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There is no single agreed-upon definition of data literacy because expectations of what it means to be data literate varies across contexts. The lack of agreement on a definition of data literacy across contexts is therefore necessary. However, definitions are important. Definitions embody our understanding of concepts and are the foundation for operationalization of concepts. The work reported in the chapter is motivated by the observation that despite no shortage of university graduates, organizations are struggling to find data-literate talent. There is an apparent disconnect between data literacy as taught in the academic domain and data literacy as expected by businesses in the public domain. An exploration of definitions of data literacy in academic and public domains is undertaken to gain insight in why the disconnect exists. A thematic analysis and comparison of definitions in the two domains were conducted. The differences identified provide some broad directions for developing data literacy capabilities in students that better fulfil the needs of business organizations.

This article provides results of the effectiveness of a training program for a measure, the Inclusive Classroom Profile (ICP), that is designed to assess the quality of classroom practices that support the individualized needs of the children with disabilities in early childhood inclusive programs. The ICP training program was developed to train users of the ICP to administer the measure with accuracy and reliability. The study assessed the extent to which participants in the training program were able to learn to apply the measure with reliability, as well as the extent to which they found the training and the measure useful for their professional practice. Results indicated that participants of the ICP training successfully met the required reliability standards, rated the components of the training program highly, found the ICP measure easy to use, and continued to use the ICP measure following their participation in the training.

Does the gender pay gap affect women's ability to repay their student debt? This study investigates the extent to which an income contingent scheme benefits women because of their individual earnings. Using the Australian Household, Income, and Labour Dynamics in Australia Survey, gender differences in debt repayment behaviour over the past two decades was examined. The regression model comprised interaction terms including risk-averse, low socio-economic status, low wealth and low income. The industries where the majority of women are employed -- education and health -- were also examined. It was found that over 2002-2014, women generally had less student debt than men, but those who were low income carried more debt. This is the first study to include an analysis of student debt by industry through a gender lens. Given the increasing amount of student debt Australians are carrying, it is important for policymakers to pay attention to its effects to ensure fairness and equity.

Ethical considerations are integral to our professional lives when we are faced with difficult choices regarding services and supports for children and families. Often, the right choice in service delivery for young children with disabilities ages birth to 5 years is unclear due to a myriad of factors potentially creating ethical dilemmas. This article reports the results of a focus group study with 82 early intervention (EI) professionals serving young children ages birth to 5 years designed to determine EI practitioners' ethical concerns in daily practice and how they are resolved. Professionals shared dilemmas they have experienced related to family-professional and interprofessional conflicts as well as those related to policy and programmatic issues. In addition, resolution strategies used by EI practitioners are highlighted. Guidelines for systematic ethical reflection and problem solving are recommended on the basis of professional Codes of Ethics.

Commercial marketing literature highlights benefits from brand advocates who recruit and promote in the interest of the commercial entity. However, a similar focus is lacking on how advocacy can extend the effectiveness of social change initiatives. We utilise a case study to demonstrate the benefit of social advocacy and its impact on behaviour change, and thereby propose an advocacy model. To develop this conceptual model, we discuss several key areas; behaviour change and advocacy, advocate identification, and how to influence advocacy within communities and individuals. This research provides a guiding framework for practitioners to develop programs and interventions with advocacy triggers and strategies to enhance the longevity and effectiveness of social change programs through participant-based advocacy. Thus, giving intervention programs in a variety of organisational structures e.g. non-profit, corporate, government etc. a specific model to increase the effectiveness of social programs. Our paper extends behaviour change literature by leveraging social marketing concepts to modify and extend the transtheoretical model. [ABSTRACT FROM AUTHOR]

The purpose of this study was to test the reliability and validity of the Inclusive Classroom Profile (ICP), an observation measure designed to assess the quality of classroom practices in inclusive preschool programs. The measure was field tested in 51 inclusive classrooms. Results confirmed and extended previous research findings, providing further evidence for the measure's interrater reliability, factor structure, and construct validity. New information from testing the relationship between the ICP and key program characteristics provided support for the measure's discriminant validity. Reports on the ease of use of the ICP from state assessors involved in collecting data for the study indicate that the ICP holds promise for use in quality assessment. Findings from the present study are discussed with respect to implications for use of the ICP in research, policy, program evaluation, and professional development.

Retailers lure consumers with clever use of choice architecture; examples include "bargains" heavily restricted in the fine print and discounts structured to exaggerate the true saving. Given that financial literacy is a key competency for managing money, good financial literacy may provide protection from these "sludges." In an exploratory experiment, we measure 48 university students' retail literacy and financial literacy, while concurrently tracking their emotional reactions and decision time using FaceReader software. We then test hypotheses on a larger sample using an online survey. We find that strong financial literacy supports retail literacy and vice versa, but the two constructs are distinct. The differences are identified through mathematical and methodological reasoning, gender, and emotion. While gender remains a factor for financial literacy, it is less prominent in retail literacy, and women respond more positively to retail literacy performance measurement. We recommend future investigation into building women's financial literacy performance using materials that are aesthetically pleasing and based on familiar financial frames and scenarios. [ABSTRACT FROM AUTHOR]

Successful inclusion of very young children with disabilities in natural environments requires professionals to have specialized skills including: collaboration with the child's parents and caregivers and other professionals, ecologically valid assessment of the child within the context of his or her natural environment, and the design of an individualized program within the routines of the child's inclusive settings. To provide preservice preparation for graduate students focused on full inclusion of young children with disabilities, a collaborative interdisciplinary program was developed. Components of the program included (a) interdisciplinary course work, (b) competency-based seminars, and (c) and an interdisciplinary practicum providing opportunities for students to implement inclusion focused knowledge and skills. A description of the program and outcomes are presented. (Contains 1 table.)

An interdisciplinary practicum case study is presented to illustrate components of a specialized preservice preparation for graduate students (n=44) in audiology, early childhood special education, school psychology, and speech-language pathology, designed to assist them in becoming inclusion collaborators/facilitators. Students' perceptions of the benefits and barriers to interdisciplinary education are discussed. (Contains references.) (Author/CR)