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The similarities among the writings of Ralph Hawtrey, Lauchlin Currie and Milton Friedman are re‐affirmed, as is the influence of the former on what Friedman has called “the Chicago tradition” of the 1930s. The underconsumptionist analysis of Paul Douglas is not integral to that tradition.

Reviews Milton and Rose D. Friedman’s, Two Lucky People: Memoirs, University of Chicago Press, Chicago, 1998, $35 (£24.95), ISBN 0‐226‐26414‐9. Focuses on how the memoirs illuminate the main contributions Friedman has made to political economy and the economics literature.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

Lawrence Kohlberg's (1969) concept of cognitive moral development (CMD) has been one of the most investigated constructs in the field of social psychology, with over one thousand studies reported investigating this construct in only two decades of research. However, what is the relationship of this theoretical construct to actual decision making and behavior? Blasi (1980, p. 4) opined for the criticality of moral judgement research to both ethical decision making and ethical inquiry, stating that “without judgement, an action, no matter how beneficial, would not be moral.” Relating Kohlberg's model to business decision making and behavior has been central to the building of theoretical frameworks of the ethical decision making process engaged in by individuals. The models of this process proposed by Trevino and Youngblood (1990), Trevino (1986), Bommer, Gratto, Gravender, and Tuttle (1987), Ferrell and Gresham (1985), Ferrell, Gresham, and Fraedrich (1989), Swinyard, DeLong, and Cheng (1989), and Jones (1991) all contained cognitive moral development as a factor in their respective models of ethical decision making.

The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.

A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).

Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.

The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.

The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.

The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

This study identified and analyzed the 29 empirical articles which created 65 new scales that were published from 1996–2004 within the Spirituality, Religion, and Work (SRW) domain. Utilizing Hinkin's (1995) methodology for evaluating questionnaire scale development as a model, this study reviewed: (1) item generation issues such as inductive vs. deductive approaches; (2) scale development issues such as sampling and validity/reliability assessment; and (3) scale evaluation issues such as convergent validity testing. The study found that the vast majority of studies (86%) reported detail on the item development process for the new scales used; the primary method for item development was deductive, based on existing theory. In the area of scale development, only 45% of the studies reported using factor analysis for evaluation of constructs; of those that did, less than 25% of those reported information regarding factor retention criteria, such as eigenvalues. With regard to the internal consistency, the coefficient alpha was reported in only 45% of the studies. However, in those cases where scale development practices were described, the information was generally quite detailed and reflected statistical rigor. Few studies (38%) reported any information related to scale evaluation. Similar to Hinkin's (1995) conclusions from his review of scales in the management field, this study found scale development practices within the SRW domain to be inconsistent. The article reports detailed findings using Hinkin ‘s (1995) detailed methods and discusses practical implications for editors, reviewers and SRW researchers.

The ever-increasing pressure for school improvement has led to a related increase in research-practice partnerships (RPPs) that address problems of practice. Yet, little research has centered on how the myriad challenges to such partnerships can be overcome, such as bridging the cultural divide between universities and their school-based partners. Thus, the purpose of this paper is to examine how social capital was developed among the members of a steering committee in a RPP between a university and a 12-district consortium of predominantly rural, high-poverty school districts to develop and implement a professional development initiative for rural school leaders.

Data for this phenomenological single case study were collected over a one-year period through participant observations, document analysis and semi-structured interviews with ten steering committee members. Data were inductively and deductively coded through multiple rounds of analysis, which drew on the structural and cognitive elements of social capital (Uphoff, 2000). Findings were triangulated and member checked for trustworthiness.

The analysis of the data revealed three key ways in which social capital was developed among members of the steering committee to overcome the cultural challenges of RPPs to develop and implement a professional development initiative for rural school leaders: providing an open but focused structure, ensuring inclusive and respectful discussion and negotiating roles and ideas.

The findings provide a fine-grained illustration of how intentional efforts to develop social capital among members in a co-design team can assist in bridging the cultural boundaries often encountered in RPPs.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.