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The National Joint Committee on Learning Disabilities (NJCLD) affirms the importance of transition as a critical component of successfully progressing from secondary school to college or university for students with learning disabilities. Although NJCLD has addressed secondary to postsecondary education transition planning in a previous paper, several challenges remain. This NJCLD position paper includes information about the laws that affect students with learning disabilities at each level, documentation required, key participants, and programs and resources to assist in the transition process.

The consumption of technical and vocational education and training has increased exponentially over the past two decades. In terms of inclusion, it is without a doubt that today's TVET sector is a far cry from what it was before the democratic government took over the baton from the apartheid government. TVET has become a refuge to many hopefuls from the historically disadvantaged sectors of society who, due to a range of apparent reasons, would ordinarily not have managed to partake in tertiary education. To many South African youth, TVET presents an avenue for the acquisition of a skill that will give them a fighting chance at escaping the harsh recurrence of poverty, economic inactivity and resource deprivation they are subjected to almost on a daily basis. However, beneath this silver lining lies a growing public disgruntlement over the TVET system's ability to steadfastly deliver quality education and transform the lives of students, by instilling in them agency for self-regulated and collaborative innovation that will turn them into formidable and assertive role players in the knowledge societies, come the fourth industrial revolution (4IR). To understand the crux of public mistrust in TVET college education in South Africa, an extensive body of literature was reviewed. The findings of the paper point to strategic factors (which in the main are attributed to a lack of effective leadership and managerial skills) and contextual factors that occur at a campus level, as major causes of public mistrust in TVET education. The paper concludes by tabling a manifesto for changing the status quo ahead of the advent of 4IR.

Purpose: The purpose of this study was to investigate work-related adaptive performance from a longitudinal process perspective. This paper clustered specific behavioral patterns following the introduction of a change and related them to retentivity as an individual cognitive ability. In addition, this paper investigated whether the occurrence of adaptation errors varied depending on the type of change content. Design/methodology/approach: Data from 35 participants collected in the simulated manufacturing environment of a Research and Application Center Industry 4.0 (RACI) were analyzed. The participants were required to learn and train a manufacturing process in the RACI and through an online training program. At a second measurement point in the RACI, specific manufacturing steps were subject to change and participants had to adapt their task execution. Adaptive performance was evaluated by counting the adaptation errors. Findings: The participants showed one of the following behavioral patterns--(1) no adaptation errors, (2) few adaptation errors, (3) repeated adaptation errors regarding the same actions, or (4) many adaptation errors distributed over many different actions. The latter ones had a very low retentivity compared to the other groups. Most of the adaptation errors were made when new actions were added to the manufacturing process. Originality/value: Our study adds empirical research on adaptive performance and its underlying processes. It contributes to a detailed understanding of different behaviors in change situations and derives implications for organizational change management.

Aim: A critical discussion comparing Newtonian science and complexity science as the philosophical basis for suicide research and its impact on suicide knowledge development and clinical practice. Design: Discussion paper. Data Sources: A review of literature on suicide research and complexity science ranging from 2000 to 2022. Implications for Nursing: Suicide research based on a Newtonian worldview can have negative consequences for suicide knowledge development and can permeate nursing practice in ways that take away from addressing the complex needs of patients, their families and healthcare teams. Conclusion: A Newtonian worldview as a philosophical basis for research is insufficient for the study of a phenomenon as complex as suicide. A complexity science approach is better suited to the study of suicide given the multiple, interrelated, emerging factors that can contribute to a person's decision to end their own life. Impact Suggestions are provided as to how a complexity science approach to the research of suicide can inform useful knowledge development that better meets the needs of individuals facing suicidality and their families. Researchers, healthcare administrators and nurses providing care to those struggling with suicidality can benefit from adopting a complexity science worldview in addressing this multifaceted phenomenon. [ABSTRACT FROM AUTHOR]

