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The scope of American academic libraries during 1969–1990. Reviews the literature on price increases in library materials. Describes price increases in terms of material types, size and reasons for increases as well as possible solutions. Commercial (especially European) publishers raise prices freely because researchers must publish articles and read journals to succeed. Paper costs, foreign exchange rates, increased numbers of titles and pages, and falling subscription rates are also factors. Possible solutions are to cancel journals, use document delivery and electronic journals. Librarians and researchers should use their influence to control costs.

This study offers implications for remote mentoring within school university partnerships based on a qualitative study focused on how three experienced mentor teachers within a long-standing Professional Development School (PDS) partnership adapted to remote mentoring during emergency remote teaching in the 2020–2021 school year.

Data was collected through interviews with three teachers and analyzed following qualitative methods to identify themes. Data is presented in case studies describing their remote mentoring practices.

Findings indicate that in the context of strong school–university partnerships, these mentor teachers were successful in adapting their mentoring of teacher candidates to a remote modality and that the benefits to collaborators within the partnership were like those documented in traditional, in-person mentorship. The challenges these teachers overcame include establishing relationships and providing adequate supervision.

The results offer rich insights into the experiences of mentor teachers when conditions necessitate a change in instructional modality and create implications for innovation in mentorship of teacher candidates, particularly in remote mentorship settings.

School–university partnerships should be maintained during emergencies because of the benefits to all partners, most notably to prek-5 students. We recommend that articulated agreements be revisited and modified to address potential future emergencies. The value of establishing and maintaining strong PDS partnerships should not be undervalued during times of emergency.

Teacher preparation programs can sustain the important work of educating teachers through challenges such as the COVID-19 pandemic most effectively when they work in partnership with prek-12 schools. Use of technology in innovative ways, such as remote mentoring, can support teacher preparation when in-person clinical experiences are limited.

This study offers initial data on remote mentoring, an innovative mentoring approach which has, to this point, been the subject of limited empirical investigation. Additionally, as remote educational opportunities for prek-5 learners increase, teacher preparation programs may choose to utilize remote mentoring in PDS programming, making this data of particular value.

In this paper, a theoretical and applied understanding is brought to the study of acute myocardial infarction [AMI] care‐seeking behavior. The time between the onset of an AMI and the initiation of definitive medical care is presently the single most important factor impeding reduced mortality and improved morbidity from thrombolytic therapy. It is suggested that the acknowledged, yet relatively neglected, area of emotional response is a key element in understanding why individuals may delay seeking definitive health care services following the onset of AMI symptoms. Emotionally significant dimensions of the care‐seeking process and a model for intervention to reduce morbidity and mortality are presented.

Organizational scholars studying compensation often place an emphasis on certain employee groups (e.g., executives). Missing from this discussion is research on the compensation systems for low-wage jobs. In this review, the authors argue that workers in low-wage jobs represent a unique employment group in their understanding of rent allocation in organizations. The authors address the design of compensation strategies in organizations that lead to different outcomes for workers in low-wage jobs versus other workers. Drawing on and integrating human resource management (HRM), inequality, and worker literatures with compensation literature, the authors describe and explain compensation systems for low-wage work. The authors start by examining workers in low-wage work to identify aspects of these workers’ jobs and lives that can influence their health, performance, and other organizationally relevant outcomes. Next, the authors explore the compensation systems common for this type of work, building on the compensation literature, by identifying the low-wage work compensation designs, proposing the likely explanations for why organizations craft these designs, and describing the worker and organizational outcomes of these designs. The authors conclude with suggestions for future research in this growing field and explore how organizations may benefit by rethinking their approach to compensation for low-wage work. In sum, the authors hope that this review will be a foundational work for those interested in investigating organizational compensation issues at the intersection of inequality and worker and organizational outcomes.

The purpose of this paper is to describe the development of clinically credible skill practice and assessment guides for intraosseous (IO) needle insertion and laryngeal mask airway (LMA) insertion as two essential components of advanced life support (ALS) training.

A modified Delphi approach was used to determine expert consensus in the application of IO and LMA devices for the pre-hospital and emergency setting. Nine pre-hospital clinical specialists were recruited to participate in this Delphi study to determine consensus of clinical expert practice.

