Strategic planning is as important as ever, and now it must be done faster than ever before. There are software programs that can help.
Sunny Baker and Kim Baker
For the sixth year, JBS takes a look at the newest software and gadgets designed to help executives run their businesses better.
Sunny Baker and Kim Baker
You can collect huge masses of data about your customers, but if you don't sort it, it won't do you any good. Mapping software may be just what you need.
Technology can immeasurably enhance global business effectiveness, but it doesn't provide all the answers.
This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income…
Abstract
This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.
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Jennifer Kurth, Alison Zagona, Amanda Miller and Michael Wehmeyer
This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often…
Abstract
This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.
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This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and…
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This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.
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Sunny Baker and Kim Baker
Interoperable, compatible document sharing across your organization and with suppliers and customers will soon be a strategic requirement. Be ready for it.
We learn with interest and pleasure that, by the unanimous vote of the Council, the position of Executive Officer to the Library Association has been given to Mr. Guy Keeling…
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We learn with interest and pleasure that, by the unanimous vote of the Council, the position of Executive Officer to the Library Association has been given to Mr. Guy Keeling, B.A. We understand that over one hundred applicants were considered for the post, and that it was felt that by education and experience Mr. Keeling was eminently qualified for the work which lies ahead of the Association. Mr. Keeling is a Cambridge man, Still on the sunny side of forty, whose pleasing personality is known to many librarians who have met him at conferences of “Aslib” or at meetings of the London and Home Counties Branch. As for his work as secretary of Aslib, it has proved him to be a man of most efficient organizing capacity. We offer him a welcome to the larger sphere of librarianship and we feel sure that all our readers will do the same, and, what is better, will support him in all his efforts in it.