Background: We now have sufficient evidence demonstrating inequalities in specific avoidable causes of death for adults with intellectual disability compared to their peers without intellectual disability. Apart from COVID-19, the largest differentials that disadvantage people with intellectual disability are in relation to pneumonia, aspiration pneumonia, epilepsy, cerebrovascular disease, ischaemic heart disease, deep vein thrombosis, diabetes and sepsis. The aim of this systematic review is to report on strategies at the individual, population or policy levels aimed at preventing these conditions that are applicable to adults with intellectual disability and that have been based on or recommended by research. Methods: Systematic review of PUBMED, EMBASE, CINAHL, PsychInfo, Social Care Online, International Bibliography of the Social Sciences (IBSS), Web of Science, Scopus, Overton, the Cochrane Library and Google Scholar databases was carried out. Searches were completed on 30 June 2023. Quantitative, qualitative and mixed-methods research; systematic, scoping or evidence-based reviews; and audit and reports of mortality reviews were included. Publications included in the review were about preventing the eight potentially avoidable causes of death. Findings: Ninety-four papers were included in the review (9 in relation to pneumonia; 11 for aspiration pneumonia; 18 for sudden unexpected death in epilepsy; 7 for cerebrovascular disease; 8 for ischaemic heart disease; 4 for deep vein thrombosis; 31 for diabetes; 6 for sepsis). The eight most frequently occurring potentially avoidable causes of death in people with intellectual disability are very different medical conditions, but they shared striking similarities in how they could be prevented. The literature overwhelmingly implicated the need to make lifestyle changes to address obesity, lack of exercise and poor nutrition, and to have regular medical reviews. In addition, 'whole-population' approaches are required that look beyond the individual to the social determinants of health. Conclusions: We found little peer-reviewed evidence specifically about preventing these conditions in people with intellectual disability. However, most of the literature about preventative strategies pertaining to the general population was applicable to people with intellectual disability, albeit that some 'reasonable adjustments' would be required.

After the Second World War, philosophers from former colonies began to work on a hermeneutic better suited to the postcolonial context, as the frameworks adopted in conventional academic philosophy were considered to be inadequate in this regard. This position had already been taken during the colonial period by thinkers like Rabindranath Tagore. Today, current work on world philosophies seems to be informed by similar concerns. This paper will first focus on the common ground between these positions by delineating reasons for closely attending to the context in which philosophy is carried out as well as to the impact that this practice could, and does, have on the lives of those it affects. The paper will then revisit Tagore's spirited appeal to reappropriate and recontextualise the aspects of Asian traditions that undergird common humanity in a world dominated by imperialism and colonialism, before briefly dwelling on current work on world philosophies.

This study investigated the changes in teacher-parent communication and cooperation during the COVID-19 pandemic and to determine how parent participation in distance education can be achieved. A qualitative descriptive design was adopted in the study. The study group consisted of 12 secondary school teachers working in Adana, Turkey, and 16 parents whose children are students of these teachers. The data were obtained through semi-structured interviews and analyzed through content analysis. The study concluded that teachers are required to be more directive and sensitive to students' specific requirements while parents need to be more involved in communication and cooperation in distance education. Ensuring the motivation of teachers and parents in distance education is the most effective factor that strengthens the cooperation processes. [This study was orally presented at the 8th International Eurasian Educational Research Congress held in Turkey.]

The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g., attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster & Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.

In using software to write a scientific, technical, or other scholarly document, authors have essentially two options. They can either write it in a 'what you see is what you get' (WYSIWYG) editor such as a word processor, or write it in a text editor using a markup language such as HTML, LATEX, Markdown, or AsciiDoc. This paper gives an overview of the latter approach, focusing on both the non-visual accessibility of the writing process, and that of the documents produced. Currently popular markup languages and established tools associated with them are introduced. Support for mathematical notation is considered. In addition, domain-specific programming languages for constructing various types of diagrams can be well integrated into the document production process. These languages offer interesting potential to facilitate the non-visual creation of graphical content, while raising insufficiently explored research questions. The flexibility with which documents written in current markup languages can be converted to different output formats is emphasized. These formats include HTML, EPUB, and PDF, as well as file formats used by contemporary word processors. Such conversion facilities can serve as means of enhancing the accessibility of a document both for the author (during the editing and proofreading process) and for those among the document's recipients who use assistive technologies, such as screen readers and screen magnifiers. Current developments associated with markup languages and the accessibility of scientific or technical documents are described. The paper concludes with general commentary, together with a summary of opportunities for further research and software development.

