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This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

De‐institutionalisation and resettlement have had a significant impact on offenders with learning disabilities (LD) who are now more visible in the wider community than before. Perhaps because of the challenges presented by people who were previously contained in institutions, there has been a growth of interest in their characteristics, the services and clinical interventions required to support them.This narrative review presents and discusses recent developments concerning offenders with LD. It looks at the historical association between crime and low intelligence, and then examines the evidence concerning the prevalence of offending by people with LD and recidivism rates. Recent research concerning service pathways for this population is summarised and progress in the development of actuarial, dynamic and clinical assessments of the future risk of offending is outlined.The second half of the paper focuses on a review of the evidence for and recent developments in the treatment of offending behaviour (anger/aggression, sexual offending and fire‐setting), utilising broadly cognitive behaviourally‐based approaches. Finally, future directions for research and practice innovation are proposed.

The increasing availability of eXtensible Business Reporting Language (XBRL) financial statements motivates additional investigation of whether XBRL’s search-facilitating technology (SFT) and enhanced viewing capabilities facilitate information search and improve financial analysis decision quality and efficiency. This experiment investigates how using XBRL technology to view financial statements influences novice investors’ decision quality by affecting decision processes such as search strategy and effort, as well as decision efficiency (accuracy/effort) in a financial statement analysis task. In the experiment, randomly assigned student participants (n = 102) invested in companies using either static PDF-formatted or XBRL-enabled financial statements. No differences in decision quality (i.e., accuracy) due to technology use were observed. However, participants in the XBRL condition examined less information, used more directed search processes, and evidenced greater efficiency than did participants assigned to the PDF condition. Hence, the results suggest that XBRL SFT affects the use of differing decision processes relative to PDF technology.

Due to the country’s most recent wars in Afghanistan and Iraq and the enactment of the Post 9/11 GI Bill, colleges and universities across the United States have experienced a remarkable increase in student veteran enrollment. As a result, many college campuses have been challenged with knowing how to effectively support veterans as they transition from military life to college life. Although there is notable good intention, this challenge can impact an institution’s ability to offer adequate support. Consequently, many student veterans remain at the margins of the college experience, often affected by their distinct circumstances and a campus that may not be fully prepared to support them. This is a matter of equity and inclusion at its core. Students who are not well understood are likely to be underrepresented and underserved. Therefore, veterans must be included in the equity and inclusion conversation. A review of the literature confirms that student veteran support must involve a greater understanding of the student veteran experience, address institutional barriers to access, replace deficit models of support with more equitable practices, and challenge the dominant paradigm of student success that overemphasizes students’ individual and group characteristics and overlooks the role educators play in student achievement.

Students with Autism Spectrum Disorders (ASD) are one of the least included in the general education environment, only falling behind children with intellectual disabilities, multiple disabilities, and deaf/blindness (U.S. Department of Education, 2015). Teacher attitudes, knowledge and training of ASD, and administrative support are essential components of successful inclusive environments (Ferraioli & Harris, 2011; Harding, 2009). Researchers have also identified evidence-based practices to support students with ASD (National Autism Center, 2015; Wong et al., 2014). This chapter provides research related to inclusion of students with ASD, factors that may influence inclusion rates, and provides educators a few practices to try if they are given the opportunity to work with a student with ASD in their inclusive classroom.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

The article reviews the policy, legislation and literature on sex and relationships for people with learning disability, through a search of electronic databases, journals and other resources. It reviews the rights of people with learning disabilities to a sexual life and their views of service responses, sexual offences legislation and the link between sexual knowledge and practice. It also explores sexual orientation and preference among people with learning disabilities, differences between the genders and sexual offending, including consideration of ‘victimless’ offences. It concludes that the balance between empowering and protecting people with learning disabilities is challenging but important. Interventions to promote safer, healthier sexual behaviour need to address more than improving knowledge. We need to find out more about what people with learning disabilities think about their sexual experiences and how they are supported in this area.

In a previous monograph a discussion took place on stages one and part of stage two of the three stage process in an unfair dismissal action, namely the employee having to show that he has been dismissed (stage one), and some of the reasons for dismissal which fall within the statutory categories, namely the employee's capability and qualifications; misconduct and redundancy (part of stage two). In this monograph an analysis is proposed on the two remaining reasons, these being the contravention of a duty imposed by an enactment and some other substantial reason. There will then follow a discussion on the test of fairness as constituting the third of the three stage process and on the remedies available when the tribunal finds that the employee has been unfairly dismissed.

The growing use of teams to accomplish work in libraries has brought qualitative changes to the nature of work and leadership in library organizations. Collaborative work in team-based organizations and the rise of distributed leadership require different skills from traditional, hierarchically structured workplaces. The literature on team skills provides insight and direction for library human resources management practices. Growing research on emotional intelligence in the workplace also provides new guidance for selection and personnel practices. The literature in these areas can help library organizations more effectively select those who have the attributes needed to be successful in this new environment. It can also help library organizations shape training and developmental opportunities to enhance these critically needed skills.