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Self-monitoring has become one of the most widely employed self-control procedures in special education for students with learning disabilities and emotional or behavioral disorders. Although its success has been documented across age groups, settings, and diverse applications, researchers have continued to study the question of whether focusing self-monitoring on certain target behaviors – particularly attention to task or academic performance – will yield superior outcomes for students. We review 11 available studies that have examined this issue, classifying each study according to the ways in which the researchers had students monitor their own behavior. The results show only small differences among the different methods and indicate a need for teachers to continue exercising professional judgment in planning the use of self-monitoring.

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to professional development in librarianship, specifically in the area of instructional development. A case study of a community of practice fostered by an instruction coordinator at an academic library is detailed. Academic librarians may encounter several challenges when entering the classroom as library instructors, and instruction coordinators seek to address these and other challenges as they build library instruction programs. By developing a community of practice, instruction coordinators can enable library instructors to learn together. The case study describes how the Instruction Coordinator cultivates library instructor development for members of the Teaching and Learning Team at Loyola University New Orleans’ Monroe Library through a community of practice model. The practical implications for this chapter are that instruction coordinators can establish instructional development opportunities that allow library instructors to enhance their teaching abilities and ultimately further library instruction programs. Communities of practice are well known in several fields and have been discussed in the library literature. This chapter provides additional value to researchers and practitioners through the discussion and application of the concept in the context of library instruction at academic institutions. The case study provides specific examples of how instruction coordinators at other academic libraries can apply the community of practice model and instructional development opportunities to a library instruction program in order to build and sustain a learning culture that supports library instructor development.

Alvin Hansen and John Williams’ Fiscal Policy Seminar at Harvard University is widely regarded as a key mechanism for the spread of Keynesianism in the United States. An original and regular participant, Richard A. Musgrave was invited to prepare remarks for the fiftieth anniversary of the seminar in 1988. These were never published, though a copy was filed with Musgrave’s papers at Princeton University. Their reproduction here is important for several reasons. First, it is one of the last reminiscences of the original participants. Second, the remarks make an important contribution to our understanding of the Harvard School of macro-fiscal policy. Third, the remarks provide interesting insights into Musgrave’s views on national economic policymaking as well as the intersection between theory and practice. The reminiscence demonstrates the importance of the seminar in shifting Musgrave’s research focus and moving him to a more pragmatic approach to public finance.

Drug Treatment Courts (DTCs) offer a form of alternative sentencing for people who have been convicted of a crime related to drug or alcohol abuse. The work of rehabilitation in DTCs is client-centered, meaning that it takes into account all of the client’s needs that affect their life in regards to completion of the program and rehabilitation. DTCs employ teams of people made up of judges, lawyers, educators, clinicians, and community supervisors. There are specific ways that librarians might become involved with DTCs regarding both literacy and, more specifically, health literacy. Existing programs could be adapted to solve common health literacy problems of participants, and librarians could also forge relationships with DTCs. Training for librarians should include education about the health and literacy problems faced by this population so they can successfully connect DTC participants with people and information that will contribute to their success completing the program and building healthier lives. This chapter looks to established best practices within DTCs and to some current related programs within public libraries to find grounds for expanding services to this population.

In interviews, Jamie Lee Curtis positions Halloween (2018) as a #MeToo film. As merely self-serving publicity, this reading is far too simplistic. In Halloween (1978) Laurie Strode is victimised; she then assumes the role of quintessential Final Girl as described by Carol J. Clover, providing the template for the entire sub-genre of horror slasher films birthed in its wake. However, in the similarly titled 2018 film, Laurie is no longer a victim. Instead of following the role of the stereotypical Final Girl of slasher films, she falls more in line with one of Yvonne Tasker's Warrior Women.

This chapter investigates Laurie Strode's transformation throughout the Halloween franchise. Once passive and victimised, Laurie has evolved: No longer the Final Girl – or victim – her position and behaviour in this film is much more in line with the neoliberal Warrior Woman of action films. Thus, the film assigns her the role of action heroine as a vehicle for responding to the concerns of the #MeToo era – and in this era, women are no longer victims. Women can and will fight back.

Many Black women continue to negotiate their way within higher education institutions, which are influenced by social class, race, and gender biases. Several scholars contend that Black women’s objectification as the “other” and “outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014) is still apparent in today’s institutions yet many persist to ascend to top leadership positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004; Jean-Marie, 2006, 2008). In particular, the inroads made by Black women administrators in both predominantly white colleges (PWIs) as well as historically black colleges and universities (HBCUs) depict a rich and enduring history of providing leadership to effect social change in the African American community (i.e., uplift the race) and at large (Bates, 2007; Dede & Poats, 2008; Evans, 2007; Hine, 1994; Miller & Vaughn, 1997). There is a growing body of literature exploring Black women’s leadership in higher education, and most research have focused on their experiences in predominantly white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris, Wright, & Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). A review of the literature points to the paucity of research on their experiences and issues of race and gender continue to have an effect on the advancement of Black women in the academy. In this chapter, we examine factors that create hindrance to the transformation of the composition, structure, and power of leadership paradigm with a particular focus on Black women administrators and those at the presidency at HBCUs. From a review of the literature, our synthesis is based on major themes and subthemes that emerged and guide our analysis in this chapter. The chapter concludes with recommendations for identifying and developing Black women leaders to diversify the leadership pipeline at HBCUs and other institutions for the future.

Students with learning disabilities (LD) have a wide range of academic needs. Since the passing of P.L. 94-142, significant research has been done on effective interventions for this group of students. Starting with the Learning Disabilities Research Institutes through the recent Handbook of Learning Disabilities, reviews of lines of research make several broad ideas about interventions clear. Primary among these is that students with LD can learn if provided with appropriate, effective instruction. Specifics about this idea and its implications are discussed in the following chapter.