Two rounds were required to obtain a performance and assessment checklist for each skill. Both lists were then further modified to maximise their useability. However, the development of a “validated” checklist using a pre-determined process such as a Delphi approach is challenged. Rather, the implementation of these tools in a stated context, and analysis of the data they generate, is an essential aspect of validation which the Delphi approach does not address.

Participant feedback regarding the rationale for their scores was limited in this study in order to minimise participant input and maximise completion of all rounds of the study. Further, devices used in the study may no longer be first-line choices with the advent of more modern devices including semi-automatic IO devices and LMAs which do not have inflatable cuffs. The refined checklists are able to be adapted to these newer devices.

Pre-hospital education contexts which may not have access to expert assessors who are skilled in providing global judgements now have access to clinically relevant skill-specific assessment tools for IO and LMA insertion.

Worldwide, ALS accreditation and competence is demanded of countless health professionals, and to date, validated practice and assessment guides specifically developed for the emergency setting for which they are used, are not available in the published literature. This paper proposes to fill that gap, in addition to guiding clinical education researchers in strategies to develop valid assessment tools through rigorous critique.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

Purpose – Policymakers hope that comparative effectiveness research will identify examples of widely used therapies that are no better than less expensive alternatives and, consequently, reduce health care spending. Comparative effectiveness research is unlikely to reduce spending if physicians are quick to adopt effective treatments but slow to abandon ineffective ones.

Methodology/approach – We present a theoretical model that shows how physicians will adopt new treatments in response to positive evidence more readily than they abandon existing treatments in response to negative evidence if the marginal costs of production decline post-adoption. We report trends in the use of two common procedures, percutaneous coronary intervention (PCI) for patients with stable angina and routine episiotomy in vaginal childbirth, where comparative effectiveness research studies have failed to find evidence of a benefit.

Findings – Use of PCI and episiotomy have declined over time but are still excessive based on the standards implied by comparative effectiveness research.

Practical implications (if applicable) – The findings suggest that comparative effectiveness research has the potential to reduce costs but additional efforts are necessary to fully realize savings from abandonment.

Originality/value of chapter – There is a large literature on technological adoption in health care, but few studies address technological abandonment. Understanding abandonment is important for efforts to decrease health care costs by reducing use of ineffective but costly treatments.

Young children often enter formal schooling with a range of digital experiences, including using apps on tablets and engaging with interactive educational toys. The convergence and increased accessibility of digital resources has made it more convenient for young children to navigate multiple modes (e.g. words, images, sound and movement) as they construct meaning across many different texts. The purpose of the study is to examine affordances and choices when students compose multimodal texts.

Three lines of inquiry support this study: the social construction of writing practices, multiliteracies and multimodality and intertextuality. Data analysis used an iterative two-tiered process of reading, rereading and coding students’ multimodal compositions and supplemental field notes (Creswell, 1998; Strauss and Corbin, 1998).

Analysis of the 23 multimodal compositions revealed three significant findings related to choice and affordances of multimodal texts: the popularity of Minecraft as a topic choice based on the social interactions of students; semiotic concurrence and semiotic complementarity and sophisticated use of literary techniques (e.g. nonlinear structures, shifting point of view, asides and emojis) across the multimodal stories, particularly those that carried Minecraft themes.

Students’ intentionality with the modes in their compositions suggested they were fully aware of the “complexity, interrelatedness and interdependence between image [animation and sound] and language” (Shanahan, 2013, p. 213).

Women in medicine face barriers that hinder progress toward top leadership roles, and the industry remains plagued by the grand challenge of gender inequality. The purpose of this study was to explore how subtle and overt gender biases affect women physicians, physician leaders, researchers, and faculty working in academic health sciences environments and to further examine the association of these biases with workplace satisfaction. The study used a convergent mixed methods approach. Sampling from a list of medical schools in the United States, in conjunction with a list of each state's medical society, the authors analyzed the quantitative survey responses of 293 women in medicine. The authors conducted ordinary least squares multiple regression to assess the relationship of gender barriers on workplace satisfaction. Additionally, 132 of the 293 participants provided written open-ended responses that were explored using a qualitative content analysis methodology. The survey results showed that male culture, lack of sponsorship, lack of mentoring, and queen bee syndrome were associated with lower workplace satisfaction. The qualitative results provided illustrations of how participants experienced these biases. These results emphasize the obstacles that women face and highlight the detrimental nature of gender bias in medicine. The authors conclude by presenting concrete recommendations for managers endeavoring to improve the culture of gender equity and inclusivity.