Ngolovoi, Mary S. (2010). Cost Sharing in Higher Education in Kenya: Examining the Undesired Policy Outcomes. Higher Education Policy, v23 n4 p515-529 Dec. Cost sharing in higher education is a policy that comes from the United States. The policy advocates that costs of higher education should be shared between the government, parents, students and/or donor organizations. Proponents of the policy (such as the World Bank) have over the years been advocating for its implementation in African countries. This is because the governments cannot afford to fully finance the increasing numbers of students pursuing higher education. This research study uses qualitative methods to reveal that this "one size fits all approach" is particularly problematic within African societies for various reasons. The study furnishes recommendations, which are useful when implementing cost sharing in countries that are very different from the United States, in terms of the economy and family structure…. [Direct]

Cardenuto, Nancy E. (2012). Sharing Stories, Sharing Cultures: Towards the Equitable Exchange of Children's Stories. Multicultural Education, v19 n2 p40-42 Win. In Malawi, education is not always a top priority. Although there has been free primary education since 1994, attendance in school is not compulsory (Ngozo, 2010). Even when children do go to school, schools can be overcrowded with few books for students to use. Classrooms can hold over 100 children with whole groups of children sharing one textbook. The hope of better education motivates many in Malawi to carve paths of opportunities for vulnerable children. In this article, the author describes her experience as she spent years living in Malawi. She shares how she has seen great beauty in the relationships that are built among extended families in places where financial income is at a minimal as well as the friendliness and warmth of many of these cultures. She stresses the importance of exchanging stories in helping young people gain an insight into cultures vastly different from one another…. [PDF] [Direct]

Henderson, Bob (2012). The Practice of Sharing a Historical Muse. Pathways: The Ontario Journal of Outdoor Education, v24 n4 p21-23 Sum. Sharing an imaginative energy for the storied landscape is one kind of pedagogical passion. The author had taken on the challenge of offering this particular passion to his fellow travellers. With students, the practice of peppering a trip with a historical muse involves focussed readings, in the moment stories, planned ceremonies and rituals and, of course, campfire storytelling sessions. Some of all of this was shared on the Mara-Burnside. As one's knowledge of travel literature develops, the possibility abounds to share this pedagogical passion. A challenge is not to over do it; tacit knowing is also being developed. The practice is to pepper the trail with stories, rituals/ceremonies, and readings that, for those that grab onto the imaginative spark of possibility, will render the past as a felt experience. It is not romanticism, but rather a widening of reality. (Contains 1 note.)… [PDF]

Boas, Erika (2012). Using Literature Circles to Inquire into the Big Themes: Exploring the Refugee Experience. English in Australia, v47 n3 p25-28 Dec. Over a period of five weeks the author and her Grade 8 students immersed themselves in reading about human rights issues as they pertained to refugees. As part of the inquiry they read newspaper articles, explored website resources and the author read aloud to students, sharing vivid chapters of the wonderful book–"The Rugmaker of Mazar-e-Sharif," by Najaf Mazari and Robert Hillman. Together they read letters to the editor of strongly opposing views and they explored articles that raised many interesting points and questions from different perspectives. She also modelled the reading, thinking and writing dispositions to the class, asking the students to assist her along the way. Any questions that students had about refugees and human rights were written on butcher's paper, to be explored throughout the unit. In this article, the author explores the refugee experience using literature circles to inquire into the big themes…. [Direct]

Reese, Luke; Vandenberg, Lela (2011). Virtual Training for Virtual Success: Michigan State University Extension's Virtual Conference. Journal of Extension, v49 n6 Article 6IAW2 Dec. Michigan State University Extension conducted its first virtual conference, attended by more than 600 staff, with a weeklong menu of over 100 online meetings and learning sessions. Providing multiple types of pre-conference hands-on training to small groups using Adobe Connect Pro was an important key to success. Other success factors were pre and post training homework, well-trained "hosts" for each session, guidelines and checklists, pre-conference equipment check, virtual office hours, and immediate and friendly help. Embedding these factors into online training can help ensure successful adoption and positive impact of this new way of meeting and sharing knowledge…. [Direct]

Ashbrook, Peggy (2010). Documenting Learning. Science and Children, v48 n3 p24-25 Nov. Children's work documents their thinking and the details they note as they learn more. Over time, by drawing, dictating, or writing about their observations, children can reveal and deepen their understanding of science concepts. Documenting work to further understanding and sharing information is part of the National Science Education Teaching Standard B: Teachers of science guide and facilitate learning and Content Standard A: Science as Inquiry. (Contains 4 online resources.)… [Direct]

