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Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.

This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.

Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.

The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.

This paper provides background for the special issue, to orient readers to the field of open education.

This chapter provides a contemporary view of state-of-the science research and thinking done in the areas of selection and classification. It takes as a starting point the observation that the world of work is undergoing important changes that are likely to result in different occupational and organizational structures. In this context, we review recent research on criteria, especially models of job performance, followed by sections on predictors, including ability, personality, vocational interests, biodata, and situational judgment tests. The paper also discusses person-organization fit models, as alternatives or complements to the traditional person-job fit paradigm.

Since the latter half of the twenty-first century, African American college enrollment has shifted from historically Black Colleges and Universities (HBCUs) toward Predominantly White institutions (PWIs). Despite these trends, HBCUs continue to disproportionally award bachelor’s degrees to African Americans. Although researchers have explored the experiences of African American college students at HBCUs, less is known about the factors that contribute to their initial decision to attend. Focusing on the “twenty-first century college student,” the purpose of this study is to increase our understanding of these factors and the characteristics of students who choose HBCUs. Findings from interviews with 51 HBCU recent alumni from 20 institutions reveal three major influences on the decision to attend an HBCU: the desire to be in a predominantly Black environment; the reputation of academic programs; and cost/financial aid. This chapter highlights the strategies useful for HBCUs interested in attracting students from diverse backgrounds, illustrating that students choose HBCUs to be connected with the unique culture and traditional practices associated with HBCU campus environments. Understanding the college choice motivations of successful HBCU students can provide insights into how to foster institutional policies and practices to recruit and retain the twenty-first century student and beyond.

This chapter presents and discusses various steps to ensure empirical reliability and theoretical validity in the construction of competence scales in graduate surveys. The development of a scale to assess demands of the teacher profession and related abilities in graduates for a German tracer study project serves as an example. Confirmatory factor analysis (CFA), principal component analysis (PCA) and Cronbach’s coefficient alpha are employed to test the reliability of the scale. Differing results illustrate how the method applied influences decisions in the process of developing a scale. Our findings show that multidimensionality can only be tested appropriately by CFA; PCA renders no feasible or similar results to CFA depending on the predetermination of the number of factors; Cronbach’s alpha produces misleading results as the prerequisite assumption of unidimensionality is violated by the data.

The chapter intervenes in the debate among scholars of legal impact about the extent to which law can change society. Reformers, aims are frustrated when targets of law respond with resistance to court decisions, especially where mechanisms to enforce case law are weak (Hall, 2010; Klarman, 2006; Rosenberg, 1991). Even when law’s targets abide by a law, however, other important studies have demonstrated that organizations can leverage ambiguous language to craft policies in compliance that further their aims (Barnes & Burke, 2006; Edelman, 2016; Lipson, 2001). This chapter examines a case in which a state constitutional provision banning affirmative action was written in relatively unambiguous language and one of its targets announced its intention to comply. Through extensive interviews with University officials, this chapter examines the University of Michigan’s use of financial, technological, and political resources to follow the language of the law while still blunting its impact. These findings suggest that to understand law’s impact on society, we need to reconceive compliance and not only take the clarity of the law and its enforcement mechanisms into account but also attend to the goals, resources, and practices of the groups it targets.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

Although employee race has been an actively investigated area of scientific inquiry for decades, a thorough and informed understanding of the role of race in the organizational sciences has eluded us for a number of reasons. The relationship of race and stress in organizations is a prime example of this neglect and deficiency in our knowledge base, as little work has been done in this area. We attempt to address this limitation in the literature by proposing an inductively derived, review-centric framework that attempts to articulate the multiple intermediate linkages that explain the process dynamics taking place in the relationship between employee race and health and well-being in organizations. We argue that socialization processes, social networks, information and resource access, and mentoring contribute to distance and differences between racial minorities and nonminorities concerning control, reputation, performance, and political understanding and skill, which in turn, creates barriers to success, and increased stress and strain for racial minorities. The implications of this framework along with directions for future theory and research are discussed in this chapter.

This study examines the role of personality and work experience in predicting two measures of job performance: Proficiency on the job tasks assigned to employees (task performance) and discretionary behaviors (e.g., helping) that may or may not be performed by employees (contextual performance). The two types of performance measures were shown to have different patterns of association with work experience and personality dimensions, such that personality was more predictive of contextual performance, while job experience was more predictive of task‐based performance. Noticeably, conscientiousness did not predict task‐based performance. Implications and limitations of the present study, as well as directions for future research, are discussed.