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Descriptors:
State Universities; Academic Libraries; Government Publications; Library Services; Online Catalogs

Abstract:
Colorado State University Libraries (CSUL) purchased the digitized "United States Congressional Serial Set," 1817-1994 and "American State Papers" (1789-1838) from the Readex Division of NewsBank, Inc. and, once funds and records were available, the accompanying MARC records. The breadth of information found in the "Serial Set" is described, along with the difficulties in using the print version (incorporated in the literature review, which includes citations of announcements of the digital collections and reviews of the software). The digital version of the "Serial Set" has its advantages, but there are additional rewards (much greater discovery opportunities) when items in the digital collection are directly accessible from the library catalog. The purchased MARC records, while overall excellent, had problems that needed to be corrected before they were loaded into CSUL's Innovative Interfaces library catalog. Patron access impact was used as a criterion when determining which of the records would be fixed before loading. High impact problems were identified and solutions derived for: multiple 245 (title) fields; 245 s indicator zero with titles beginning with a, an, or the; dollar sign used in text; fixed field date; languages; subject headings; creating proxy URLs; classification numbers; and author authority control (e.g. corporate entries and presidential entry errors). (Contains 6 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Incentives; Educational Change; Teacher Salaries; Compensation (Remuneration); Teacher Recruitment; Teacher Persistence; Case Studies; Human Resources; Web Sites; Government Publications; Program Effectiveness; Alignment (Education); School Districts; Educational Policy; Educational Practices

Abstract:
Background: Many district and school leaders experience difficulties staffing their classrooms with qualified teachers. Economic incentives may motivate teachers to enter and remain in the workforce and entice teachers to work in less desirable districts and schools. However, very little is known about incentives in use, how they are used to address teacher staffing challenges, or their relative effectiveness in meeting teacher staffing needs. Purpose: This article presents a typology that organizes and differentiates among economic incentive policies. The typology provides a framework for understanding the alignment between incentive policies and dimensions of the teacher staffing problem and interactions among incentive policies across levels of the educational system. Research Design: The typology is based on a broad review of scholarly literature, state and district documents and websites, and research and interest group reports and briefings. The typology was tested and refined using descriptive case studies in four districts in two states. Findings: The authors' findings confirm the typology's applicability, highlight patterns in the use of economic incentive policies, and point to the importance of considering the incentive "packages" to which teachers may be entitled in policy making and research. Conclusions: The study makes both conceptual and empirical contributions. Conceptually, the authors develop and test a tool policy makers, educational leaders, and researchers can use to examine economic incentive policies and align policies with teacher staffing problems. Empirically, the study identifies patterns that raise important questions about the ways in which economic incentive policies are implemented and evaluated. (Contains 7 notes and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Language Arts; Literary Genres; Scholarship; Scientific Research; Criminals; Justice; Criminal Law; Law Enforcement; Court Litigation; Foreign Countries; Correctional Institutions; Government Publications; Evidence; Writing (Composition)

Abstract:
Recent scholarship in genre studies has extended its focus from studying single genres to multiple genres, as well as how these genres interact with one another. This essay seeks to contribute to this growing scholarship by adding a new concept, "intermediary genre". That is, a genre that facilitates the "uptake" of a genre by another genre. This concept is designed to reveal a particular aspect of multiple genres: that one genre can be used to connect and mobilize two otherwise unconnected genres to make uptake possible. The concept is illustrated in case study of knowledge mobilization, an instance in which scientific research was used in the judicial system to inform public policies on eyewitness handling and police-lineup procedures. The case study shows how intermediary genres emerge, how they connect other genres, and how knowledge circulates as a result of such connections and affects policy decisions. (Contains 3 figures and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Attendance; Access to Education; Educational Attainment; Educational Policy; Outcomes of Education; Government Publications; Death; Law Enforcement; Educational Legislation; Reading Achievement; Benchmarking; Educational History; Educationally Disadvantaged; Self Determination; Cooperation; Government Role

Abstract:
There is often a disparity in Indigenous Affairs between many documents, such as policies, reports and legislation, and outcomes. This article explores this difference through analysing the policy area of Indigenous education during the period of 1991 to 2000. I examine three key documents relating to Indigenous education. These are the "National Aboriginal and Torres Strait Islander Education Policy," the "Council for Aboriginal Reconciliation Act (Cth)" and the report of the "Royal Commission into Aboriginal Deaths in Custody." I then analyse the abysmal outcomes of Indigenous education over this period, including educational access, educational attainment, school attendance and reading benchmarks. I argue that the substantial educational disadvantage experienced by Indigenous people is in stark contrast to the goals, policies and objectives contained in the numerous documents on Indigenous education. I then explore the role of governments in contributing to this disparity between documents and outcomes in Indigenous education, including their failure to acknowledge the history of Indigenous and non-Indigenous relations, their lack of commitment to address Indigenous educational disadvantage, their failure to recognise self-determination and the lack of cooperation between governments to address Indigenous educational disadvantage. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Content Analysis; Rehabilitation Programs; Institutionalized Persons; Correctional Institutions; Correctional Rehabilitation; Qualitative Research; Government Publications; Literature Reviews

