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In today’s educational climate of data, differentiation, and accountability, teacher leadership is essential; and professional development schools (PDSs) offer distinctive settings for teacher leader practice and development. Building on chapter one, this chapter defines teacher leadership in PDSs, introduces distributed leadership theory, and provides a brief history of teacher leadership in the United States before asserting several characteristics that render PDSs ideal settings for studying teacher leadership. Instead of asking why we should study teacher leadership in PDSs and other school–university partnerships, a better question might be, why wouldn’t we?

We discuss adoption as a diverse family structure in America. Adoption has existed in some form throughout the history with the portrayal varying by historical epoch. Adoption has been both disparaged and idealized to perpetuate the interest of elite players. This chapter discusses adoption in terms of the changing demographic which 21st century families face. In this manuscript, we first discuss the history of adoption in the United States including its impact as social control of premarital sex. Then the three players in the adoption triad are discussed and analyzed. Finally, we highlight how demographics of race, class, gender, and sexuality impact the adoption experience by 21st century families. Specifically, we explore the recent National Survey of Adoptive Parents from the United States Center for Disease Control and look at the modern adoption experience

This article presents an application of survey non-response theory to a specific population with disabilities. From 1994 to 1997 the U.S. National Health Interview Survey (NHIS) did a special, two-phase study of disability. This survey format allowed for response patterns of the disabled population to be operationalized into contact, cooperation and proxy/assisted versus self-response categories. Using these data, the authors investigated the effects of severity of activity limitation at first interview on response patterns at second interview, with statistical controls for other characteristics related to the response outcome. The statistical results of the study show that respondents with moderate or severe activity limitation are more likely than those with mild activity limitation to be contacted and to cooperate, yielding higher response rates. However, respondents with a higher degree of activity limitation are also more likely to have proxy/assisted responses at re-interview. Barriers to self-response in household surveys are discussed in the concluding remarks.