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The purpose of this study was to investigate the effectiveness of iCoaching during reading intervention. An interventionist received mentoring support to implement iCoaching. The goal of the study was to increase teacher-delivered, behavior-specific praise (BSP).

Using a single-case multiple-probe design across participants (Gast, 2010; Horner and Baer, 1978), iCoaching was implemented in a two-part package of (1) professional development (PD) and (2) live iCoaching sessions where three teachers received preemptive coaching comments to increase BSP delivery during reading intervention. Visual analysis identified changes in teacher behavior.

Findings demonstrated the iCoaching intervention package increased teacher knowledge and implementation of evidence-based practices (EBPs; i.e. BSP) during tiered reading intervention groups. Most student participants made gains in reading skills (accuracy, words per minute and composite score) across the areas measured.

Teacher absences, observation scheduling, an ongoing global pandemic, IEP meetings during intervention time, and other changes in the schedule were limitations of this study. The first set of earbuds lost the audio signal several times, and researchers lost the ability to hear the instruction occurring in the classroom; the earbuds were replaced by the first intervention phase.

Previous iCoaching literature demonstrates iCoaching provides implementation support for EBPs learned in PD. Peer coaching can have a positive impact on EBP implementation when iCoaching is non-evaluative, which supports teachers with EBP implementation with minimal disruption to teaching.

This manuscript extends iCoaching research (Randolph et al., 2020, 2021) from small group special education settings to general education intervention groups. Additionally, research shows iCoaching can be extended with mentoring.

Students with and at-risk for emotional and behavioral disorders (EBD) or behavioral difficulties have unique and heterogeneous needs that affect their academic, behavioral, and social skills. As such, many of these students are served in more restrictive settings (e.g., residential facilities) than their peers with other disabilities. However, there is little research to document the characteristics of students who are served outside of their neighborhood school. In this chapter, we describe a study of students with and at-risk for EBD served in a residential facility in the southeastern United States. Descriptive analyses of the behavioral, academic, and social characteristics of 18 students enrolled at the facility suggest that, on average, students scored above average for problem behaviors, below average on academic measures, and below average for social skills. Linear regression analyses suggest that age did not predict performance and that certain behavioral indices predicted student achievement on both academic and social skills measures. Limitations and implications for future research are discussed.

There's no such thing as free materials, you scoff. And rightly so. Every item added to a library's collection costs money in staff time and storage costs, if not in direct purchase price or postage. Free materials—like any others—are worth those costs if they enable you to better serve the library's clientele. If not, they are not worth the paper, celluloid or vinyl they're printed on.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Global citizenship, social responsibility and sustainability are constructs increasingly used in business schools. Yet, there is no widely accepted definition or conceptualization of the global citizen, nor is there strong evidence of how the global citizen is effectively translated into university ethos, culture and practice. This paper aims to conceptualize the global citizen in higher education broadly and more specifically in regard to business schools.

International higher education, social science and business literature has been reviewed to present an integrated understanding of the global citizen; contextualized to higher education generally and business schools specifically.

It is argued that the global citizen, viewed through a moral and transformative cosmopolitan lens, provides an alternative to the rhetoric frequently paid to the construct. This paper describes “global citizen learning” underpinned by the social imaginary, relationality and reflexivity. These virtues equip the students' global business mindset for complexity and ambiguity.

The interdisciplinary literature reviewed in this paper brings a focus to moral reasoning, sensitivity and values-based teaching. These aspects create new ways for the global citizen to be more explicitly integrated into business ethos and curricula.

Global citizen learning provides the “conceptual glue”, needed to link social responsibility, sustainability and ethical principles to business curricula. Also, the paper outlines how “global citizen learning” can be utilized in existing curricula from a practical perspective.

This paper discusses values and moral reasoning in business education. It is proposed that the global citizen conceptualized through moral and transformative cosmopolitanism provides a humanistic buffer to the neoliberal growth paradigm.

Sheds light on the “new” Federal Communications Commission (FCC), and its opportunity to fashion an Agenda for Reform to fulfil the 1999 Act’s vision. Submits that since the passing of the Act, some progress has, of course, been made and this progress should be recognized. Concludes there is no shortage of work to be done to bring the newly constituted Commission’s policies more in line with the realities of the pre‐competitive and deregulatory vision of the Telecommunications Act of 1996.

LIBRARIANS, unlike the Surveyors and others, have not added “Royal” to their Association's title, yet the Library Association is one of the few, and now one of the venerable, societies which draw their Charter Straight from the King. More than that, after we had enjoyed fifty‐three years with such Status, our King became our Patron, and the Consort of the Heir‐Apparent actually our President. It is in this proud position that we may share specially the sense of loss which the untimely death of George VI has caused in the world. Whether his patronage will be extended by his successor or not, we cannot be deprived of the consciousness of privilege which his recognition created, and we pay homage to the fine memory of him who bestowed it. Libraries are places wherein memories endure; our shelves prove that the most brilliant eras have been those with Queens‐Regnant. All who work in them are the loyal servants of the new, youthful Queen Elizabeth, who will be as much Queen of Hearts in her own time as was her namesake four centuries ago.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.