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The aim of this study was to test whether the client homebound score (CHS), the case management intensity score (CMIS) and the client priority visit score (CPVS) could be used to predict in‐home time of professional caregivers in the Aspen community care program. A random sample of 34 community care clients from the different geographical areas of the Aspen Regional Health Authority was selected and the home visits for each client were tracked for three months. Information such as client demographics, the client diagnostic category, number and in‐home time of visits was collected. In addition, the CHS, the CMIS and the CPVS were measured for each client. Data were analyzed, using a robust variance estimator regression model. CMIS was found to be the best predictor of in‐home time (coefficient 9.521, p > 0.001), followed by the CHS and the CPVS.

This chapter offers practicable alternatives to some of the most pressing problems facing urban public education in the United States. The narrowing of the curriculum and the emphasis on “high stakes testing” and test preparation has contributed greatly to the high dropout rates in urban public schools. “Freedom Schooling: A New Approach to Federal-Local Cooperation in Public Education” was published in 1978 to address these problems by calling for an expansion of alternative public schools modeled after the innovative educational programs developed at urban magnet schools in the arts, music, science, foreign languages and cultures, sports and athletics, and other fields. Since that time, research on the public magnet schools has revealed that the innovative curricula increase student motivation, lower dropout rates, and produce levels of academic achievement higher than in traditional public schools. In calling for the development of “freedom schools” as alternatives to the traditional public schools, the goal is to motivate the students through the innovative content areas and have them pursue mastery of specific skills and talents in the arts, music, sports, technology, and other areas. Moving beyond the narrow emphasis on testing in reading and mathematics, students attending the “freedom schools” would be expected to demonstrate mastery of specific artistic forms, musical techniques, athletic practices, technological innovations, or other skills. The opening of “freedom schools,” focused on mastery learning, would address the academic failure in urban public schools by raising motivational levels and developing student mastery in specific areas of educational practice.

With 1,130 schools serving 500,000 +  students, California has the largest number of charter schools of any state in the country. The rapid expansion of charters over the last decade has prompted the development of quality charter school leadership preparation programs in southwestern California (Benjamin-Edwards, R. (2012). The new reality for charter and autonomous school leaders. In K. B. Hughes & S. A. M. Silva (Eds.), Identifying leaders for urban charter, autonomous and independent schools: Above and beyond the standards (Vol. 18, pp. 315). Advances in Educational Administration. Bingley, UK: Emerald Group Publishing Limited.). Charter school leadership programs from Loyola Marymount and Fielding University as well as in-house leadership programs developed by large charter management organizations like KIPP and Green Dot provided the foundation for the Charter Autonomous School Leadership Academy (CASLA), which opened in 2011 at the California State University Dominguez Hills (CSUDH) in Carson, CA. This chapter will capture reflections from sitting administrators who graduated from CASLA about the impact of that program on their practice. It will highlight the specific components of the preparation program that these leaders identify as most strongly influencing their work. The chapter will include a discussion of components such as the leadership framework, field based project, and analysis of leadership dispositions including description of how learning in these areas assists work in charter and autonomous schools.

The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools.

Drawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling.

Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. Second order change at the classroom level has proven elusive. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching.

The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research.

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and practice. Thematic analysis of lesson plans and clinical reflections indicated successful proponents of CRT critically analyzed their curriculum, explored the diverse needs of their students, and engaged learners in culturally appropriate social studies pedagogy. Findings also showed that unsuccessful CRT was characterized by a lack of content knowledge, resistance from the cooperating teacher, and a reliance on the textbook materials.

THE Librarian faces one of the turning times in library history. The flow of progress has not yet begun, the shortages and consequent imperious demands for food, housing and clothing stand in the way of the beginning, except on paper. How long the interregnum will last none can say. The authorities, which are a reflection in some ways of the Parliamentary party in power, are well‐disposed towards libraries; the official handbook of the Labour Party proves that; but the clamour of the needs we have mentioned deafens everybody to library needs—except in certain instances. For example, the rebuilding and enlarging of the staff at Holborn is an encouraging sign. Of more potential significance is the working out of the so‐called National Charter. It has involved many towns in the task of creating an establishment for each public department. Thus, in one library system we hear that each branch or department may claim a librarian and a deputy both on the A.P.T. scale, but all the assistants are either general or clerical. Some assistants we hear have applied to be of clerical grade as the maximum salary is greater than in the general. This we suggest is putting cash before status because it is accepted as an axiom that a clerk has only clerical qualifications and potentialities, while a general assistant may aspire, when there is a vacancy and if he have certificates, to the professional status. The grading in the particular library mentioned has rather a petrifying effect in that no assistant can get into the professional grade unless his librarian or deputy departs. Possibly this sort of thing may alter, but the fact remains for good or ill—it is not all ill by any means—that no library is able to attract men from another except to a definitely higher post.

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders.

The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead.

Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper.

Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation.

We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum.

The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

The purpose of this paper is to identify the wine consumption preferences and behavior of Gen Z wine consumers in the USA and to determine if and how Gen Z differ from other major generational cohorts in the USA. This study applies the concepts of generational cohort theory to the US wine market to examine similarities and differences between age cohorts and their potential impact on future wine sales.

A quantitative survey was conducted with a quota sample of 1,136 US wine consumers located in all 50 states. Data analysis included one-way ANOVA analysis to test the null hypothesis that the generational cohort means are equal. If the test detected at least one mean difference across cohorts, then pairwise comparisons were performed to identify, which groups differed. The Tukey–Kramer method was used for all post hoc tests. Basic descriptive statistics were also calculated.

The results show some parallels in terms of similar consumption levels and a higher preference for red wine across all cohorts. However, on the majority of other common wine consumer research topics, Gen Z shows significant differences. Of specific interest, Gen Z consumers report higher levels of preference for sparkling wine than other cohorts; prefers to drink in social situations; are much more interested in labels and package; make decisions based on varietal and alcohol level and are much more engaged on Instagram and Snapchat social media platforms – all pointed to new marketing tactics needed to reach this new consumer segment.

This is the first empirical wine research study to explore the wine preferences and behaviors of Gen Z in the US market. This is valuable because Gen Z is a very large population of consumers, comprising 32% of the world population (Miller and Wei, 2018) and already represent more than $143bn in buying power (Dill, 2015). They are expected to have a huge impact on consumer products, not only in the USA but also on a global basis. Given that the USA is currently the largest wine market in the world in both volume and value (Wine Institute, 2019; VinExpo, 2018), it is important that research is conducted on this new and powerful generation.

The purpose of this paper is to describe a new benchmarking framework on the factors that influence digital library (DL) adoption by aligning them with the constructs of DL models to establish the likely critical success factors (CSFs) for DL implementation.

Concept mapping is used to illustrate the relationship between the information systems success model and DL frameworks. Technology organisation and environment (TOE) framework was chosen as the central theme and was mapped with the three DL frameworks reviewed (5S framework; the Zachman Framework for Enterprise Architecture and the DELOS DL reference model) to come up with the likely success dimensions for DLs. A set of possible success factors was assembled from the literature on previous studies relating to factors that are critical to the success of information systems and DLs. The description of each DL potential success factors was finally developed as an item statement with verification from the literature review.

A total of 53 success factors items were assembled from literature represented by the final ten constructs of the CSFs; 16 items characterise DL technology, 13 items denote DL organisation and 24 items symbolise DL environment. Findings show that these factors may be good determinants for an effective implementation of DLs.

The outcome can positively influence the implementation of DLs worldwide.

This is the first study in library science that incorporates TOE with DL frameworks to come up with the success factors of DL implementation.