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Data use cultures in schools determine data use practices. Such cultures can be muted by powerful macro accountability and organizational learning cultures. Further, strong equity-oriented data use cultures are challenging to establish. The purpose of this paper is to engage these cultural tensions.

The data discourse and decisions of four grade-level teams in two elementary schools in one district were studied through observation of 62 grade-level meetings over the course of a year. The observations focused on “data talk,” defined as the structure and content of team conversations about interim student performance data.

Distinct macro cultures of accountability and organizational learning existed in the two schools. The teams’ own data use cultures partly explained the absence of a focus on equity, and none of the teams used student performance data to make instructional decisions in support of the district’s equity aims. Leadership missed opportunities to cultivate an equity-focused data use culture.

School leaders who advocate that equity importantly guides data use routines, and can anticipate how cultures of accountability or organizational learning “show up” in data use conversations, will be better prepared to redirect teachers’ interpretations of data and clarify expectations of equity reform initiatives.

This study is novel in its concept of “data talk,” which provided a holistic but nuanced account of data use practices in grade-level meetings.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s.

The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters.

Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades.

This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.

President, Charles S. Goldman, M.P.; Chairman, Charles Bathurst, M.P.; Vice‐Presidents: Christopher Addison, M.D., M.P., Waldorf Astor, M.P., Charles Bathurst, M.P., Hilaire Belloc, Ralph D. Blumenfeld, Lord Blyth, J.P., Colonel Charles E. Cassal, V.D., F.I.C., the Bishop of Chichester, Sir Arthur H. Church, K.C.V.O., M.A., D.Sc., F.R.S., Sir Wm. Earnshaw Cooper, C.I.E., E. Crawshay‐Williams, M.P., Sir Anderson Critchett, Bart., C.V.O., F.R.C.S.E., William Ewart, M.D., F.R.C.P., Lieut.‐Colonel Sir Joseph Fayrer, Bart., M.A., M.D., Sir Alfred D. Fripp, K.C.V.O., C.B., M.B., M.S., Sir Harold Harmsworth, Bart., Arnold F. Hills, Sir Victor Horsley, M.D., F.R.C.S., F.R.S., O. Gutekunst, Sir H. Seymour King, K.C.I.E., M.A., the Duke of Manchester, P.C., Professor Sir Wm. Osler, Bart., M.D., F.R.S., Sir Gilbert Parker, D.C.L., M.P., Sir Wm. Ramsay, K.C.B., LL.D., M.D., F.R.S., Harrington Sainsbury, M.D., F.R.C.P., W. G. Savage, M.D., B.Sc., R. H. Scanes Spicer, M.D., M.R.C.S., the Hon. Lionel Walrond, M.P., Hugh Walsham, M.D., F.R.C.P., Harvey W. Wiley, M.D., Evelyn Wrench.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.

Interest in developing institutional explanations of political and economic behavior has blossomed among social scientists since the early 1980s. Three intellectual perspectives are now prevalent: rational choice theory, historical institutionalism and a new school of organizational analysis. This paper summarizes, compares and contrasts these views and suggests ways in which cross‐fertilization may be achieved. Particular attention is paid to how the insights of organizational analysis and historical institutionalism can be blended to provide fruitful avenues of research and theorizing, especially with regard to the production, adoption, and mobilization of ideas by decision makers.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

For more than a decade, there has been an increased focus on the need for accountability and transparency about the value that United States and international higher education institutions add to students' knowledge and skills to help increase their economic productivity and career opportunities. This focus on accountability and transparency within the U.S. dates to 2005 when former US Secretary of Education Margaret Spellings established a Commission on the Future of Higher Education to develop a national strategy for higher education reform. This led to an increased focus on measuring value added within higher education institutions and using value-added scores to make institutional comparisons. This chapter presents a brief history of value added within the United States and presents high-level summaries of initiatives, assessments used to measure value added, and a review of how value added is measured. We also present challenges around methodology and interpretation of results. Lastly, we discuss some of the future directions in evaluating value added in higher education and areas for future research.

The Bill & Melinda Gates Foundation’s Native American Access to Technology Program (NAATP) was designed to provide computer and Internet access to Native peoples in the Four Corners area of the USA. Through this multi‐year effort, complex packages of hardware, software, installation and training have been made available to 43 tribes in 161 settings. An intensive, collaborative process resulted in a package carefully designed to fit tribal interests, circumstances and political arrangements, including multimedia (graphics‐intensive) equipment, language preservation software, and satellite connections to the Internet as necessary. This interim assessment concludes that the program has substantially increased tribal access to computing and information and has often fostered creative use of the technologies. Deeply embedded economic and political realities and their legacies remain, however, with substantial immediate and long‐term consequences.