Racialized descriptions are a constant practice in our societies and a fundamental aspect of racial discourses. This paper uses conversation analytic tools within a Foucauldian perspective on discourse to investigate how discourses of race are (re)produced, and consequently navigated, in talk-in-interaction among speakers of Chinese. Four instances of racialized person description, taken from a larger corpus of 16 hours of casual conversation among Chinese migrants in Melbourne and their acquaintances, are explored in detail. The analysis identifies two interactional sequences, joking and accounting sequences, which allow participants to resist racialized descriptions while still orienting to the interactional preference for sociality in casual conversation. The paper argues that casual and friendly interaction may provide empirical evidence for how discourses of race are destabilized at the level of talk-in-interaction.

Experts in different fields have claimed that the UK has experienced a process of growing economic inequality since the 1970s. Following Fairclough's dialectal-relational approach, this paper presents a detailed, systematic analysis of the representation of homeless people and homelessness in "The Guardian" and "Daily Mail" from 2000 to 2018, in order to explore how these have been discursively represented over time. Therefore, our study addresses two specific research questions: How have homelessness and homeless people been represented in the UK press? Are there any discoursal changes in representation with the passing of time? The analysis, which has employed mostly qualitative but also quantitative (statistical) methods drawing on corpus-assisted discourse analysis, is informed by the theory of TRANSITIVITY within Systemic Functional Linguistics. Results indicate that, within an overall negative representation of homeless people and homelessness in this period, there have been some significant discoursal changes over time. As such, this paper contributes to critical discourse studies and transitivity research on a relevant social problem, that of growing economic inequality in the UK.

How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children's performance and achievement. Pedagogic and curriculum progression shifts from play to work, with structured and adult-led activities. These factors contribute to the schoolification of early childhood education, and construct school readiness as an attribute of the child. This paper reports findings on how six children experienced transition and school readiness as they move from Maternelle to Year 1 in an International school in Belgium. Multimodal and multivocal methods of data collection were used to provide child participants with accessible ways of expressing their perspectives of the lived experience of transition. The children perceived the major transition being from play to work and understood that they were expected to be ready for this change. From a socio-cultural perspective, this paper argues that school readiness cannot be assessed at a specific point in time, but should instead be viewed as the lived experience of children that begins before, and continues well beyond the transition. Children are expected to adapt to multiple changes in curriculum and pedagogical practices, as well as changes in cultural, temporal and material contexts. It is recommended that critical questions about how school readiness is constructed should take account of children's perspectives and experiences of transitions.

Government reports and documents claim that building a high skill society is critical for national success in China. In this paper, eight policies in relation to the government's espoused priorities of upskilling are examined. Applying the principles of critical policy analysis, the paper aims to expose the ideological presuppositions made in these policies. The findings in this paper reveal that the Chinese government may have focused on upgrading the credentials, rather than the actual skills that these credentials signal, thus reinforced forms of consciousness that maintain the academic-focus, credential-driven hegemony. The new policies have vigorously invested in the 'model schools', yet further excluding non-model schools and the marginalised learners. This investment, emphasising the 'supply-side' of skills provision, has also led to a more fragmented connection between the training system and industry. The promotion of 'entrepreneurial talent training', with an intention of enhancing young people's employability and building a knowledge-based economy, may act as a technique for 'self-government' under the influence of a neoliberal ideology. The responsibility of skill acquisition may have shifted to individual students, who will encounter increased precarity on their routes into work. Drawing on Gramsci's concept of hegemonic power, the paper highlights China's national skills policies may further facilitate the reproduction of current forms of inequality in training as well as contribute to construct and manage the neoliberal subjects required by the Reform Era.

Purpose: The purpose of this paper is to reflect on the implications for higher education of a rapidly changing global context, where technologies play a role in the propagation of unsustainable patterns of change. Drawing from research on science and technology studies as well as existing work on (higher) education for sustainability, it seeks to expose the multidimensional nature of these patterns to raise a series of questions for educators, particularly those in engineering, computer science and other technical disciplines, and inform structured curricular and organisational interventions. Design/methodology/approach: Theoretical perspectives on unsustainable patterns of technological change are explored with the objective of informing how the mitigation of their evolution could be addressed in educational settings. Key themes in the sustainability and higher education literature are then identified with the purpose of informing curricular and organisational intervention. Findings: Countering unsustainable patterns of technological change requires the development of key sustainability competencies within more technical disciplines, informed by concepts in science and technology studies. This requires change at curricular, organisational and institutional levels to enable spaces for inter- and transdisciplinary learning to be created, so that skills may be developed. Originality/value: This paper reflects on unsustainable patterns of technological change, identifying challenges for educators, in particular those in more technical disciplines.