Achmad, Diana; Yusuf, Yunisrina Qismullah (2014). Observing Pair-Work Task in an English Speaking Class. International Journal of Instruction, v7 n1 p151-164 Jan. This paper reports on students' pair-work interactions to develop their speaking skills in an ELT classroom which consisted of international learners. A number of 16 learners of intermediate proficiency with IELTS score band 5.5 were observed. The teacher had paired those he considered among them to be the more competent ones (hereafter, stronger) with the less competent ones (hereafter, weaker); therefore, eight pairs were observed during the lesson. The task given to the students was to express "Agree and Disagree" in the context of giving opinions related to social life. Based on the observations, the task was successfully implemented by six pairs; thus, the two others faced some problems. From the first pair, it was seen that the stronger student had intimated the weaker one into speaking during the task. The other pair, who was both of the same native, did not converse in English as expected and mostly used their native language to speak with one another presumably due… [PDF]

Eisenberg, Nancy; Hofer, Claire; Liew, Jeffrey; Sulik, Michael J. (2014). The Development of Prosocial Moral Reasoning and a Prosocial Orientation in Young Adulthood: Concurrent and Longitudinal Correlates. Developmental Psychology, v50 n1 p58-70 Jan. We examined stability and change in prosocial moral reasoning (PRM) assessed longitudinally at ages 20/21, 22/23, 24/25, 26/27, and 31/32 years (N = 32; 16 female) using a pencil-and-paper measure of moral reasoning and examined relations of PRM and prosocial behavior with one another and with empathy, sympathy measured with self- and friend reports in adulthood, self- and mother reports of prosocial tendencies in adolescence, and observed prosocial behavior in preschool. Proportions of different types of PRM (hedonistic, approval, stereotypic, internalized) exhibited high mean-level stability across early adulthood, although stereotypic PMR increased with age and hedonistic PRM (a less sophisticated type of PRM) declined over time for males. More sophisticated PMR was positively related to friends' reports of a prosocial orientation concurrently and at age 24/25, as well as self-reports of sympathy in adolescence. Specific modes of PMR related to spontaneous or compliant… [Direct]

Beckett, Lorna; Hesla, Kevin; Lindquist, Ben; Schaller, Dan (2018). An Analysis of the Charter School Facility Landscape in Colorado. National Charter School Resource Center In the Spring of 2017, the National Charter School Resource Center, (NCSRC), the Colorado League of Charter Schools (the League) and the National Alliance for Public Charter Schools (the Alliance) collaborated to collect data and information about charter school facilities and facilities expenditures in the state of Colorado. The data collection in Colorado was supported by the Charter School Facilities Initiative (CSFI), which is a national project developed by the League to research charter school facilities and facilities expenditures across the country. Colorado was first surveyed for the CSFI project during the 2007-08 school year. The current 2016-17 survey is intended to, in part, shed light on recent changes in the state's charter sector. The information contained in this report is based on the Charter School Facilities Survey and enrollment data collected for the 2016-17 school year. In addition, current findings with those from the prior state survey conducted in 2007-08… [PDF]

Gandara, Aida (2013). A Semantic Web-Based Methodology for Describing Scientific Research Efforts. ProQuest LLC, Ph.D. Dissertation, The University of Texas at El Paso. Scientists produce research resources that are useful to future research and innovative efforts. In a typical scientific scenario, the results created by a collaborative team often include numerous artifacts, observations and relationships relevant to research findings, such as programs that generate data, parameters that impact outputs, workflows that describe processes, and publications, posters and presentations that explain results and findings. Scientists have options in what results to share and how to share them, however, there is no systematic approach to documenting scientific research and sharing it on the Web. The goal of this research is to define a systematic approach for describing the resources associated with a scientific research effort such that results and related resources become more accessible and understandable to machines over the Semantic Web. This research defines a methodology, called Collect-Annotate-Refine-Publish (CARP) Methodology, that uniformly… [Direct]

