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This article examines how recent policy reforms in Nova Scotia, Canada, encouraged and constrained distributed leadership in the provincial public education system. The study found the language of newly enacted legislation and policies encouraged distributed leadership by endorsing collaborative team processes for school improvement and special education/inclusive education. However, distributed leadership was constrained by the elimination of elected school boards, the reduced authority of school advisory councils, the altered duties of educational leaders, and the failure to enact essential supports for distributed leadership. Overall, this analysis found that recent policy reforms strengthened the control of the provincial ministry of education at the expense of local, democratic participation in education. The need for new organizational structures and processes for citizen participation in twenty-first century education was identified.

This paper uses a case study of a co-curricular community-based research (CbR) program for undergraduates at a regional comprehensive university to identify five strategies to success in implementing such a program: prior planning, appropriate projects, student ownership, program structure, and teaching students to find resources. We address the strengths and limitations of CbR programs, provide recommendations for community engagement through research, and address opportunities and challenges of CbR programs for involving students in their communities.

Humanoid robots are being used in some schools, however, research on the use of these robots is relatively new. In this three-year study, humanoid robots were deployed in 10 schools, involving 29 teachers across early childhood to Year 10. This study aimed to ascertain teachers' perceptions of the benefits and challenges, the pedagogical practices that helped with student engagement, and where the robots fitted in the curriculum. Through multiple case studies, teachers' views were explored and results from the study supports the deployment of humanoid robots. The study advocates a constructivist inquiry approach to using humanoid robots across the curriculum.

This paper reports on the implementation of a humanoid robot in five school settings and evaluates the success of the implementation based on the leadership of the school principal. As part of a wider three-year multiple case study research study that investigated the use of humanoid robots in different school settings, a robot was placed in the five selected schools for a fixed period of time to see how the technology was used and how the principal's leadership impacted on the implementation in the classroom. Multiple case study design approach allowed for exploration of the use of humanoid robots in each setting as well as a comparison between the settings. Teachers planned lessons incorporating the unfamiliar technology and used the humanoid robot as a tool to make their classes more engaging, relevant, and authentic for their students. The findings of this study highlight that principals who were invested in the implementation of the humanoid robot in the classroom, fostered a positive learning community, and were directly supporting and encouraging of their teachers; led their team to a successful implementation of the new technology in their school.

This research is part of a larger three-year study investigating the impact of humanoid robots on students' learning and engagement. In this case study, Aboriginal and non-Aboriginal students worked with a humanoid robot to develop, in parallel, both their programming skills and their understanding of the traditional Narungga language and culture. For six months a school engaged students in learning two languages: the coding language required to program the robot and the Narungga language. Qualitative data were collected and triangulated to determine how the humanoid robot was utilised in the classroom and re-occurring themes were identified through the case study. This research drew on questionnaires, interviews and journals from teachers to understand the impact of humanoid robots on student learning. The case study demonstrated how using humanoid robots enhanced pride and interest in Aboriginal language and culture.

Improving academic achievement is at the heart of college and university fund development. It has become increasingly important for fundraisers in educational settings to find innovative means to improve educational opportunities by increasing the institution's financial resources. The purpose of this article is to discuss the benefits of integrating the six realms of meaning as defined by Dr. William A. Kritsonis in the "Ways of Knowing Through the Realms of Meaning" (2007) to increase private financial support at higher education institutions.

The integration of postmodernism in higher education is a widely debated issue. Critics of postmodernism in higher education hold the position that postmodernism breeds an unruliness of knowledge. Academicians in higher education often choose to educate students through means of prescription rather than implementing innovation in classroom delivery and instruction. By placing more emphasis on what is commonplace in the classroom and less focus on what is of interest to the 21st Century adult student, higher education institutions will begin to experience a rapid decline in enrollment. The purpose of this manuscript is to examine challenges in implementing postmodernistic strategies in higher education.

The purpose of this article is to discuss the importance of increasing fund development at Historically Black Colleges and Universities (HBCUs). Increasing the endowments at HBCUs means placing more emphasis on cultivating alumni and educating them about the importance of philanthropy. Advancement professionals at these specialized institutions face a growing dilemma--how to strengthen university resources in a climate that has historically relied almost wholly on public funding. Public HBCUs will eventually be forced to identify private resources to survive and thrive. Identifying an effective model for fundraising is the first step.