Money has been the dominant way to understand the motivation for artists to teach. Written from an adult community learning (ACL) perspective, this research is part of a wider study interrogating artist-teacher identity transformation. This paper explores the motivations for becoming an artist-teacher in ACL, questioning the assumption that artists teach for financial security. ACL is comprised of 'community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges'. ACL is plighted by casual contracts and precarious working hours, suggesting that financial security may not be the main motivator for working in this sector. The research employs autoethnography, to construct a layered account of what motivates individuals to become artist-teachers in ACL (206). Within the autoethnographic approach narrative is used to help understand these motivations (727). The paper helps to produce new knowledge about the motivations of the artist-teacher in ACL. This could have wider implications on the sector, which has generally been devalued and overlooked, including influences on the recruitment and retention of tutors.

Purpose: This paper presents findings from a qualitative study of healthcare professionals' practice, where learning is taking place when a digital artefact is implemented for identification of patients' cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice? Design/methodology/approach: Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data. Findings: Professionals' knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice. Originality/value: This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.

This paper focuses on school choice and diversity in the UK (England, Wales, Scotland and Northern Ireland) in historical context. Drawing on primary and secondary documentary sources it assesses continuity, change and divergence, before addressing existing diversity and school choice, and academic outcomes. The 1944 Education Act and associated legislation established, in each country, a system of state-funded church and state schools, comprising, academically selective (grammar) and non-selective secondary schools, with test scores determining whether the child was allocated to a selective or non-selective school. The paper argues that there has been broad continuity in Northern Ireland, whilst from 1965 England, Wales and Scotland diverged when school systems were reorganized -- to a greater or lesser extent -- along comprehensive lines. From the 1980s, parental "choice" (and diversity) policies were implemented in all countries, albeit differently. It is argued that existing school diversity across the UK is associated with distinctive histories and political ideas, and with varying levels and types of school selectivity and social segregation. Furthermore, the institutional rules regarding who is prioritized for a school place in the event of oversubscription -- particularly in the case of selective and religious schools -- can constrain parental choice as they enable schools to "select in" and "select out" certain students. Whilst improving educational standards was a key goal for the Conservative government when it introduced market-oriented reforms in England, evidence points to improved academic outcomes being related to changes in assessment policy.

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty's phenomenological concern with the (in)visibility of 'things' to illuminate the presence of objects within infant transitions. Drawing on notions of "écart" and "reversibility," we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

Educational outcomes remain highly unequal within and across nations. Students' mindsets--their beliefs about whether intellectual abilities can be developed--have been identified as a potential lever for making adolescents' academic outcomes more equitable. Recent research, however, suggests that intervention programs aimed at changing students' mindsets should be supplemented by programs aimed at the changing the mindset "culture," which is defined as the shared set of beliefs about learning in a school or classroom. This paper reviews the theoretical and empirical origin of the mindset culture and examines its potential to reduce group-based inequalities in education. In particular, experiments have identified two broad ways the mindset culture is communicated by teachers: via informal "messages" about growth (e.g., that all students will be helped to learn and succeed), and formal "opportunities" to improve (e.g., learning-focused grading policies and opportunities to revise and earn credit). New field experiments, applying techniques from behavioral science, have also revealed effective ways to influence teachers' culture-creating behaviors. This paper describes recent breakthroughs in the U.S. educational context and discusses how lessons from these studies might be applied in future, global collaborations with researchers and practitioners.

