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The study examines the overall knowledge of stuttering of 106 Jordanian resource-room teachers, and whether or not their knowledge is affected by the variables of academic qualification and years of experience. To achieve the objectives of the study, the Alabama Stuttering Knowledge Test (ASK; Crowe & Cooper, 1977), which consists of 26 yes/no questions, was used to assess teacher knowledge about stuttering. The findings reveal that the extent of the participants' knowledge about stuttering is low, and that there are statistically significant differences in the extent of the participants' knowledge which can be attributed to academic qualification and years of experience, in favor of holders of graduate degrees and participants with over five years of experience. The findings have given rise to several recommendations and pedagogical implications. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the primary school teachers' experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using structured interviews and semi-structured focus group interviews and analysed using content analysis. The findings indicated that the advantages and disadvantages of the resource room programmes differed for both groups of students. The teachers of both groups also expressed different advantages and disadvantages of working in the resource rooms for themselves. Some of the problems of the resource room programme were insufficient materials, inadequate facility, and unqualified personnel. [ABSTRACT FROM AUTHOR]

Taking as a starting point the concept of resilience, according to which the resources of the social environment contribute to the positive development of young people (as they become protective factors against risky and problematic behaviors), the aim of the article is identification of the school domains, that are most deficient and require changes. The article refers to the results of research conducted within the project "Educational Policy of the City of Poznań 2030", coordinated by the Department of Education of Poznań City Hall. The main aim of the research was to: identify and analyze the experiences of male and female students of Poznań's schools, to determine the level to which these experiences are conducive to positive adaptation and to examine factors differentiating these experiences. The issue is analyzed on the basis of data collected with survey method. The research participants included 996 male and female students of primary and secondary schools of Poznań. According to the research results, the most deficient areas of school work are: school infrastructure, didactics and extracurricular offer. The majority of students is convinced that during the schooltime they: do not learn how to learn, do not work with the use of the project method and have no influence on the selection of contents and teaching methods. Students experiences are significantly differentiated by the level (stage) of education and gender of students. [ABSTRACT FROM AUTHOR]

This article presents a case study for transitioning library-led open-educational resources (OER) initiatives away from labor-intensive activities to a model where library personnel focus on project management responsibilities. This shift from labour-intensive activities, such as workshops and training sessions, led to more collaborative partnerships with faculty and students to produce OER projects. In particular, we focus on labour implications for the various stakeholders involved and the sustainability of these initiatives. We describe several initiatives undertaken by the Ohio University Libraries to encourage open educational resource adoptions and projects, including a grant-funded initiative to provide support services for faculty creating OER. That funding, which was awarded to enhance undergraduate education, has been used to support the development of five OER projects that have directly involved students in the creation of those materials. We provide an overview of the various ways in which students have become involved in OER creation in partnership with faculty and librarians and discuss the impact these partnerships have had on student-facultylibrarian relationships and student engagement. Among these projects are an Hispanic linguistics open textbook created using only student-authored texts, student-generated test banks to accompany existing OER materials for a large-enrollment art history course, and several other projects in which hired student assistants are helping faculty to develop content for open textbooks. This article helps to address a gap in the literature by providing transparency regarding the personnel, costs, and workflow for Ohio University Libraries' OER initiatives and addressing potential areas of concern surrounding student labour. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Open Educational Resources is the property of Policy Studies Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Open Educational Resources is the property of Policy Studies Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Open Educational Resources is the property of Policy Studies Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Open Educational Resources is the property of Policy Studies Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Open Educational Resources is the property of Policy Studies Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Open Educational Resources is the property of Policy Studies Organization and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Louisiana Scholarship Program (LSP) is a school voucher initiative offering publicly-funded scholarships to students from economically-disadvantaged families to attend participating private schools. Experimental evaluations of the program report large initial negative effects of LSP scholarship usage on standardized assessments after one year that decrease to insignificance by year three and again become negative by year four. Our study explores variation in treatment effects across 14 measures of school quality, school resources, and other school characteristics in the first two years of the program. We find no consistent evidence of mediation that is robust across two analytical sample specifications. [ABSTRACT FROM AUTHOR]

This study examines how and why a US city that is known nationally for its political progressivism continuously reaffirm its decision to maintain and expand the School Resource Officers (SRO) program in its high schools. By examining local discourses within a racial capitalism framework, we show that elements of racial neoliberalism re-emerge within a neoliberal therapeutic discourse that dominated decision-making processes and countered challenges to SROs in schools. This discourse argued that individual officers benefitted low-income students of color by providing care and challenging school racism. Despite research evidence and a counter discourse, which argued that SROs enacted harm and racism against low-income students of color, especially Black students, and should be removed from schools, SROs came to be an 'easy' fix to racial neoliberalism in the school district and city and contributed to the continuation and extension of the school to prison nexus. [ABSTRACT FROM AUTHOR]