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There is documented correlation between parental substance abuse, child maltreatment, and poor outcomes. In two health districts in Sydney, Australia (Site A and B), specialised clinics were established to provide comprehensive assessments for infants of substance abusing mothers (ISAM). We aimed to determine whether there was a difference in outcomes between infants who attended clinic versus those who did not; and to identify differences in the pathways to care between sites. We analysed child protection reports and available health markers of all ISAM referrals in 2011. We held stakeholder meetings with services involved with ISAM in both sites; to describe service components; strengths and weaknesses of pathways. Fifty-five per cent (11/20) attended clinic in Site A; 80% (25/31) in Site B. Three-quarters of ISAM had at least one referral to child welfare; child protection service involvement was more common in those who attended. Immunisation status was lower than the national Australian average; approximately half were seen by community nursing services. Gaps in services, lack of database, and differences in pathways between sites were identified. Attending clinics correlates with child protection service involvement and may afford health protection. Transparent communication, service integration, and shared learning can improve outcomes for this vulnerable group.

This article highlights a research project that involved formerly incarcerated adults who were school noncompleters. The project engaged the participants in a series of activities to explore their experiences and gain insights into approaches to dropout prevention they believed would help students at risk to complete high school. This article focuses on the research participants' perspectives on strategies for addressing the problem that included a community mobilization approach, a family wraparound approach, a cultural and psychological awareness education approach, and an intensive recruitment approach to offering support to at-risk students.

This article extends the literature on teachers' career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers' educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling--disciplinary, mentoring, and empowering--which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers' career intentions and apply the apprenticeship of observation to planned career paths.

This paper addresses Lincoln's [2010. "'What a long, strange trip it's been …': Twenty-five years of qualitative and new paradigm research." "Qualitative Inquiry" 16, no. 1: 3-9] call for greater attention to the question of rapport in qualitative research through a reflexive examination of researcher-participant relationships in two qualitative studies with urban teachers. In these projects, one a series of case studies and the other an ethnography, we as researchers found ourselves offering various forms of support to struggling teachers in challenging circumstances. These close relationships provided insider data but also raised ethical questions about the boundaries of the Self-Other conjunction. We present three dilemmas from our research in which we struggled to identify the boundaries of support, validation, and friendship in qualitative inquiry. We conclude by re-framing the static notion of rapport as a dynamic and shifting negotiation between a researcher and a participant and expanding the definition of rapport to include legitimate means of support.

About 80 middle and secondary school teachers participated in the professional development sequence as a part of a larger professional development project. Sessions provided participants with half-day experiences in an inquiry-oriented classroom taught by a master teacher, in which they experienced examples of inquiry lessons as both student and teacher. The remainder of the day consisted of content-rich activities that explored mathematics and pedagogy in depth and sought to reveal and develop teachers' mathematical understanding and practices. The authors developed a sequence of professional development activities that sought to reconnect teachers with their own mathematical ways of thinking, namely of reasoning using definition. The authors used the van Hiele levels of geometric thought to select and sequence activities and as a lens through which to view teacher work. In this article, they present descriptions of the activities and a rationale for their selection along with insight gained from teachers who completed the activities.

This paper aims to explore the relationship between religious identity, acculturation strategies and perceptions of acculturation orientation in the school context amongst young people from minority belief backgrounds. Based on a qualitative study including interviews with 26 young people from religious minority belief backgrounds in Northern Ireland, it is argued that acculturation theory provides a useful lens for understanding how young people from religious minority belief backgrounds navigate majority religious school contexts. Using a qualitative approach to explore acculturation theory enables an in-depth understanding of the inter-relationship between minority belief youth's acculturation strategies and their respective school contexts. Similar to previous research, integrationist attitudes generally prevailed amongst minority belief young people in this study. The findings highlight how young people negotiate their religious identities in a complex web of inter-relationships between their minority religious belief community and the mainstream school culture as represented through peer and staff attitudes, school ethos and practices and religious education. Young people demonstrated differentiated understandings of acculturation orientations within the school context, which they evaluated on the basis of complex perceptions of educational policy, interpersonal relationships and individuals' motivations. Findings are discussed in view of acculturation tensions, which arose particularly in relation to the religious education curriculum and their implications for opt-out provision as stipulated by human rights law.