Adams-Kollitz, Sarah (2011). Going Deeper: Exploring Reflective Practices with Inspiration from Reggio Emilia. Exchange: The Early Childhood Leaders' Magazine Since 1978, n202 p36-39 Nov-Dec. Rich artwork, beautiful classrooms, articulate educators: through conferences, art exhibits, lovely books, and fabulous study tours early childhood programs in Reggio Emilia have captured the attention of the early childhood community all over the world. The study of Reggio Emilia has engaged many educators in a dynamic dialogue about the potential of children and the direction of education, helping educators think of themselves not as child-minders, but as researchers, facilitators, curators, and active co-participants in a dynamic process. In this article, the author outlines three strategies used to give reflection a bigger role in school. They are basic elements, not unusual in any way, except that when used over time they helped to support and strengthen their reflective practices. All of them were geared toward creating contexts within which people became comfortable sharing their unique perspectives, and within which they could return again and again to the difficult task of… [Direct]

Katz, Andrew (2019). An Inquiry into the Nature and Causes of the State of U.S. Engineering Ethics Education Dissertation. ProQuest LLC, Ph.D. Dissertation, Purdue University. There is a large variation in the quantity and quality of ethics that U.S. engineering students learn. Why is there so much room for improving the state of engineering ethics education in the United States? Recognizing the interplay between individual agency, structural factors, and historical contingency, this dissertation is a three-part approach to answering that question — I present three distinct, mutually informative threads for studying engineering ethics education from different angles. The first thread is an historical approach. The second thread is an empirical study of the mental models that faculty members have regarding engineering ethics education. The third thread applies theoretical constructs from political science and economics to analyze structural factors impinging on engineering ethics education. From the studies, first we see that trailblazers of engineering ethics developed the new knowledge required of this emerging field through interpersonal relationships;… [Direct]

Sodowsky, Karen (2012). Spousal Caregiver Narratives and Credible Authority: Uncertainty in Illness of Spousal Caregivers. Qualitative Report, v17 Article 35. This article is taken from a larger longitudinal study that used caregiver interviews, caregiver surveys, and caregiver statistical information of one community. The interviews were conducted with six spousal caregivers to examine the narratives produced by spouses actively caring for their partners with dementia. The spousal caregivers were interviewed multiple times over approximately 12 to 18 months. The author was the caregiver counselor and had worked in the community in social services for fifteen years. The narratives were analyzed using a phenomenological approach that allowed the development of descriptions of uncertainty and sharing caregiver narratives with a specialized audience. The duality of caregiver uncertainty based on making decisions for and about cognitively impaired care recipients is evident in diagnosis, safety, end-of-life decisions, and the caregivers' health. The choice of professional listeners as the audience when talking about uncertainty in illness… [PDF]

Bell, Randy; Mulvey, Bridget (2012). A Virtual Tour of Plate Tectonics: Using Google Earth for Inquiry Investigations. Science Teacher, v79 n6 p52-58 Sep. Google Earth is an exciting way to engage students in scientific inquiry–the foundation of science education standards and reforms. The National Science Education Standards identify inquiry as an active process that incorporates questioning, gathering and analyzing data, and thinking critically about the interplay of evidence and explanations. One of science education's main goals is to, over time, increase students' scientific inquiry skills. Developing inquiry activities can be time intensive and daunting, but researchers recognize educational technology as a means to facilitate inquiry instruction. Google Earth is internet-based, open-source software that supports the sharing of user-developed materials. Teachers can download resources, including activities and lesson plans. In this way, Google Earth promotes the communication and analysis of vast stores of data in an engaging, intuitive interface. This article describes how teachers can use Google Earth to support inquiry… [Direct]

Walters, Peter; Whitehouse, Gillian (2012). A Limit to Reflexivity: The Challenge for Working Women of Negotiating Sharing of Household Labor. Journal of Family Issues, v33 n8 p1117-1139 Aug. Unpaid household labor is still predominantly performed by women, despite dramatic increases in female labor force participation over the past 50 years. For this article, interviews with 76 highly skilled women who had returned to the workforce following the birth of children were analyzed to capture reflexive understandings of the balance of paid and unpaid work in households. Alongside a need to work for selfhood was a reflexive awareness of inequity in sharing household labor and dissatisfaction with the ways in which male partners contributed around the home. However, in parallel with this discourse of inequity was one of control, manifest in perceptions of male partners' inability to competently complete household tasks. Although the discursive aspects of women's understandings of inequality in the home can be understood as manifestations of reflexive modernization, participants' general incapacity to effect everyday changes is better explained by the more fully socialized… [Direct]

