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Purpose – This chapter outlines a six-week graduate level writing practicum that fosters collaboration among teachers, elementary school writers, and families.

Design – Through the voices of teachers, students, and families, the authors describe a newly developed writing practicum where teachers engage in the writing process to build communities of writers and develop partnerships with families.

Practical implications – Teacher educators can use the practices presented in this chapter as a springboard to create their own school-based writing practicum.

Originality/value – This approach to teacher education values communities of writers and family partnerships to build on student writers’ strengths and interests.

Purpose: This study explored technology-mediated abuse (TMA) by looking at the influence of topic exposure via education (in/formal), media (non/fictional), and personal experiences (self/close others) in shaping public knowledge, understandings, and perceptions of TMA.

Methodology: Community-sampled respondents (N = 551; n = 235 men, 263 women; aged 18–81 years, M = 27.42, SD = 12.31) reported their TMA awareness and topic exposure (n = 110; 20% of the total sample indicated prior exposure).

Findings: Results indicated TMA knowledge, understanding, and perceptions varied by prior sources of topic exposure. This suggests that TMA is a crime varying in public awareness and perceived repercussions.

Research limitations: Open-ended responses, although ideal for exploratory studies such as this one, limit the scope and power of quantitative analyses. Future work should test the current study’s conclusions in a generalizable, random sample via closed-item surveys.

Originality/value: Present findings elucidate which societal forces and education types are best suited for helping people understand TMA in all its complexity. Such understanding allows for practical considerations of the comparative in/effectiveness of formal curriculum and media in shaping cognitions regarding TMA victimization.

Online retailing is continuing to grow at a time with many fashion brands are closing retail stores. Social media is now an essential component within the purchase journey of a fashion consumer. As social media networks continue to develop transactional capabilities, this has giving rise to the expansion of social shopping. Fashion brands need to consider how best to optimise social shopping opportunities as an extension of the retail shopping experience. Reviewing developments within retailing, a conceptual model of social shopping is proposed, which places mobile technologies as central to the social shopping experience both on social media and in store.

The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.

In this chapter, we draw from our multiple studies of clinic practices, including interviews with lab/clinic graduates, a large-scale survey, and artifact analyses. We also draw from others’ research on videotaped reflection activities.

Our combined research showed three essential aspects of successful video reflection experiences, which we share in this chapter: Developing a culture of video sharing as learning, engaging with collegial feedback, and scaffolding teachers’ individual reflections. In each section of the chapter, we situate, within vignettes of practice, procedures we use to create successful video reflection experiences and prompts we have found effective.

While we highlight three features of successful video reflection experiences based on ours and others’ research, we recognize these are not the only instructional practices that make the video reflection experience beneficial.

In this chapter, we provide instructors specific descriptions of how to arrange successful video reflection experiences, including prompts we have found most successful in generating rich group conversation, coaching, and individual reflection.

The success of video reflection experiences is dependent on how those experiences are framed and situated for teachers. This chapter provides detailed descriptions for teacher educators to use while implementing video reflection experiences.

The Republic of South Africa is located on the southern most part of Africa and stretches latitudinally from 22° to 35° South and longitudinally from 17° to 33° East. Its surface area is 1,219,090km². It has a population exceeding 44 million and 11 official languages namely English, Afrikaans, isiNdebele, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda and Xitsonga (Burger, 2004). Since becoming a democracy in 1994 it has embarked on an ambitious process of political, economic, social and legal reforms to improve the quality of life of the people of South Africa.