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In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a greater impact than it did when written and shelved over a decade ago. This insider’s journey in reclaiming teaching, conducted within a public high school in Australia, captures the author’s experiences of daily events and is intertwined with the narratives of other teachers interviewed. This ethnography occurred during the implementation of a ‘School Development Plan’ that was sweeping swiftly though the institution. The execution of this plan was unreservedly implemented with little, if any, consultation, explanation or collaboration with the teachers on site. Even though it had been anticipated, and indeed encouraged to publish from this nascent thesis, it did not happen. In reaching for it once again off the shelf, dusty and neglected, was the discovery of a ‘lost thing’. This was a recommendation ‘found’ on the final pages of the thesis; that if one should choose to partake in a similar journey in reclaiming teaching, then they would be wise to garner the support of significant ‘others’. Throughout this chapter, the author finds her own silenced voice (no longer a nom de plume) and the voices of her neglected colleagues to ‘speak back’ to neoliberal policy practice with renewed confidence and clarity. It is the teachers’ voices within their collective ‘present’ that this ethnography unifies and provides transforming nexus points and dialogic spaces to discover, and also maintain hope, possibility, trust, respect and relationships in teaching.

The present study contributes to research that examines the meanings of achievement gaps, when enacting policy. Its findings are both hopeful and unsettling. The absence of equitable outcomes and democratic citizenship, as elements of closing the achievement gaps in our participants' definitions, are troubling, particularly within the context of neo-liberalism, where increases in inequities showcase the negative aspects of policy appropriation.

A qualitative case study methodology was used to identify the parameters of the research (Merriam and Simpson, 2000) because case studies are particularistic in nature in that case studies examine a specific instance but illuminate a general problem (Merriam, 1998). This case study is not based on generating generalizations, concepts or hypotheses grounded in systematically obtained data (Abercrombie et al., 1990) but goes beyond the limited notion of context employed in many case studies, as no researcher can enter a situation free from preconceptions but must fit existing perceptions into a pre-existing discourse. This study explores heads of schools' decisions with regards to increasing the number of students who meet standards, as set by the government and reducing achievement gaps among student subgroups.

The findings from this study are discussed in three broad categories; the achievement gap, aspirations and parental support and differentiated and targeted solutions.

These findings raise the question as to whether the education inspection framework (EIF) presents cause for concern. After all, the EIF was developed to hold schools accountable for high standards without consultation with the teachers' representatives, local communities, parents and colleges and universities. Nevertheless, the EIF, as a set of standards, is problematic.

The leadership practices enacted by heads of schools to bridge the achievement gaps differ from those advocated by the State. This echoes previous findings demonstrating that the same leadership practices can be used to pursue different goals (Leithwood, 2006) and that individuals enact policies in ways that reflect the particularities of their own contexts (Ball et al., 2012).

The absence of equitable outcomes and democratic citizenship, as elements of closing the achievement gaps in our participants' definitions, are troubling, particularly within the context of neo-liberalism, where increases in inequities showcase the negative aspects of policy appropriation.

The present study contributes to research that examines the meanings of achievement gaps when enacting policy (Ball et al., 2012; Hardy, 2014; Winton, 2013). Its findings are both hopeful and unsettling. The heads of schools demonstrate that they can appropriate definitions of achievement for all students to support their academic learning and wellbeing (Hodgkinson, 1991; Winton, 2013).

Recent highly publicized acts of violence and shootings on school campuses have prompted numerous crime prevention responses. The purpose of this paper is to assess the impact of protective measures such as law enforcement, security policies, and school/neighborhood characteristics on school violence within the context of the racial composition of the school and grade level.

The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of serious violence, physical attacks/fights, gun or knife possession, and threats and attacks with a weapon. The sample was divided by racial composition of the school (predominately white, and predominately minority schools) and by grade level (high schools, and all other grades). A negative binomial regression was conducted due the count-based dependent variables.

Findings revealed that minority schools often face higher levels of reported violence and had a heavier law enforcement presence, which often had mixed or counterproductive results for reducing school violence. School characteristics, such as reports of bullying, location, gang activity, and security measures yielded numerous statistically significant results.

Officials proposing school violence prevention efforts should strongly consider the importance of school and community characteristics, most notably grade level, and the unique context of a predominately white or minority school as there were different statistically significant results. Furthermore, officials should be cautious about relying on simple efforts such as more security personnel to address school violence. Violence and crime on school grounds should not be viewed as being isolated from violence and other forms of crime in the community. Policy recommendations and suggestions for future research are provided.

This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the effects of school violence prevention efforts and moves beyond most other works as it considers school safety approaches within the context of racial composition of the school and by different grade levels.

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Limited growth regarding globally minded school leader research and development can be accounted for. Furthermore the increasing internationalization of university programming to include expanded course offerings and greater opportunities of international exchanges that bring students face‐to‐face with perspectives different from those indigenous to their home cultures speaks directly to the need for a shift in leadership preparation to better address the impact of globalization and intercultural exchange on youth learning in schools.

An intercultural analysis of leadership preparation programs with a focus on globally minded leadership is a new endeavor. The findings can be used to inform the next generation of policy formation for twenty‐first century leadership preparation program development.

We explored social studies teachers’ dispositions towards working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies teachers using the additive versus subtractive models as a theoretical framework. Although teachers’ professional backgrounds and school contexts were connected to teaching inclusively, their academic expectations of immigrant students, their beliefs on assimilation (regarding schools’ and teachers’ roles in maintaining heritage cultures and languages), and their opinions on the effective implementation of school policies concerning immigrant students’ learning were significant contributors to teaching inclusiveness.

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for students with developmental disabilities, we believe that these same FBA practices are less valid when employed for students with EBD in classroom settings. Following a review of the current research and a discussion of the practical issues that are encountered when implementing FBA in classroom settings serving students with EB, we outline a more responsive FBA model for students with EBD with an emphasis on future policy, research, and practice applications for the field to consider.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper aims to increase the transparency of information in official anti-money laundering rating data to assist evidence-informed decision-making in compliance, policy-making and research.

This paper converts anti-money laundering rating data into information-rich visualisations, reintroduces a comparison methodology and ranks all anti-money laundering regimes evaluated to date.

Official anti-money laundering ratings as currently structured and presented offer surprisingly little policy-relevant information. Persistent failure to transform available data into information for knowledge and insight suggests that the risk has been realised that impressionistic judgments or politicised interests drive the policy agenda at least as much as objective evidence or substantive economic and social goals.

Any reluctance to generate policy-relevant information from the industry’s primary data set or disinclination to engage constructively with a growing body of independent critical policy effectiveness evidence calls into question whether implementing anti-money laundering controls with some prospect of achieving substantial societal benefits, or perpetuating the current system, prevails.

With a dearth of scholarship at the intersection of money laundering and policy effectiveness scholarship and practice, this paper combines elements of these disciplines and examines anti-money laundering effectiveness from a different viewpoint. Rather than seeking to measure money laundering or estimate the proportion of criminal proceeds successfully intercepted, this paper draws directly from the anti-money laundering industry’s own “main” data set.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.