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Many tools are available for assessing autism in an adult population; however, few have been studied for the effects of gender on diagnostic scores. The purpose of this paper is to evaluate the Autism Diagnostic Observation Schedule (ADOS) assessment for gender bias in a clinical population, specifically whether the ADOS favours a “male-type” of autism.

The ADOS scores of patients referred to an NHS specialist autism assessment service were retrospectively examined for significant gender differences. The combined ADOS scores and diagnostic outcome were grouped by gender for each participant. The data were analysed in SPSS using independent t-tests to look for significant gender differences between combined ADOS scores and diagnostic outcomes.

A significant difference was observed in the mean combined ADOS scores for those participants who later received an autism diagnosis (male=10, female=6, t (13)=3.34, p=10; 0.005). However, no significant difference was observed between mean scores of those who did not receive an autism diagnosis (t (26)=1.21, p=0.237).

The ADOS is a popular assessment used for autism diagnosis. These results provide support for a male gender bias. This could have clinical implications for autism assessment services, whereby lower diagnostic thresholds could be considered for female patients. This could allow more females with autism to receive a diagnosis, and access support services.

In 1989, IBM desiring to establish closer working relationships with libraries particularly with academic libraries established INFORMA as “a forum for current and prospective users of IBM technology in libraries.” INFORMA is directed by a steering committee composed of representatives from institutions currently using IBM technology for library automation, with IBM serving as corporate sponsor. Chair of the committee for the first year was Kaye Gapen, dean of the University of Wisconsin's General Library System, and an IBM consulting scholar. Jordan Scepanski, director of libraries and learning resources, California State University at Long Beach, is the current chair.

This study examines the relationship between workplace bullying (WPB) and the turnover intentions (TIs) of nurses, both directly and indirectly, i.e. through serial mediation of psychological contract violation (PCV) and poor employee wellbeing (EWB). And that with the moderating effect of servant leadership (SL) on its final path to TIs of nurses.

A total of 285 nurses voluntarily participated in the survey through convenient sampling from 13 different district hospitals. The authors performed partial least squares structural equation modeling (PLS-SEM) to test the study's measurement and structural models.

Overall, results indicated 62% prevalence rate of WPB and TIs of nurses had 67% variance explained by the exogenous factors. Workplace bullying was found to have direct as well as indirect relationship with TIs of nurses. For the latter, PCV and poor EWB were found to have partially mediated, both singly and serially. The moderating effect of SL on the serial mediation pathway was negative and significant.

Drawing on a tripartite theoretical perspective, this study illuminates the mechanism underlying WPB-TIs relationship with an advanced multivariate statistical technique in the nursing work setting in a developing country.

As Vietnam needs to shift from physical to virtual classrooms owing to the coronavirus disease 2019 (COVID-19) pandemic, this study aims to propose and evaluate a constructivist training course designed to improve instructors’ self-confidence in conducting synchronous online teaching by helping them develop the skills required for such.

A total of 67 in-service instructors in various hospitality and tourism institutions in Vietnam participated in the proposed course. Constructivist approaches were adopted to design learning activities. Delivered via Blackboard Collaborate’s classroom version, the course aims at enhancing instructors’ self-confidence in the knowledge and skills required for synchronous online teaching: developing online presence, planning lessons, handling technology, adapting to learners’ preferences and classroom management. Using qualitative and quantitative analyses, this paper evaluated the proposed course by comparing participants’ levels of self-confidence in conducting synchronous online teaching before and after the training.

The results show that participants’ self-confidence was enhanced after the course. To improve the course, however, more time should be allotted for practice sessions where participants can pedagogically and technologically familiarize themselves with online teaching tools.

By translating constructivism into online pedagogy, this study provided empirical evidence of how a teachers’ training program was designed and implemented to meet the need to shift from real-life to real-time classrooms in Vietnam during the COVID-19 pandemic. It also contributes to the growing literature on methods of improving instructors’ readiness in synchronous online teaching.

In the “What’s Hot in 2019: Expanded and Interconnected Notions of Literacy” survey (Cassidy, Grote-Garcia, & Ortlieb, 2019), Early Literacy was identified as a “very hot” topic. This chapter addresses how literacy practices in homes and in schools contribute to early literacy achievement; neighborhood realities are acknowledged. A brief list of expectations for early literacy learners is discussed, and competencies not always found in standards lists are described. Examples of current community activism efforts are noted, and there is a call for literacy academics to speak out against inequities in literacy learning.

By engaging in critical literacy, participants theorized Blackness and antiblackness. The purpose of this study was to have participants theorize Blackness and antiblackness through their engagements with critical literacy.

The authors used a youth-centered and informed Black critical-race grounded methodology.

Participants’ unique and varied revelations of Blackness as Vitality, Blackness as Cognizance and Blackness as Expansive Community, served to withstand, confront and transcend encounters with antiblackness in English curricula.

This paper provides a model for how to engage Black youth as a means to disrupt anti-Black English education spaces.

This study provides a foundation for future research efforts of Black English outer spaces as they relate to English education. Findings in this study may also inform existing English educator practices.

This study theorized both the role and the flexible nature of Black English outer spaces. It defined the multi-ethnic nature of Blackness. It proposed that affirmations of Blackness sharpened participants’ critical literacies in Black English outer spaces as a transformative intervention to anti-Black English education spaces.

This paper aims to help coaches better understand their approach to coaching and to help those being coached to have a sense of options in selecting a coach. And, to overview the field of coaching and offer a typology of approaches.

This paper lays out the purposes of coaching, then review two models or approaches to coaching: behavior vs. results. Then goes through the steps for doing each.

This study finds that there are two ways to approach coaching, each with pros and cons and a clear methodology.

We could study these two approaches.

We could help coaches do their work better and help those selecting coaches make more informed decisions.

No one has contrasted these two approaches to coaching and laid out the methodologies for doing each approach. This should help coaching move to a more rigorous definition of models and approaches.

The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation.

This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis.

Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education.

This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core.

This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.

The purpose of this study is to share the experience of delivering a culturally responsive teaching program, the R.E.F.O.R.M. Café, at a historically Black college and university. The R.E.F.O.R.M. Café provided an opportunity for undergraduate students to participate in dialogue that reinforces the need for social justice in preserving Black lives. Before participating in the R.E.F.O.R.M. Café, lectures using a critical perspective to connect health to the history of the modern-day civil rights movement were conducted.

Using the World Café as a model, a qualitative methodology was used to implement the R.E.F.O.R.M. Café as part of community health education course curriculum to address health disparities plaguing Black communities. The breakout room function in Zoom was used to substitute for the tables used in traditional World Cafés because of COVID-19 restrictions, which allowed for small, focus-group-like dialogues to occur.

The R.E.F.O.R.M. Café challenged students to consider the power and opportunity for individuals on the front line to contest racial disparities. Students indicated the R.E.F.O.R.M. Café reinforced the importance of meaningful conversations, the connection to confronting health disparities and the effectiveness of program design and implementation to engage in dialogue around issues of race and equity. Students indicated the importance of hearing the perspective of peers when considering their personal identities as change agents.

This paper contributes to the literature that extends the body of knowledge related to implementing culturally responsive teaching programs at a historically Black college and university. Studies currently available related to implementing culturally responsive teaching programs among undergraduate students do not focus specifically on Black, Indigenous, and People of Color.