Abstract:
The literature provides limited, constructive, consensus-based information to correctional officials and administrators on the efficacy of prison-based programs. This study reports an analysis of 8 review government documents, that surveyed the research literature from 1980-2008, on the topic of educational rehabilitation programs available to inmate populations in both federal and state correctional facilities. The focus was on program effectiveness and outcome factors in post-release adaptation to a crime-free life. This qualitative analysis indicated that program success is largely a function of program type, size, and length. In addition, factors such as inmate age, criminal history, and maturational level were key issues in program success. Implications for the development and implementation of proven educational programs in terms of rehabilitation were presented. Recommendations to foster a positive "educational" milieu were noted. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Inspection; Public Agencies; Government Publications; Institutional Evaluation; Evaluation Problems; Government School Relationship; Educational Legislation; Academic Standards; Academic Achievement; Teacher Effectiveness; Student Behavior; School Safety; School Administration; Administrator Effectiveness; School Effectiveness

Abstract:
Ofsted has always courted controversy. With the appointment of a strident new chief inspector its operations are likely to remain, or become increasingly, controversial. This article provides a detailed critique of key documents which describe the new inspection regime that for good or ill will have major consequences in schools. Although in certain limited aspects they represent an improvement on the previous inspection regime, the new requirements have many highly problematic elements which undermine the integrity and validity of inspection judgements. The article argues that schools in disadvantaged areas are likely to suffer most from some of the deficiencies highlighted. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Library Education; Science Programs; Information Science; Government Publications; Partnerships in Education; Program Implementation; Electronic Libraries; Electronic Publishing; College Programs; Performance Factors; Barriers; Access to Information; Government School Relationship

Abstract:
This paper examines the implications of the continued growth of e-government information, communication, and services for Library and Information Science programs in the United States in light of the development of e-government educational programs and library/government partnerships. The implementation of e-government raises several important challenges and opportunities for information organizations, and the programs and partnerships explored in this paper detail innovative approaches and pressing challenges in pedagogy and practice. Following an overview of e-government and the roles of government information in numerous information organizations, this paper discusses the programs, partnerships, and key lessons they raise for information educators and information professionals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Travel; Management Systems; Innovation; Government Publications; Foreign Countries; Case Studies; Models; Public Sector; Information Technology; Libraries

Abstract:
Purpose: The purpose of this paper is to propose meta-synthetic ideas and knowledge asset management approaches to build a comprehensive strategic framework for Beijing City in China. Design/methodology/approach: Methods include a review of relevant literature in both English and Chinese, case studies of different types of support frameworks in the UK, the USA, Singapore and Hong Kong, formulation of a meta-synthetic support framework for Beijing City, and justification of its application to policy development by various studies. Three stages of meta-synthetic support frameworks are proposed. Findings: The suggested meta-synthetic support frameworks are highly appropriate for the optimisation of, and innovation in, management and services systems of government information resources. The proposed knowledge asset management approaches offer significant practical value in improving the competence and capabilities of service-oriented government, providing a set of solutions to identified, urgent problems, including a joint administration system for creating value, a release and distribution management system for sharing and protecting value, and a licensing and authorisation management system for adding value. Research limitations/implications: This paper focuses on the formulation of a theoretical support framework for the reuse of government information resources and the justification of its effectiveness to guide policy development at strategic level. Case studies of its application at operational level are ongoing and will be discussed in future papers. Practical implications: The suggested meta-synthetic support frameworks support the efficiency, effectiveness and economy of intelligent traffic administration, good governance of value-added services based on government information resources, and intellectual activity around city travel and traffic. The study has wide implications for the improvement of service-oriented government performance, public satisfaction and the image of government. Originality/value: The paper presents the adaptation of meta-synthetic ideas and knowledge asset management approaches to collaboration, optimisation, innovation and compliance management issues in the reuse of government information resources. The advantages of different types of support systems and frameworks are integrated as a coherent whole for a strategic framework of legal, regulatory and standards support to China and Beijing. (Contains 3 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Programming (Broadcast); Sexuality; Foreign Countries; Sex Stereotypes; Children; Government Publications; Power Structure; Gender Differences; Females; Pathology; Social Attitudes; Political Attitudes; Content Analysis

Abstract:
This paper explores the considerations of sexualisation and gender stereotyping in the recent UK government report "Letting Children be Children". This report, the "Bailey Review", claimed to represent the views of parents. However, closer reading reveals that, while the parents who were consulted were concerned about both the sexualisation and the gender stereotyping of products aimed at children, the "Bailey Review" focuses only on the former and dismisses the latter. "Sexualisation" has four faces in the Bailey Review: it is treated as a process that increases (1) the visibility of sexual content in the public domain, (2) misogyny, (3) the sexuality of children, and (4) the mainstream position of "deviant" sexual behaviours and lifestyles. Through this construction of "sexualisation", gendered relations of power are not only hidden from view but also buttress a narrative in which young women are situated as children, and their sexuality and desire rendered pathological and morally unacceptable as judged by a conservative standard of decency. Comparison of the treatment of sexualisation and gender stereotyping in the review is revealing of the political motivations behind it, and of wider discourse in these areas. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; English (Second Language); Second Language Learning; Government Publications; Student Needs; Language of Instruction; Multilingualism; Educational Quality; Quality Control; Audits (Verification); College Students; Foreign Students; Academic Discourse

Abstract:
In response to social, political and educational imperatives, Australian universities are currently reviewing the way in which they provide for the growing number of students for whom English is not a first language. A document recently published by the Department of Education, Employment and Workplace Relations has increased the sense of urgency surrounding this activity, for it looks set to form the basis of future audits conducted by the Australian Universities Quality Agency. This paper considers how, in attempting to respond to the document and more effectively meet the needs of this student cohort, universities will need to reflect on a number of fundamental questions. In light of the increasingly global nature of education and the resulting multicultural and multilingual student populations that have become commonplace in higher education, these questions are likely to have resonance not only in Australia, but elsewhere, where English-medium universities face similar issues. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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