Kamp Dush, Claire M.; Taylor, Miles G. (2012). Trajectories of Marital Conflict across the Life Course: Predictors and Interactions with Marital Happiness Trajectories. Journal of Family Issues, v33 n3 p341-368 Mar. Using typologies outlined by Gottman and Fitzpatrick as well as institutional and companionate models of marriage, the authors conducted a latent class analysis of marital conflict trajectories using 20 years of data from the Marital Instability Over the Life Course study. Respondents were in one of three groups: high, medium (around the mean), or low conflict. Several factors predicted conflict trajectory group membership; respondents who believed in lifelong marriage and shared decisions equally with their spouse were more likely to report low and less likely to report high conflict. The conflict trajectories were intersected with marital happiness trajectories to examine predictors of high and low quality marriages. A stronger belief in lifelong marriage, shared decision making, and husbands sharing a greater proportion of housework were associated with an increased likelihood of membership in a high happiness, low conflict marriage, and a decreased likelihood of a low marital… [Direct]

Parker, Darlene Ciuffetelli (2010). Writing and Becoming : Teacher Candidates' Literacy Narratives over Four Years. Teaching and Teacher Education: An International Journal of Research and Studies, v26 n6 p1249-1260 Aug. This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants' knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time…. [Direct]

Conole, Grainne; De Cicco, Eta (2012). Making Open Educational Practices a Reality. Adults Learning, v23 n3 p43-45 Spr. The concept behind \open educational resources\ (OERs) has been around for several years. The principle of OERs is simply that teachers and lecturers make their learning materials freely available for others to use. At first, this might sound like a radical, even controversial, idea. Why, after all, should practitioners share materials that they spent hours preparing? Don't the resources belong to that individual's employer? And who would want to use other people's materials anyhow? Yet the concept of sharing materials has gained some ground over the last decade. The large quantity of resources on services like YouTube, Edu and iTunes U demonstrates that many are increasingly willing to share their work and reuse the work of others. OERs are being viewed and used by some teachers and learners but they are not being used extensively. This article discusses how teachers and lecturers can ensure a better uptake and enhance the quality of shared resources. (Contains 1 figure.)… [Direct]

Fugett, April; Lindberg, Marc A.; Thomas, Stuart W. (2012). Comparing Measures of Attachment: \To Whom One Turns in Times of Stress,\ Parental Warmth, and Partner Satisfaction. Journal of Genetic Psychology, v173 n1 p41-62. The Attachment and Clinical Issues Questionnaire (ACIQ; M. A. Lindberg & S. W. Thomas, 2011), was developed over an 18-year period containing 29 scales. The purpose of the present study was to test (a) the validity of the attachment scales in terms of how they predict to whom one turns in times of stress and for affective sharing, and (b) how the attachment scales compared with the Experiences in Close Relationship Questionnaire (ECR) in terms of concurrent, convergent, and discriminant evidence. The relevant secure scales of the ACIQ predicted to whom one turned in Study 1, and Study 2 demonstrated good convergent evidence with the ECR, but superior concurrent evidence in predicting partner satisfaction, and superior discriminant evidence in differentially correlating with mother and father warmth. Thus, the ACIQ passed essential validity and psychometric tests and was a more robust measure than the ECR with these defining characteristics of attachment. (Contains 6 tables.)… [Direct]

Park, Gloria (2011). Adult English Language Learners Constructing and Sharing Their Stories and Experiences: The Cultural and Linguistic Autobiography Writing Project. TESOL Journal, v2 n2 p156-172 Jun. This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities. Before recounting the narrative stories of adult ELLs through completion of their CLA writing project, I share snapshots of my autobiographical narratives as an ELL and an English language teacher that have led me to working with adult ELLs. Many of my narratives were presented to adult ELLs orally over the duration of the CLA writing project as part of my experiential sharing. (Contains 4 footnotes.)… [Direct]

Baker, Deidra F.; Hunsicker, Arthur W.; Liu, Rossina Zamora; Sunstein, Bonnie S. (2012). Math in the Margins: Writing across Curricula into Community Heritage. English Journal, v102 n2 p16-26 Nov. Imagine two classfuls of American high school students, separated by 1,500 miles and profound differences in local cultures (East Coast urban and Midwestern rural) as they correspond and collaborate in writing between their geometry classes. Reading the students' observations, one sees authentic voice, specific detail, precise language, what English teachers want to require in students' writing. One sees small samples of narration, description, argument, and comparison. What one has seen in this project supports those habits of mind. Eighty-six very different kids in very different places and their two math teachers, in partnership with one another, sharing basic curricular goals, can put a creative, local, and eloquent spin on a set of national standards–and create a sense of community they didn't know they could have. There are layers of accomplishment; the students write comfortably, with an important purpose. The writing creates a context for deep learning about mathematics. And… [Direct]