This study aimed to determine the learning patterns and experiences of incarcerated adults within correctional settings and how their prison learning transforms their lives after they are released. In this qualitative research, semi-structured interviews were conducted to obtain the opinions of eight formerly incarcerated people who experienced educational practices during their serving time in prison. The snowball sampling technique was used to reach the target group of the study. Thematic analysis method was used during the data analysis process. The results of the paper, which are limited to the opinions of the participants in the study, showed that the change in the educational level of the prison population had led to a transformation in group dynamics among inmates in Turkey. Although former inmates experienced a permanent transformation in their lives after attending literacy courses, they could not carry on their religious practices after being released due to the struggle to make a living. Inmates who were not interested in educational programmes within prison managed their own learning processes as self-directed learners. Moreover, although inmates are certified through vocational training programmes, they have challenges in finding jobs when they re-enter society. Educational disruptions due to COVID-19 demonstrate that it is urgent to transform the prison education system into a technologically enriched learning environment in Turkey.

In this study, we apply theories about self-efficacy, empowerment and motivation to account for the phenomena that people with diabetes Mellitus type 1 express as being influential for people with diabetes' behaviour regarding self-regulation. They must make significant changes to their lifestyle, to keep the disease stabilized. The changes can be cumbersome and hard to implement why people with diabetes receive training in self-regulation. For many people it can be challenging to comply with the recommendations. We conducted field observations and surveys to understand how people with diabetes experience their perceived self-efficacy, and what motivates them to perform blood sugar measurements and physical activities. We found differences in people with diabetes' ability to follow the recommendation based on gender, motivation, and their level of self-efficacy. We also found indications on how a motivational dialog may affect both professionals and people with diabetes. Thus, we suggest that guidance of people with diabetes should be based on an emancipating motivational approach such enabling the possibility of strengthening the people with diabetes' motivation and thereby their self-efficacy. Through these processes, the people with diabetes may become able to achieve a higher level of health literacy such experiencing a better outcome of their self-regulation. With this paper we contribute to the contemporary overall knowledge about the diabetes field, such our investigation focus on people with diabetes ability to act upon information provided by healthcare professionals and how to best approach the issues people with diabetes experience as being essential for their general well-being and everyday lives.

Climate education is becoming a key educational issue of our time. This also brings with it increased demands for educational research in this area. One important question is how climate attitudes are constructed to support students' willingness to act towards climate change. In this paper, we explore how participatory, holistic and community-based learning approaches influence the construction of climate attitudes in school students from the Czech Republic, Portugal, and the UK (n=473; M=13.49 years). Students' perceptions of different educational strategies were nearly the same across countries. Girls perceive holistic, values-based teaching more strongly. Of the strategies studied, holistic education has the greatest influence on the formation of climate attitudes ([beta]=0.34 for climate change beliefs, [beta]=0.32 for climate change intentions), and community-based teaching has a partial influence ([beta]=0.13 for climate change intentions). It is thus the use of holistic and community-based educational approaches that is key to the successful implementation of climate education.

In the research reported on here we explored teachers' understanding of what they perceived as core values of ethical leadership in education. Using qualitative research within an interpretivist design, data were collected through semi-structured interviews with teachers and school management team (SMT) members and analysed using Tesch's coding method. The theoretical underpinnings of the paper are grounded in 3 distinct ethics of care, justice and critique. The findings cannot be generalised since the results highlighted in this article only report on those applicable to this small qualitative sample. The main themes that emerged from the findings included the participants' understanding of 3 core values of ethical leadership. They emphasised trust, respect and transparency as vital components of ethical leadership. Recommendations include more training and research for secondary school teachers who are not well equipped with the knowledge, skills and tools to approach the needs of disenfranchised and disadvantaged learners at their schools. A more nuanced understanding of transparency in schools, policy and practices is needed.

This paper presents a critical analysis of the EMPATHICS model of language learner well-being proposed by Oxford (2016) as a prerequisite first step to validate this model. The analysis was guided by the theories in the field of language learning and teaching as well as by some elaborations and suggestions originally made by Rebecca Oxford herself. The massive overlap between the dimensions in the EMPATHICS and the absence of operationalization in the literature indicate that the model is acronym-driven rather than theory-based. A thorough revision of the model is needed to eliminate overlap between the dimensions. We argue that empathy, emotions, emotional intelligence, engagement, motivation, and character strengths of language learners (E4MC) lie at the heart of the EMPATHICS model and that all the other dimensions are theoretically interrelated with these more limited number of dimensions. A revised, trimmed-down E4MC model of language learner well-being would allow the operationalization of the construct and could lead to the future development of an instrument that could be further validated.

