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School improvement planning and implementation is one organizational process by which principals may positively impact school and student outcomes. Limited research, however, has explored how principal preparation programs prepare aspiring leaders for this common school leadership activity. This study examined aspiring principals engaged in the school improvement process by evaluating what they included in their school improvement plans (SIPs) that were developed as part of their field experience.

The authors examined SIPs aspiring principals collaboratively developed as part of their field experience. Using an abductive analysis method, combining both deductive and inductive coding methods, authors examined 77 SIPs in which aspiring principals used school level data in planning.

Each aspiring principal's SIP was contextually specific. No two plans were identical relative to who was targeted for improvement and how the plan was to be implemented, indicating aspiring principals can apply course-based learning and implement important data-driven decision-making skills in field-based school improvement projects.

Findings are exploratory and limited to SIPs developed by aspiring principals in one university program in one large urban school district context. The findings that specific requirements and program structures affected the aspiring principal's school improvement planning process as did the overall school context adds to current understandings of how course-based learning is applied. However, further investigations are needed.

Findings provide evidence of how school leadership preparation programs may impact leadership development relative to skills associated with school improvement planning. The findings also suggest the importance of detailed analysis of aspiring principals school improvement planning as a program evaluation process.

This study was the first to document the content of aspiring principals' field-based SIPS and how skills in data-driven decision-making were applied in a SIP field-based activity.

The purpose of this paper is to examine the significant challenges school administrators encountered leading a one-to-one laptop school and what vision school administrators have for one-to-one laptop use in the classroom.

The methodology for this study was a case study approach. In total, 15 school administrators were interviewed from the Western region of the USA.

Results from the study indicated that significant challenges for school administrators were budgeting and sustaining the initiative, and negotiating and setting expectations for instructional use with teachers. School administrators also envisioned one-to-one laptop use as a mean to enhance student-centered learning and inquiry.

Further research is needed which examines how school administrators make financial decisions in regards to sustaining one-on-one laptop initiatives and how they manage conflict with teachers in respect to one-to-one laptop instruction.

Minimal literature exists which examines the challenges and vision of school technology leaders. Policy-makers and school administrators can use the findings to recreate teacher evaluation forms, develop conflict management strategies and teaching standards that are aligned and conducive to one-to-one laptop schools.

The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners.

Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP.

This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom.

Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.

The purpose of this paper is to explore lawsuits involving police response to domestic violence incidents. Focusing on the specific legal remedy of due process under Section 1983, the paper seeks to examine federal case law dealing with police response to domestic violence victims. The paper also aims to discuss differences in procedural and substantive due process violations, highlighting circumstances under which the police may be held liable for improper response to domestic violence incidents.

This paper qualitatively examines relevant Section 1983 federal court decisions (n=27 as of May, 2008) identified through a query of Lexis Nexis for the last ten years (before and after Castle Rock) dealing with lawsuits arising from domestic abuse investigations.

The preponderance of cases have resulted in dismissals of summary judgments filed against police officers and agencies for allegations that the police violated plaintiffs' due process rights. The recent Supreme Court decision in Town of Castle Rock v. Gonzales has prevented plaintiffs from seeking relief under procedural due process; however, domestic abuse victims have been successful to some extent using substantive due process as a basis for civil action. Plaintiffs have prevailed in federal courts alleging that the police acted with deliberate indifference or conscious disregard for victims' civil rights.

The paper is limited to federal court decisions involving due process violations and does not account for factors resulting in state tort negligence lawsuits filed against the police. Moreover, federal courts will likely continue to use substantive due process as a Section 1983 remedy for domestic violence victims as research and awareness on domestic violence policy evolves.

The paper suggests that police agencies should take note of recent court decisions applicable to their jurisdictions as domestic violence enforcement policy remains fragmented. Agencies should ensure that police dispatcher 911 call classification policies are current and that training guidelines comport with these policies.

Given the prevalence of domestic violence in the USA, police agencies should expect increases in the number of lawsuits filed against the police for violations of substantive due process.

Empirical studies show substantial variation across immigrants in the rate and direction of assimilation along various dimensions (e.g., cross-ethnic contact, language, identity). To explain this variation, past research has focused on identifying exogenous factors, such as discrimination, human capital, and settlement intention. In this chapter we argue that variation in immigrant outcomes emerges endogenously through positive interaction effects between dimensions of assimilation. We propose a new assimilation model in which processes of social influence and selection into congruent social environments give rise to multiple long-term equilibria. In this model, migrants who are already assimilated along many dimensions tend to also adapt along other dimensions, while less assimilated migrants become more strongly embedded in their ethnic group.

To test the assimilation model, we derive a number of hypotheses, which we evaluate using trend analysis and dynamic panel regression on data from the Longitudinal Survey of Immigrants to Canada.

The data mostly confirm the hypotheses, providing overall support for the assimilation model.

Our theory and findings suggest that immigrants would follow divergent assimilation trajectories even in the absence of a priori population heterogeneity in external factors.

The positive interaction effects between cultural and structural dimensions of assimilation suggest that mixed policies that promote integration while seeking to prevent loss of identity go against the natural tendency for cultural and structural assimilation to go hand in hand.

The present chapter proposes a novel model of immigrant assimilation and an empirical test.

The two major purposes of this paper are as follows: first, to identify those appropriate key attributes that a commercial avatar promoting a leisure service must have in terms of likeability, expertise, credibility and attractiveness, with the final purpose of stimulating millennials' acceptance (emotions, buying intentions and electronic word of mouth [eWOM]) and second, to compare if men and women expect the same attributes in a successful avatar.

A three avatar designs were prepared for this experiment. Then, they were presented to the respondents to be evaluated changing the order of appearance for avoiding biases: (attractive/likeable, expert/credible and normal/basic avatars). The participants were recruited using an online procedure. The final sample size was 104 consumers. They provided 302 valid responses about the three different avatars. A restaurant chain Chili's in Peru was used to define this experiment.

Findings of the study indicated that the design attributes of an avatar and the desired effects were related terms. Second, an expert/credible avatar worked better than an atractive/likeable one and also better than a common avatar, especially among the feminine target.

This paper tries to develop a guide for executives or entrepreneurs immersed in the gastronomic field in Peru, to enable them to make appropriate decisions regarding the definition of an attractive and disruptive web page design with an innovative tool: efficient commercial avatars.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

Studies and programming on belonging in higher education tend to focus on college students’ sense of belonging, but the experiences of faculty and staff are equally important. Minoritized faculty and staff disproportionately report lower levels of sense of belonging and experience greater turnover outcomes. A sense of belonging among faculty and staff lessens their intention to quit, facilitates research collaboration and increases organizational commitment.

In this scoping review, we analyzed 24 articles yielded from three databases (Academic Search Complete, JSTOR and Web of Science) that synthesize extant literature on faculty and staff’s sense of belonging.

We found that a sense of belonging for faculty and staff (1) is often examined without being consistently defined; (2) can be hindered by the stigmatization of minoritized identities (e.g. race, gender and class), exclusive organizational policies and the academy’s socio-political structure remain barriers to a sense of belonging and (3) can be fostered through social support, celebrating professional legitimacy and valuing diversity.

This study details the educational landscape of sense of belonging for faculty, and call for more attention to sense of belonging for staff, so that higher education institutions can utilize organizational policies and interventions to help foster a sense of belonging, which can lead to an increase in productivity, retention and job satisfaction.

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.