Gannon, Sam C. (2011). Assessing the Academic Medical Center as a Supportive Learning Community. Journal of Research Administration, v42 n1 p74-87 Spr. Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has become more important in the management of the research enterprise. The field of research administration within academic medical centers has grown to encompass a wide variety of responsibilities, including making sense of complicated rules, systems and processes in the administration of sponsored research, as well as managing the burden of regulatory compliance with applicable laws, contracts, institutional policies and sponsor guidelines. Keeping abreast of the complicated and fluctuating laws, guidelines, administrative processes and systems, and means of compliance is complicated even for the experienced research professional. This problem is… [PDF] [Direct]

Lenz Taguchi, Hillevi (2013). "Becoming Molecular Girl": Transforming Subjectivities in Collaborative Doctoral Research Studies as Micro-Politics in the Academy. International Journal of Qualitative Studies in Education (QSE), v26 n9 p1101-1116. In the context of Swedish reforms of postgraduate and doctoral education in a global knowledge economy, this article aims to theorise on the documented processes of doing collaborative analysis during elective graduate course-work on deconstructive methodologies in the social sciences, with 10 doctoral students over a period of seven months. I re-engage with the documentations of our collaborative processes six years later, to read and analyse them diffractively with Gilles Deleuze and Felix Guattari's philosophy, and with feminist post-constructivist theories, such as Rosi Braidotti, Claire Colebrook, Elisabeth Grosz and Patti Lather. In the course-work, we actively aimed–by engaging in different collaborative strategies of deconstructive writing and talking, sharing and re-analysing each other's research data and analyses–to resist "doing philosophy" as an independent, intellectual, disembodied and masculine-coded endeavour. This process made us aware of the tactile… [Direct]

Ives, Cindy; Pringle, Mary Margaret (2013). Moving to Open Educational Resources at Athabasca University: A Case Study. International Review of Research in Open and Distance Learning, v14 n2 p1-13 Jun. Since the birth of the World Wide Web, educators have been exchanging ideas and sharing resources online. They are all aware of the turmoil in higher education created by freely available content, including some hopeful developments charted in this issue. Interest has grown steadily over the past decade in making a university-level education openly available to students around the globe who would otherwise be overlooked, and recommendations for how to do this are well documented (e.g., UNESCO, 2002; OECD, 2007). Initiatives in the United States (Thille, 2012), Canada (Stacey, 2011b), Africa (OER Africa, n.d.), and the United Kingdom (JISC, 2012) are easily accessed and case studies abound (e.g., Barrett, Grover, Janowski, van Lavieren, Ojo, & Schmidt, 2009). Supporting the widespread availability of OER is a goal that Athabasca University (AU) has embraced through association with the Commonwealth of Learning and by becoming a charter member of the OER University (OERu, 2011)…. [PDF]

Kelly, Greg; McConkey, Roy; Samadi, Sayyed Ali (2013). Enhancing Parental Well-Being and Coping through a Family-Centred Short Course for Iranian Parents of Children with an Autism Spectrum Disorder. Autism: The International Journal of Research and Practice, v17 n1 p27-43 Jan. Parents of children with Autism Spectrum Disorders (ASD) generally experience high levels of stress and report poorer emotional well-being and family functioning compared to parents of children with other disabilities. They also tend to rely on emotional rather than problem-focused coping strategies. Seven group-based sessions were offered to two groups of parents of children with ASD in Iran (37 in all). In addition to providing information about ASD emphasis was placed on families sharing their experiences and learning from one another. A pre-post, cross-over design was used to evaluate the specific impact of the course. The changes found among the parents in the first group were replicated with the second group. Moreover the changes were sustained up to 15 weeks after the course ended. Although there were variations across the parents, in general they reported feeling less stress, had better emotional wellbeing and family functioning and made more use of problem-focused coping… [Direct]

