When establishing relationships with stakeholders, nonprofit organizations must define appropriate target groups to allocate resources purposively. This paper explicates that link by reviewing the literature on nonprofit stakeholder segmentation and by discussing whether stakeholder segmentation is perceived as a prerequisite of successful relationship marketing by nonprofit researchers. We develop two conceptual dimensions of nonprofit stakeholder segmentation: the stakeholders segmented and the segmentation criteria used. A systematic database and journal search yielded 53 papers, categorized according to these two dimensions. The studies are described briefly, and the relevance of the relationship marketing concept is examined and discussed. Several research gaps emerge from this review, leading to propositions for further research. Copyright © 2014 John Wiley & Sons, Ltd.

A significant and growing body of LGBTQ (lesbian, gay, bisexual, transgender, queer) research examines the experiences of students, employees, and the substance of leadership training. This project aims to complement this work by taking a macro-level look at the broader legal and policy issues that may constrain or enhance a school district leader's ability to promote LGBTQ inclusion. Through an examination LGBTQ issues, this article will explore the relationship between various sources of legal authority and the role of law in policy implementation. Method: This article employs legal research methodology to illuminate the breadth of the law affecting LGBTQ issues in schools. Findings: The impact of law on education policy and practice is far-reaching and complex. LGBTQ law is composed of many intersecting sources of legal authority. This article argues that legal literacy is more than a tool that can be used to avoid legal liability; it can be used as a proactive advocacy tool to promote social justice and LGBTQ inclusion. Implications: Educational leaders, researchers, and leadership preparation programs need to be aware of the ways in which the law can hinder or support social justice leadership. As such, this article includes implications for research, policy, practice, and leadership preparation.

Professional Development Schools (PDSs) emerged in the USA in the mid-1980s as a promising approach to simultaneously improving teacher education and the quality of education students receive in kindergarten through grade 12 (public) schools. This new form of school-university partnership enabled teacher educators to design new models for preservice teacher preparation and in-service education for experienced teachers. While teacher candidates were routinely placed one per school in traditional, isolated placements in elementary schools with sporadic visits from the college supervisor, the school-university partnership relationship enabled the development of a model where four to six students were clustered in an elementary school with a college supervisor on site one full day per week and input from experienced teachers. This study evaluates the implementation and efficacy of two models of teacher candidate placement. Teacher candidates in Group A were placed in traditional isolated placements and those in Group B were placed in clusters of 4-6 students in a Professional Development School. In order to investigate the effectiveness of the cluster model, a study was designed that incorporated a multi-site ethnographic approach. Findings suggest that the clustered placements far surpass the traditional isolated placements in creating reflective, interactive educators and providing an effective setting for in-service education for experienced teachers.

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As the primary agency responsible for enforcing federal civil rights laws in the educational context, the U.S. Department of Education Office for Civil Rights (OCR) issues policy guidance to help ensure that school districts and universities understand their legal obligations. These policy guidance documents have direct connections to topics studied by educational researchers (e.g., disproportionality in special education, race conscious admissions policies in higher education, transgender student inclusion, etc.). However, we do not have an empirical understanding of how this guidance is used by the research community. Nor do we have a strong grasp on the extent to which this guidance is explicitly informed by research. It is important to acquire an empirical understanding of the bidirectional relationship between research and educational policy in the context of civil rights enforcement in order to determine areas of strength and those in need of improvement. Specifically, this study poses the following research questions: 1) How often and in what ways do scholars explicitly use OCR policy guidance to inform their research? What are the characteristics of this research? 2) Conversely, how often and in what ways does OCR explicitly use research to inform policy guidance? What are the characteristics of research cited in OCR guidance?