on a purposive sample of seven teacher leaders selected to vary in their time allocated to teacher leader work and their content knowledge. Each teacher leader was interviewed, as were two teachers and at least one administrator working with that teacher leader. Each interview was first subjected to a mix of deductive and inductive coding before a case study was written for each teacher leader. Ultimately, a cross‐case analysis was written.

Teacher leaders conducted two sets of leadership tasks. The paper finds that support tasks helped teachers do their work but did not contribute to teacher learning. Developmental tasks did facilitate learning. All teacher leaders engaged in support tasks, but only four did developmental tasks as well. Teacher leaders who engaged in developmental tasks had access to one material resource and three social resources not available to other teacher leaders: time to work with teachers, administrative support, more positive relations with teachers, and opportunities to work with teachers on professional development

When teacher leadership is intended to facilitate teacher learning, the payoff comes from engaging in developmental tasks. A key to teacher leader success is administrative support. Schools and districts should not invest in teacher leaders unless they intend to support teacher leaders adequately through time, administrative follow through, and training to help teachers develop the positive social relations on which their work depends.

These findings have implications for how to integrate teacher leaders into larger school improvement efforts.

A major difficulty identified many years ago in psychiatric care is the shortage of appropriate instruments with which to carry out valid and reliable therapeutic assessments which are behaviourally based and therefore appropriate for use in a variety of contexts. The aim of this project was to ascertain the utility of a forensic nursing risk assessment tool - Behavioural Status Index (BEST-Index). The paper aims to discuss these issues.

A multi-site cross-sectional survey was undertaken using mixed method design. Quantitative data was generated using BEST-Index to allow comparisons across three different levels of security (high, medium and low) in Scotland and Ireland. Qualitative data were gathered from patients and multi-disciplinary team (MDT) members using semi-structured interviews and questionnaire.

Measured over an 18-month period, there was a statistically significant improvement in behaviour, when comparing patients in high and medium secure hospitals. Two key themes emerged from patient and staff perspectives: “acceptance of the process” and “production and delivery of information”, respectively. The wider MDT acknowledge the value of nursing risk assessment, but require adequate information to enable them to interpret findings. Collaborating with patients to undertake risk assessments can enhance future care planning.

Studies using cross-section can only provide information at fixed points in time.

The BEST-Index assessment tool is well established in clinical practice and has demonstrated good utility.

This project has served to highlight the unique contribution of BEST-Index to both staff and patients alike and confirm its robustness and versatility across differing levels of security in Scottish and Irish forensic mental health services.

The research presented in this article aims to extend our understanding of the symbolic and experiential values of shopping through the investigation of consumers' grocery shopping and consumption experiences.

The research approach was based on the existential phenomenological interview; ten women living in the UK who were in paid employment outside the home at the time of the study, who were married (or living with their partner) and who had at least one child living at home participated in the study which explored their lived experiences of grocery shopping and consumption.

The findings reveal that consumers can construct various dimensions and levels of self/identity through their food shopping and consumption practices through their shopping experiences and in conjunction with various resources and support provided by retailers. Four key themes are identified and explored: “I am in control”; “I am me”; “I share and I love”; and “I belong”.

The present study is exploratory in nature; it identifies four key themes which appear significant and provides a starting point for further research.

This paper explores the ways in which shopping confirms consumers' personal identity, social position and social identity and contributes to the literature in two ways: the research extends our understanding of the experiential values of shopping by extending the domain of enquiry from consumers' experiences in‐store to the actual consumption phase and consumers' self identity is investigated through the exploration of individual consumers' lived shopping and consumption experiences from an holistic perspective.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

The purpose of this paper is to understand how J. Walter Thompson (JWT) utilized its private forums for its executives over the period 1936‐1938 to build trust both within its own organization as well as with the public in the 1930s. This was a time when the advertising industry was under public scrutiny resulting from using what consumers considered emotional and irrational appeals in their advertising practices.

This archival research examines the meeting minutes of these forums to discover what topics were most important to the leaders of JWT at this time. The archives are located at the Hartman Center at Duke University.

This paper highlights the importance of these forums that were led by the top management team and attended by the creative staff of JWT. These forums played an important role in strengthening the culture of JWT, by building organizational trust and fostering organizational communication with a new generation of JWT leadership.

This paper utilized primary data sources – the meeting minutes from 1936 to 1938 – to uncover the values of JWT and how those values were disseminated to their employees, as well as how it impacted their work with their clients and ultimately the public.

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.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This paper investigates the information dilemma in negotiations: if negotiators reveal information about their priorities and preferences, more efficient agreements may be reached but the shared information may be used strategically by the other negotiator, to the revealers' disadvantage. We present a theoretical model that focuses on the characteristics of the negotiators, the structure of the negotiation, and the available incentives; it predicts that experienced negotiators will out‐perform naive negotiators on distributive (competitive) tasks, especially when they have information about their counterpart's preferences and the incentives are high—unless the task is primarily integrative, in which case information will contribute to the negotiators maximizing joint gain. Two experiments (one small, one large) showed that the revelation of one's preferences was costly and that experienced negotialors outperformed their naive counterparts by a wide margin, particularly when the task and issues were distributive and incentives were large. Our results help to identify the underlying dynamics of the information dilemma and lead to a discussion of the connections between information and social dilemmas and the potential for avoiding inefficiencies.