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The purpose of this paper is to document and discuss the effects of a participatory intervention in preschools focussing upon improving the performance of the primary task on employee health and organizational effectiveness. Further, to investigate the role of implementation intensity on the outcomes.

A longitudinal, participatory intervention study of 62 preschools involving approximately 1,800 employees. The evaluation uses short-term sickness absence to measure employee health, employee-assessed primary-task quality and parent-assessed user satisfaction to measure organizational effectiveness, and implementation intensity was measured as hours per employee and as per the request by the workplace managers, and compensation was offered by the project.

The multi-level analyses show that preschools with higher implementation intensity have stronger effects on employee health and organizational effectiveness than preschools with lower implementation intensity. The differences indicate that the main intervention component, improving performance of the central work tasks through collaborative, participatory workplace activities, had effects on both health and effectiveness and that workplace and employee engagement in the intervention is crucial to its success.

Inspired by the Tavistock tradition for socio-technical systems design, the study indicates an avenue for conducting collaborative organizational change processes that benefit both employees and organizations. In addition, it proposes “hours used per employee” as a relatively simple measure of implementation intensity in such interventions.

The study contributes to research in the field of occupational psychological health by reporting on a comprehensive participatory intervention study comprising measures of employee health, organizational performance and implementation intensity.

The purpose of this paper is to investigate the relationship between student satisfaction with school facilities and exam results.

The authors combined exam results in Norwegian lower secondary schools with results from a nationwide, mandatory and annual survey that measures student satisfaction over a five-year period. The data were analyzed using regression methods (ordinary least squares and fixed-effects estimation).

The authors found a modest, yet significant, relationship between satisfaction with school facilities and exam results. This is in contrast to earlier studies using Norwegian data, which indicate no such relationship. The authors argue that the difference is probably due to the fact that they have richer data than what were available to the earlier studies of Norwegian schools, and that they used a direct measure of student satisfaction rather than formal and technical measures of facility conditions.

This paper offers new evidence of the relationship between school facilities and student achievement and should be of great interest to academics, school leaders and policy makers.

The purpose of this study is to explore women project managers as a group in order to generate new understanding about the present project context within which they work and to promote new research‐based ideas for optimizing their potential in business organizations. To this end, the paper explore their demographics and project characteristics, their project challenges and issue selling moves, and their perspectives on the advantages and disadvantages for women in this profession.

Data were collected using quantitative and qualitative questionnaire items of 211 female project managers in North America.

The research results show significant associations among women project managers' career, age, cost of their projects, and their professional certifications. In addition, their challenges and issue‐selling moves produce six factors related to their influence of others. Lastly, the results reveal women's self‐described advantages and disadvantages in the project management profession showing that while women project managers do continue to experience marginalization from gender bias, they are leveraging particular job challenges and issue selling circumstances to their advantage in moving through gender bias.

The results of this study contribute to our knowledge of important real‐world challenges and career development opportunities for women managing contemporary projects. Several implications for future research that build on women's issue selling in project management are discussed. Suggestions for broadening the sample in future research are also included.

This paper highlights several important ways in which business organizations can strengthen and optimize their women project managers, and offset second‐generation gender bias.

This is only the second study to consider the real‐world contextual factors of women's projects, and the first study to explore their perspective specifically in terms of their job challenges, issue selling, and self‐described disadvantages and advantages in managing projects. Business organizations are in a unique historical position to uplift their project management capacity and leadership talent through developing and promoting women project managers.

The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments.

The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems.

Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is also observed. In particular, bullying and satisfaction with teacher guidance are more important determinants for males’ than for females’ effort.

The results indicate that school managers should focus attention on improving not only the quality of teachers and teaching materials, but also the social environment at the school in order to stimulate more student effort.

The results contribute to the literature studying student effort and educational outcomes by providing information on how different school factors affect student effort.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.

The future is often portrayed as rational, logical, and informed by the continuing achievements of the scientific and technological revolution. In similar ways, our own time was seen as marked by such advances by futurists of earlier decades. But at the end of the twentieth century, resistance to the claims of mainstream science and technology has grown to an extent unanticipated in these earlier appraisals. This essay argues that such resistance is liable to flourish in the twenty‐first century, and that understanding why this should be the case is important for studies of the future. In particular, this essay takes up the Fortean approach. This approach examines areas of human experience that are “damned” by mainstream science, and also examines the processes and strategies adopted both by those effecting the damnation, and those challenging it. The case being made is that although we can expect many of these damned phenomena to remain excluded – deservedly so in some cases – this will not always be the case.

MR. DENIS HOWELL, M.P., Minister for Libraries, who was to have told Conference how public libraries had progressed since the Act, had to withdraw and so we did not find out how the responsible minister felt about us.

In recent decades, economic and social differences have increased in many Western countries. The consequences of these societal changes are higher unemployment and more insecurity within the working class. Hostile attitudes towards the poor and immigrants have grown in scale and intensity, leading to claims of a crisis. However, these attitudes are not as common among the ethnic Norwegian working class as they are in the United States and France. Workers in Norway are more hostile towards the rich than vulnerable groups. In contrast with those in the United States and France, it appears that the working class in Norway still struggles for recognition of its societal role and political identification, and this ‘struggle’ is still fought against the economic elite.

Have you ever wished your IBM‐compatible PC ran faster? Not everyone can afford a new AT, but for a few dollars and an hour's effort, you can increase the speed of your PC from five to ten percent. The secret of this increase is the new NEC V20 chip.