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This chapter develops a framework for classifying approaches to conceptualizing and measuring implementation of innovations. It first develops a typology that distinguishes rollout, modification, programmatic and transformation conceptualizations of implementation. The implications of each conceptualization for measurement of implementation are discussed. Following this a classification scheme for implementation measures is presented that distinguishes measures on the basis of their: (a) criterion for success of the implementation; (b) innovation unit; (c) source of data; (d) measurement scale; and (e) level of analysis. Issues related to various measurement choices are discussed along with recommendations for future research and development in the measurement of implementation.

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about what it means to lead for social justice in schools. The chapter offers a template to ground school leaders in socially just practices. The authors contend those interested in leading schools do not need to wait for external agencies to take actions that align with their beliefs and vision to serve school communities in socially just ways. School leaders have the capacity to demonstrate their convictions and commitment to foster meaningful change. The authors suggest such changes promote opportunities to frame a new common discourse in educational leadership: pursuing a new vision for leading for social justice in schools.

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), other health impairments represent chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and adversely affect a child’s educational performance. The chapter is organized around definitions, prevalence, etiologies, intervention strategies, and teaching considerations for selected disabling conditions in this disability category.

A review essay on Social Science and Policy Making: A Search for Relevance in the Twentieth Century, David L. Featherman and Maris A. Vinovskis, Eds. University of Michigan Press, 2001, pp. ix, 228. This volume contains eight papers occasioned by the celebration of the fiftieth anniversary of the Institute of Social Research at the University of Michigan. Most of the essays can be bracketed into two distinct groups. The first surveys the interactions between academic social scientists and decision-makers on public policies as they have evolved in the United States. The second is built around case studies of the influence (or lack thereof) of social scientists in the shaping of policies for Head Start, the various attempts to “fix” welfare programs, and potential programs to assist the elderly in an aging society. The thread connecting these contributions is signaled in the sub-title. Whether the insights of social sciences have lost relevance in public decision-making and, if so, how they might regain it, pose questions that are very much worth asking.

Authors’ experiences encourage teachers and learners to consider the impact of integrating an intersensory transformative curriculum that explores how the senses interact with each other in different combinations and hierarchies (see Howes, 2003). Such efforts may require a deeper and more comprehensive analysis of the senses in understanding self with a focus on increasing consciousness, meaning-making, and embodied experiences (Boske, 2011b; Burns, 1978; Eisner, 1994; Noddings, 1984). All human experiences are essential to interpretation of the senses. Attending to the sensorium, which embeds the senses throughout learning, may encourage connectedness among self and others; and ultimately, provide spaces to promote equity in schools. Teachers and learners, in developing this socioecological perspective by designing curricula to include readings and activities centered on deepening personal knowings, can work to collectively engage in making connections among self, social justice and equity, and addressing larger societal issues (Furman, 2012; Jean-Marie et al., 2009).

The concept of the music scene has served sociologists well in providing a template for studying the organization of various musical styles and the people who work together to create the musical experiences. Writers including Howard Becker, Richard Peterson, Andy Bennett, David Grazian, and Joseph Kotarba have explored music scenes ranging from jazz, blues and rock to country and Latino styles. Although there is no one consensual definition of music scene, the notion of place, in a physical, empirical, and geo-local sense, seems to be a universal concern in the literature. In this chapter, we will outline a more inclusive, interactionist-oriented, and updated concept of the music scene that is at once interactionist in tone and perspective, while sensitive to dramatic changes occurring both in the world of politics and in the world of digital media. Perhaps most importantly, the concept of music scene can provide insight into the historical fact that, in spite of technological advancements, the live music experience is still at the heart of musical experiences across communities and cultures.

Purpose – This chapter examines the use of high-impact student engagement practices in library and information science (LIS) education programs.

Approach – This chapter opens with an overview of systematic planning, an outcomes-based process used to support the continuous development and improvement of higher education programs. It then details the essential contributions that students can make in systematic planning through high-impact student engagement practices, and summarizes the core competencies that students develop through these practices. A synthesis of the extant research on high-impact student engagement practices in LIS education and the results of a content analysis of select accreditation self-study reports were used to identify how these practices are utilized in LIS programs.

Findings – Five high-impact student engagement practices were used by LIS education programs: student advisory boards, student-organized meetings, student-run surveys, student-led course evaluations, and student-led curriculum development programs. These practices may be used as pedagogical tools to support mutually beneficial outcomes for LIS students and their educational programs.

Originality/Value – Student leadership in systematic program planning promotes positive student and programmatic outcomes. Broader adoption of these practices across LIS education programs will help promote student learning, prepare students for professional practice, and improve the quality and relevance of LIS education programs.

This article begins with a brief reading of the state of the practice of empirical social science research on measurement before proceeding to the discussion of an exemplary instance of this researcher's ethnographic effort to improve indicators of social capital formation. Given the central role measurement plays in social science research, it is appropriate, that a volume on methodological innovations in ethnography would contain a chapter about the relationship of ethnography to measure development. However, it is worth acknowledging that the line of argumentation advanced in this chapter is unconventional. The central tenant of this chapter – that ethnography has much to offer to the field of measurement and that ethnographers ought to take the contribution that they have the potential to make to the field of measurement seriously – at present might be thought to have little agreement either among those researchers whose primary focus is measurement or among ethnographers. This chapter contends that the features and strengths of ethnography specifically, and qualitative research more generally, makes it uniquely suited to contribute to the development of new indicators and the improvement of existing indicators. This chapter modestly hopes to encourage discussion of this contention and illustrate how this author sees his own ethnographic research into indicators of social capital formation as an attempt to address a pressing methodological dilemma within the field, more general of social scientific measure development.

Diversity education and training have been a standard in higher education for decades now. While it is widely accepted that they can have significant value and impact, there is much uncertainty in how to build programs that deliver in positive ways for increasingly diverse college campuses. The need for contextual application of diversity education makes it difficult to develop a general framework for building such a program. Still, research shows essential theoretical components of diversity education programs that can be critical to the success of these initiatives. How do we take these larger theoretical concepts and ground them within unique higher education environments in ways that meet specific campus needs – needs that exist in the context of the campus, as well as within the larger social, cultural, and political landscape? The model has to be agile enough to respond to both the internal and external factors that shape the campus climate while being true to its theoretical roots. This chapter presents a programmatic framework for building a diversity education certificate program to enhance progress toward achieving institutional change goals, as well as a case study snapshot that demonstrates the practical implications of implementing the framework. The program can drive campus change supporting diversity and inclusion – change that may have been dormant, not supported, or not articulated in ways that result in effective outcomes.