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This study suggests the need for best practices, specialized tools and standards, and targeted outreach related to Web-based content cited in theses. It analyzes citation practices in a corpus of master's theses in performance studies published at Texas A&M University from 2012 to 2020. Finding that only a slim majority of Web-based material cited in the theses remains fully functional within a decade of citation, this study confirms that "Web at large" content poses the greatest risk of irretrievable loss. Additionally, it considers actions by student authors that make theses vulnerable to evidentiary loss or change. A deeper understanding of the fragility of Web-based content and the potential for mitigation can inform needed interventions by librarians and other partners in graduate research.

This article presents the results of a comparative and critical study of the competency standards of Québec school administrators compared with seven other education systems within the Organisation for Economic Co-operation and Development (OECD). An inductive-type analysis has made it possible to identify the social categories targeted in the standards, the vision of school leaders as well as the competencies that are likely to help advance educational and societal goals of equity, inclusion, and social justice. Three contrasting perspectives emerge from this analysis. In Australia, California, and the United States, principals are explicitly encouraged to take action against structures and practices that undermine the educational success and social recognition of minority groups. In British Columbia and New Zealand, statements about social diversity focus more on the transformation of individual practices. Finally, in the standards of England, Texas and Québec, only a few generic statements referring to the differentiated needs of students and their success have been identified. They are instead characterized by a managerial approach oriented toward results that are measurable and cost controlled. In conclusion, a more in-depth analysis of the Québec standards opens the door to a new competency model and recommendations.

Date Presented 04/01/2022 Larger numbers of students with disabilities are enrolling in postsecondary education institutions; however, they often struggle academically with traditional supports provided. OT-led coaching is provided at one institution to supplement traditional supports. The aim of this qualitative study was to understand students with disabilities' perceptions of the program. These students (n = 18) felt the program was beneficial in terms of personal and academic growth. Primary Author and Speaker: Marie-Christine Potvin Additional Authors and Speakers: Gabriella Santos, Erin Harrington [ABSTRACT FROM AUTHOR]

Date Presented 03/31/2022 OT-led coaching was found in this mixed-methods study to be a promising intervention to support the academic learning and living success of higher education students with disabilities. These students met 77% of their academic learning and life goals within an average of 2.2 coaching sessions. Moreover, the study found that students attempted the majority of the strategies identified through coaching (69%). Primary Author and Speaker: Lisa Kayla Zolotnitsky Additional Authors and Speakers: Marie-Christine Potvin, Margaret A. Ryan Contributing Authors: Caitlin Beach [ABSTRACT FROM AUTHOR]

Date Presented 04/02/2022 This qualitative study found that Level II OT fieldwork students (N = 14) perceived that role-emerging placements are beneficial in terms of preparing for the profession across settings. In fact, these students noted that they acquired soft and hard skills in this setting that they would not have acquired in a traditional fieldwork setting. Primary Author and Speaker: Alexis Morales Additional Authors and Speakers: Marie-Christine Potvin, Mika Kalimi Contributing Authors: Erin West [ABSTRACT FROM AUTHOR]

Date Presented 04/01/2022 This qualitative study found that Level II OT fieldwork students perceived coaching, a novel approach within OT practice, to be a valuable clinical tool. These students noted that learning coaching strategies and becoming proficient coaches required a gradual mindset shift. They also reported on the benefits for clients who participated in OT-led coaching sessions, although they perceived that the approach worked better for some than for others. Primary Author and Speaker: Marie-Christine Potvin Additional Authors and Speakers: Erin West, Alexis Morales [ABSTRACT FROM AUTHOR]