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School leaders in small to mid-size urban districts face shifting policy environments, increased accountability, fiscal austerity, and unfunded mandates, as they work to improve student learning and close achievement gaps. This chapter focuses on one aspect of school reform: the role of families in supporting students’ success. Given shifting demographics nationwide, recommendations for two-way partnerships with Latino families will be proffered in light of renewed definitions and an increasingly robust research base.

This chapter analyses, from the perspective of inclusion, the possibilities of participation for families in basic education schools in Mexico. Based on the analysis of articles published between 2012 and 2022, complemented by an analysis of normative instruments, the main patterns related to policies, practices and cultures were explored. The outcomes highlight a lack of recognition and appreciation of the diversity of families, restricted spaces and forms for their participation and cultural patterns that hinder their inclusion. The bases to favour inclusion are recognised and four key axes are proposed for its strengthening.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

This chapter analyzes the way in which challenge-based learning (CBL) is conceptualized and used in a private university in Puebla, Mexico, to promote social innovation. The university has recently changed its educational model, incorporating more integrative teaching and learning methodologies. The university has considered the 2030 Sustainable Development Goals (SDGs), especially the first goal to end poverty and the 10th regarding reducing inequality. These goals are relevant because the university is located in the state of Puebla, which has ranked fifth in the country (out of 32) in terms of poverty, especially in rural areas, where 58% of the population is living in poverty or extreme poverty conditions (CONEVAL, 2018). An example of a successful CBL project will be presented, showing how students have worked with their professors, community experts, and other stakeholders. In 2020, the university was recognized by the Times Higher Education World University Ranking as the number one university in Mexico to fight poverty based on the United Nations SDGs because of its CBL activities and social projects. Through these projects, students, administrators, and professors put into practice and develop different skills such as teamwork, analysis, facing new realities, innovating to design solutions to the problems in their environment, and beyond.

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that marginalized parents of color must be taught white middle-class norms of conduct in order to engage with the school system. In this chapter, we describe the ways our critical ethnographic implementation and analysis of the Parent Mentor Program – a parent engagement project in a small urban school district in Central New York – re-envisions parent engagement in three interrelated ways. First, we argue that the project is race-, class-, gender-, and power-conscious, drawing on the interrelated theoretical frames of Critical Race Theory and Critical Whiteness Studies. Second, we argue that the program and research are unique in utilizing the toolkit of critical ethnography to not merely describe, but also to intervene in educational inequity. Third, we argue that the program has a more holistic goal than much of the parent engagement literature, as it seeks to connect parent engagement and activism with the larger antiracist goal of using restorative justice strategies to disrupt the disproportionate disciplining of Black students. Focusing on critical ethnographic methods in practice, we analyze the shifting positionalities of a multiracial research team as we grappled with methodological dilemmas in the first three years of the program. We document how we balanced the goals of introducing a race-conscious framework and catalyzing critical consciousness with the realities of constantly renegotiating entry in a school district characterized by colorblindness and colormuteness.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

This study tests the first two tenets of the fundamental causes theory – that socioeconomic status influences a variety of risk factors for poor health and that it affects multiple health outcomes – by examining the associations between adverse socioeconomic circumstances and five measures of health.

We employ bivariate and logistic regression analyses of data from the Centers Disease Control and Prevention 2011 Behavioral Risk Factor Surveillance Survey (BRFSS) to test the individual and cumulative associations between three measures of socioeconomic position and five measures of health risk factors and outcomes.

The analysis demonstrates support for the fundamental causes theory, indicating that measures of adverse socioeconomic conditions have independent and cumulative associations with multiple health outcomes and risk factors among U.S. adults aged 18–64.

The findings of this chapter are generalizable to adults aged 18–64 living in the United States and may not apply to individuals living outside the United States, older Americans, and children.

Adverse socioeconomic circumstances are not only associated with self-rated health but are also associated with the two leading causes of death in the United States (cancer and heart disease) and risk factors that contribute to these causes of death (smoking and high blood pressure). Improving access to socioeconomic resources is critical to reducing health disparities in leading causes of death and health risk factors in the United States.

Following a quick survey of the resin systems commercially available, this paper focuses on the design considerations of high temperature matrices. The report examines in detail the key points of the final target properties of a resin system and, by illustrating some of the transfer mechanisms, how they relate to the matrix reinforcement and the copper environment. Based on this, the construction of a development scheme incorporating the various parameters relating structure, chemistry and properties is presented. In high temperature systems, particular emphasis is placed on fracture toughness and related effects in the case of polyimides, such as copper peel strength, delamination, cracking subsequent to drilling operations or thermal cycling. The conclusion is that the number of controllable matrix parameters is surprisingly small: Tg, CTE, K1c/G1c, modulus and elongation at break, in addition to a few others. Finally, this study shows how all of these data were collectively applied to the practical development of a new Kerimid(™). Further studies are now under way to enhance the importance of additional parameters regarding more complex phenomena such as the drilling operation.

The purpose of this study is to investigate the latent interrelationships of causes and effects of design deficiencies (DDs) and to identify the most crucial ones by considering the interactions among them.

First, through a comprehensive literature review, the most critical causes of DDs were identified. The review eventuated in a list of 22 causes and 12 effects, which were categorized into six groups. Second, through the rules of system dynamics and the interactions between the causes and effects were modeled and illustrated using causal loop diagrams (CLDs). With the aid of semi-structured interviews with 20 competent experts, the resultant CLDs were also validated. Third, the opinions of 54 experts, who were chosen from the Iranian community of clients and consultants, were solicited concerning the degree of influence which each factor (causes or effects) exerts on others. Finally, the social network analysis (SNA) approach was deployed to analyze and prioritize factors based on the gathered data from experts.

SNA results indicated that factors such as “design firms' staff rework” and “design firms' loss of reputation” are the most central factors affecting DDs. The model results also identified that factors such as “schedule variance”, “workload” and “lack of quality control and supervision during the design phase” have the highest overall impact on DDs. In the end, some recommendations to address major factors and links were also put forward. Overall, more communications between the pair of stakeholder groups and continuous learning from project experiences are believed to be the main strategies.

It is believed that this study has provided a comprehensive understanding of causal mechanisms among factors, which can assist project managers of different parties (clients, contractors and consulting firms) in taking more effective actions to ameliorate the quality of design documents.