Coniam, David; Lee, Icy (2013). Introducing Assessment for Learning for EFL Writing in an Assessment of Learning Examination-Driven System in Hong Kong. Journal of Second Language Writing, v22 n1 p34-50 Mar. While there has been a proliferation of research on assessment for learning (AFL) over the past two decades, L2 writing assessment has tended to focus much more on assessment of learning (AOL) than AFL. This study seeks to investigate the implementation of AFL for EFL writing within an examination-driven AOL system in Hong Kong, its possible impact on students' motivation and writing performance, as well as the factors that might facilitate or inhibit its uptake. Multiple sources of data were collected, including questionnaires, interviews, pre- and post-tests, and lesson observations. The findings showed that while teachers strengthened planning and pre-assessment instruction, sharing learning goals with students and using feedback forms to provide feedback and align assessment with instruction, they had to adhere to conventional practices that required detailed attention to errors and summative scores, and were unable to engage students in multiple drafting and peer evaluation on a… [Direct]

Bothun, Gregory D. (2016). Data Networks and Sustainability Education in African Universities: A Case Study for Sub-Saharan Africa. International Journal of Sustainability in Higher Education, v17 n2 p246-268. Purpose: The purpose of this paper is to provide a case study report of the development of data networks and initial connectivity in the Sub-Saharan African (SSA) region and how that development evolved into the formation of research and education (R&E) networks that enable new collaborations and curriculum potential. Design/Methodology/Approach: This case study is presented through the past 20 year's operations and field activities of the Network Startup Resource Center (NSRC) at the University of Oregon, who in partnership with the National Science Foundation has worked together to significantly train network engineers in Africa on how to develop regional R&E networks that can link together the various research universities in SSA. Findings: The author shows how the development of these networks have fostered improved collaboration between African and US scientists, particularly around issues that relate to climate change. This paper contains testimonials from both… [Direct]

Gaines, Elizabeth; McNary, Lacey (2016). Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. 2015 Survey Report. Forum for Youth Investment Child and youth coordinating bodies are systematically changing the fragmented ways that state and local governments do business for children and youth. Sometimes known as councils or commissions, children's cabinets are typically made up of the heads of all government agencies with child- and youth-serving programs. They meet regularly to coordinate services, develop a common set of outcomes, and collaboratively decide upon and implement plans to foster the well-being of young people. The coordinating bodies are asked to participate in the State Child and Youth Policy Coordination Survey in odd years. This 2015 report highlights the findings from the third survey (the previous two were in 2013 and 2011). State leaders from across the country are asked to fill out the survey and 11 coordinating bodies contributed all three years. The 2015 Ready by 21 State Policy Survey: Child and Youth Policy Coordinating Bodies in the U.S. is the nation's only survey of state child and youth policy… [PDF]

Draba, Robert; Marshall, Brent (2012). What Business Students Should Know about Attorney-Client Privilege. Journal of Legal Studies Education, v29 n2 p297-312 Sum. The case law on attorney-client privilege is extensive and can be somewhat complex. Over seven hundred articles in Westlaw, for example, have the phrase \attorney-client privilege\ in the title; in the last three years alone, there have been over 3700 federal cases in which the phrase \attorney-client privilege\ appears at least once. However, business law and legal environment textbooks typically have a short or even no discussion of issues related to attorney-client privilege. This article presents three practical and easy-to-remember principles of attorney-client privilege that every business student should know and that every professor of business law could use in teaching classes in business law and legal environment. They are as follows: (1) The attorney-client privilege protects communications involving the legal advice of attorneys, not communications involving their business advice; (2) A client can lose the privilege by sharing an attorney's legal advice with a third party;… [Direct]

Lauren P. Bailes; Yubin Jang (2024). Examining Title II Education Spending: Descriptive National and State Portraits of Funding Allocation and Professional Learning Types. Society for Research on Educational Effectiveness Background: The Every Student Succeeds Act (ESSA; 2015) constituted a reauthorization of the 1965 Elementary and Secondary Education Act (ESEA) and replaced the No Child Left Behind Act (NCLB) of 2001. ESSA, although still recognizing the need of standardized testing, diverged from NCLB by transferring a significant amount of power over educational goals and standards from the federal government to states and districts. Title II, Part A (referred to as Title II)–the Supporting Effective Instruction State Grant Program–is the "most significant source of federal funding supporting professional learning for educators and leaders at the school, district, and state levels" (Learning Forward, 2024). The goals of this initiative are as follows: 1) to enhance student performance in accordance with rigorous state academic standards; 2) to enhance the caliber and efficacy of teachers, principals, and other educational leaders; 3) to increase the quantity of teachers, principals,… [Direct]