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This paper maps the organizational learning processes in a policy intervention program. A state department of social services designed an intervention for local agencies and implemented it with a university. A closer observation of patterns detected organizational learning in local agencies by the increase in the penetration rate-a ratio of federal to state funding. An organizational learning model is constructed to understand the organizational learning process in this particular instance. The model includes learning modes and the roles that the policy knowledge instigators had played in the process. Each mode and role is defined and the model is refined based on in-depth interviews with participants in the learning process.

As the emphasis on interorganizational relationships increases, one fear expressed by nonprofits is that interorganizational cooperation would lead them away from their sense of mission. The concern about loss of identity prompted this research into whether, and if so, how, a community action agency embedded in many relationships with other organizations continually and increasingly maintains a sense of identity. A study of the words used to describe the organization across time and across organizational members, leaders, and members of the board yielded strong agreement on some of the organization’s characteristics. The implications of this type of organizational culture for leaders of nonprofits is then described.

Uses the distinctions Max Weber draws between means and ends of economics and politics in Economy and Society to explore why the discussion of ends may be neglected in current conversations on privatization and reinvention. Includes a discussion of possible relationships between public and private based on Weberian concepts of the life spheres of politics and economics and the contrasting types of status and purposive contracts. Suggests that to increase emphasis on ends, as well as means, public dialogue should focus on giving an account as well as on holding organizations to account. For public management to focus on giving an account, more attention needs to be given to appreciating a public law framework, understanding the relationships in different types of contract, and creating conditions favourable to communicative rationality.

The narratives that would give meaning to at least four generations of scholars and practitioners are amplified in the discourse growing out of the elements of technical rationality, pragmatism, evolution, and the rush of different ideas and new institutions that punctuate the Progressive period. The narratives explored below persist in public administration from the beginning of the twentieth century: preparation for the rise of national institutions, the citizen-state relationship, reconciling democracy and administration, and science and scientific management. Throughout the paper, the author's interest in the reconciliation of freedom and order is explored in the relationship between self and community, citizen and nation, and politics and administration.

This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices.

A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding.

In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs.

This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).

THIS journal is not devoted exclusively to public libraries; they are only part of the library fabric but, because the preponderant number of workers in our craft are in public libraries, they and their work naturally occur more often in our pages than do those of others. We have always urged that the profession is indivisable and that a librarian is a person who, in his fundamental training, should be equipped to serve in any kind of library. The tendency to create distinctions, based upon slight—and they usually are slight—differences of work, are unfortunate and have led to bickerings and sometimes recriminations. Even between the two arms of the public library service, the county and the urban, there has been an emphasis on the differences rather than the likenesses; and every wise librarian knows that the services of a fully‐engaged library in a town are exactly the same as those of a county except that the county has to cover longer distances. The emphasis is even stronger where public and nonpublic libraries are in question.

AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.

I RECEIVED a most unusual publication through the post the other day which may not strictly come within the scope of this column, since it won't answer any particular problem except that of where to go for your holidays. It's called The North: a feminist local history and holiday guide by Susan Evasdaughter and is one of a series of similar booklets that includes London, Home Counties, West Country, Wales, and Central England. The books are not intended to be comprehensive holiday guides listing the best places to stay, the most interesting walks etc, but rather set out by area some of the most important things of specific interest to women. Information ranges from ‘pre‐historic matriarchal times’ to present day feminist activities. There is information on women castle builders, famous lesbians, local women heroes, artists, queens and witches, suffragettes, politicians, discoverers etc. Where possible information is given about places for women to stay although there aren't many specifically for women. The quality of printing is fairly basic; I expect the booklets were produced on a shoestring, so don't expect tourist board glossies. However, a lot of work has obviously gone into them, each has a name index, and they would be useful additions not only for local studies collections but also for any libraries who have a community information section on women's studies. The booklets cost £1.00 from 47 Ladysmith Avenue, Newbury Park, Ilford, Essex.

This paper aims to explore and better understand the workplace experiences of young professional women, as they relate to their leadership ambition. Research has shown that women graduate from college with equal or greater leadership ambition than men. By mid-career, however, a significant gender ambition gap emerges, which may be a contributing factor to the gender leadership gaps that persist across all sectors of the economy.

In-depth interviews were conducted with young American professional women who excelled and had leadership ambition in college. The theoretical framework is the expectancy–value–cost model of motivation.

Analysis reveals a consistent decline in the young women’s leadership ambition after entering their professional career, stemming from a general sense of dissatisfaction with their jobs, a lack of connection with their organizations’ leadership and culture and an expectation that moving up the ladder would result in a less satisfying personal life.

Although this study is not statistically generalizable to a broader population, the findings are relevant for colleges and universities that prepare women for their careers, and organizations that seek to recruit and retain female talent.

By focusing on the experiences of young professional women, this paper contributes to the exploration of gender leadership gaps as well as to the discussion of policies and programs that may contribute to keeping more women in the leadership trajectory.

Those of us who work, or have ever worked, in academic or public libraries know “Granger” — formerly Granger's Index to Poetry and now The Columbia Granger's Index to Poetry — which is almost as old as this century. As it is the only substantial index to verse for adults, it cannot be evaluated by comparison; so a reviewer is already halfway to redundancy.