An institutional analysis is presented of the policy, political, and legislative events associated with the failure of an attempt in 2006 by the state of Maryland to take control of 11 schools in Baltimore City and turn them over to independent managers or into charter schools under No Child Left Behind. The place of the failed takeover-to-turnover is analyzed using a path dependent approach. Analysis suggests although state-local governing cultures may mediate the evolution of state education accountability regimes, they do so in embedded sequences of reactions and counterreactions. Findings have implications for further research on localized, performance-based federalism.

This paper explores the concept of what a community-based participatory dropout prevention planning process might entail. Specifically, it looks at a year-long research project that brought together formerly incarcerated school non-completers, researchers, and local policy-makers (stakeholders) to address low high-school completion rates in the community. Using our own project as a case study, we reflect on the challenges and promises that emerged when the knowledge of adults in urban communities, who themselves often did not complete school, become central to dropout prevention idea generation, strategy development, and decision-making processes. We re-examine the "participatory" process using participatory action research principles as an analytical lens focusing on three central concepts: control, collaboration, and commitment. (Contains 2 tables, 1 figure, and 3 notes.)

This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e. "crickets") that teachers and peers deploy as tactics of rejection and how racially coded artifacts such as hip-hop culture and Black Liberation texts function as validations of racial self-presentations. Overall, this study helps researchers and practitioners to understand the fluidity of biracial and multiracial identity development as it relates to everyday school spaces and processes.

This paper aims to better understand African American pre-service teachers' perspectives on urban education. Over a 2-year period, pre-experience and post-experience surveys were conducted at a Historically Black University (HBCU) after pre-service teachers completed an urban education immersion course in order to frame their understanding of perspectives on urban education. Ultimately, the results indicate that the African American pre-service teachers' perceptions of urban teachers, urban administrators, and a career in urban education were statistically more positive after the immersion course, but their views of urban parents became more negative. These results provide further implications for teacher education programs.

Science and engineering libraries have an important role to play in preserving the intellectual content in research areas of the departments they serve. This study employs bibliographic data from the Web of Science database to examine how much research material is required to cover 90% of faculty citations in civil engineering and computer science. Bearing in mind the importance of access to current as well as past research, as well as the issue of space in libraries, the study evaluates citations from one year's worth of research output from faculty in three prominent Canadian universities with departments in civil engineering and computer science: University of Toronto, University of British Columbia and McGill University for the purpose of best aligning collection development activities with science and engineering research needs. The findings for all three institutions combined show that 25 years of computer science literature is needed to cover 90% of researchers' citations, whereas 30 years of materials are needed for civil engineering. We also found that the citation data is not only discipline specific, but also location specific, and a one-size-fits-all approach is not appropriate when making collections and retention decisions.

This article captures the life histories and professional futures of preservice teachers at three institutions of higher education. In this article, we focus on the experiences and expectations of 4 preservice teachers. We find that, although African American and White preservice teachers both see themselves as advocates for their students, they envision different approaches to advocacy and their agency along racial lines. African American preservice teachers envision advocacy as serving as role models for their future students, while White preservice teachers advocate for their students through their instructional actions in the classroom. This study complicates ideas of race, agency, and teacher advocacy. (Contains 1 table, 1 figure, and 2 footnotes.)

As a Black female faculty member with teaching experience at a historically Black university, I describe through personal narrative methodology my experience with othermothering, student-teacher relationships, and unwritten institutional policy. I focus on expectations that students have regarding faculty and institutional support and those that Black female faculty members impose on themselves. I also question the value and impact of othermothering as a practice. (Contains 4 footnotes.)

Perspectives on job satisfaction and its relations with job performance among members of the Industrial/Organizational Psychology (IOP) and Organizational Behavior Management (OBM) cultures are identified and compared. Comparisons include vantage points of each culture on the roles of theory and data regarding the definitions of behavior, job performance, job satisfaction, and the potential causal relations among them. Literature reviewed suggests the IOP culture has validated technologies that some members of the OBM culture recognize as useful for purposes of assessing what members of the OBM culture call Social Validity (SV). Given similarities among values of the two cultures, reflected in their mutual concern for assessing Organizational Responsibility and SV, the author proffers the following recommendation: Members of the OBM culture should not eschew the IOP culture's practices that might contribute to OBM practitioners' ability to effectively establish the SV of their interventions, particularly large-scale interventions.