Due to the COVID-19 pandemic, contact, education, and employment opportunities have fundamentally changed worldwide. However, various studies have pointed out that not everyone is equally affected by the changed circumstances. This paper focuses on the impact of the pandemic on the study situation in German higher education and explores the question to what extent the pandemic has led to increasing or decreasing social inequalities. Building on social stratification research and Tinto's model of social and academic integration we focus on dropout intentions of traditionally disadvantaged student groups--students with disabilities, with children, from families with lower levels of education, and with a migrant background. Based on comparable data from a German-wide representative student survey 'Studying in Corona Times' (2020) and data from the '21st Social Survey' (2016) our analysis shows to what extent the outbreak of the COVID-19 pandemic has influenced students' dropout intentions in Germany and which vulnerable student groups are particularly affected. The results of our logistic regression analysis indicate that compared to 2016 social inequalities in dropout intention have increased significantly in all vulnerable student groups. In particular, students with disabilities and students with children have a higher risk of intending to drop out in 2020.

Purpose: The aim of this paper is to explore how the involvement of workplace teams in experimenting with changes in their work practices through short, time-boxed, experiments (STBEs) can support organizational learning. It is explored how staffs' experiences with experimental practices give rise to shared knowledge and how this is supported by the design of the STBE-procedure. Also explored is how the STBEs support knowledge retainment. Design/methodology/approach: The study builds on the authors' participation in a research and development project across seven financial enterprises in Denmark. Qualitative material was developed as part of the experiments. Theoretically emphasizing experience, knowledge creation through dialogue and knowledge retention, the material was analyzed, focusing on participants' experiences and interactions, as well as on procedures. Findings: The STBEs occasioned direct experience with new work practices for managers and employees. Supported by the STBE-procedure, these experiences generated new knowledge individually, collectively and on an organizational level. The procedure also created routines that can underpin the retainment of the new practices and knowledge related to incorporating it in the organization. Research limitations/implications: The study implicates experience with changes in work practices to be understood as predominantly mindful in opposition to simple, even when the changes appear to be simple. Practical implications: The STBEs are applicable when working with organizational learning related to new work practices. Procedures supporting dialogue and mindful processes appear to be advantageous in relation to learning from experiments. Originality/value: Based on an original research and development project and unique qualitative material, the study adds to discussions on how to best conduct and learn from experiments in organizations.

This paper provides a snapshot of United States academic libraries in 2020 and explores longitudinal trends in staffing and expenditures for 1996 to 2020. The authors merged and analyzed academic library data from the National Center for Education Statistics from over 4,000 postsecondary institutions. Characteristics are explored by region and maps are provided. Total inflation-adjusted library expenditures have increased steadily for all regions from 1996 to 2020, including in the two major expenditure categories of staffing and collections. In the Northeast and West, averages are markedly higher in staffing and total expenditures than the other two regions.

This paper explores the movement of the New York City Interborough Association of Women Teachers (IAWT) for "equal pay for equal work" in teaching salaries, which it won in 1911. The IAWT's success sheds light on the possibilities and limits of women teachers advocating for change within a feminized profession. Leading the movement were of a group of women teachers, organizing before woman's suffrage and in an era of sex-differentiated work and pay, who convinced the city's public and state's legislators that they deserved pay equal to what men teachers received. They did so by strategic maneuvering in city and state politics and making equal pay look reasonable. And they did so by narrowly defining their goals and leaning on their identities as women to push a theoretically sex-neutral claim of justice. Their success, though limited, was nonetheless a victory in shifting ideas about women's societal and professional status in New York City and the state.

This paper seeks to bring together two seemingly disparate conversations, design and environmental education, with the intent to offer an interesting, new, useful approach to developing educational responses to the climate and ecological crises engendered by the Capitalocene. Beginning with observations on the relevance of design to the creation of alternative futures, we outline results from a six-person year-long research project that led us to identify six principles for guiding eco-social-cultural change: all my relations, abundant time, mystery/unknowability, embeddedness/integration, ancient futures, and (re)creative dissonance. We situate this work within transformative orientations to design, which are shown to parallel critical threads in the environmental education literature. We then extend, rework, and reimagine the six principles by suggesting how they can serve as prompts to assist environmental educators to reexamine and move beyond problematic norms of the Capitalocene in their thinking and practice.