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In empirical research and practitioner guides, turnaround processes tend to be described in terms of discrete stages and strategies. Though necessary, this characterization belies the twists and turns of turnaround leadership. The purpose of this paper is to expand the assumptions of how turnaround proceeds in linear chronos time with the sensibilities of kairos time or the “right” time for turnaround leadership moves.

This study is an exploratory qualitative multi-case study with principals and their key supports (assistant principals, district leaders, teacher leaders) in four public turnaround schools. The grounded theory analysis conceptualizes the experiences of turnaround principals in flexible, complex ways.

The findings begin with a metaphor and definition of “shifting gears” at chronos and kairos times that emphasizes how turnaround principals make adaptive, agentic adjustments when moving forward through changing terrain. The second half of findings describes each principal’s experiences and reflections on their discernment of the right times for change within a chronological trajectory of turnaround. In addition, the leaders described shifting gears as strategic and responsive to contexts, sometimes taking a psychological toll.

Expanding notions of time in turnaround re-centers turnaround leaders as engaging in intellectually and emotionally demanding work. Such recognition challenges future research to address experiences and emotions in dynamic contexts. Hence, with this study, preparation programs and state and local systems may adjust holistic supports and leadership pipelines to sustain turnaround leaders.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.

The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999).

The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994).

This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts.

The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience.

The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.

While some previous research supports the existence of a finance gap within the small and medium enterprise (SME) sector, particularly for female owned SMEs, the evidence is hardly unequivocal. Further, much of the prior research has focused on supply‐ rather than demand‐side issues. Hence, the purpose of this paper is to investigate both supply‐ and demand‐side issues for female and male SME owners.

From the results of three focus groups and a review of the literature eight hypotheses were formulated for testing with a mail survey sent to 534 SME owners.

Based on 123 responses, the findings provide no evidence to suggest that a supply‐side finance gap exists within the Australian SME sector. There is also no evidence that Australian SME owners (particularly female owners) are being discouraged from applying for loans from a financial institution because they believe their application will be rejected. The results suggest that other demand‐side issues (particularly risk‐taking propensity and desire to maintain control) play a more important role in the capital structure decision making of SME owners.

This study's major limitations are its reliance on a sample of solely Western Australian businesses that were not representative of the population of Western Australian SMEs and its relatively small sample size.

Financial advisers need to be sensitive to various demand‐side issues when advising SME owners about the merits of applying for external funding.

This study adds to the limited available evidence concerning the importance of various demand‐side issues to SME owners considering accessing external funding.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

In October, 1902, the Secretary of the Mineral Water Bottle Exchange and Trade Protection Society addressed a letter to the Clerk of the London County Council stating that aerated and mineral waters are, in many instances, manufactured under insanitary conditions, and suggesting that the Council should take action in the matter. The Public Health Committee of the Council thereupon directed that a number of premises where aerated waters are manufactured should be inspected, and, in February, 1903, Dr. Shirley Murphy, the Medical Officer to the Council, presented a report drawn up by Dr. Hamer, the Assistant Medical Officer, by whom the inspections ordered were carried out. Dr. Hamer came to the conclusion that it was most desirable in the interests of the consumer that the manufacture of aerated waters in London should be regulated and controlled. The quantity of aerated water sold in London is very large, and Dr. Hamer's inspection of numerous premises showed that there are many possible sources of dangerous contamination of the water used during the process of the manufacture. We are in a position to state that Dr. Hamer was thoroughly justified in drawing the conclusions which appear in his report. The enormous growth in popularity during recent years of aerated and mineral waters, while unquestionably fraught with a most important influence for good, has brought a number of firms into existence who manufacture more or less inferior and, in some instances, positively injurious and dangerous waters, and who place their products on the market at “cutting” prices, with the result that the honest and careful manufacturer on the one hand, and the public on the other, are made to suffer. Unfair “competition” of the kind referred to exists, of course, in every trade, and only by the authoritative approval of the good and, by implication, the authoritative condemnation of the bad, can such “competition” be effectively checked. But where the health of the consumer is directly threatened or affected, as it particularly is by the supply of inferior or actually injurious aerated waters, the necessity for adequate regulation and control is immediately obvious. The matter cannot be dealt with under the Sale of Food and Drugs Acts. It is not one involving analysis only but, so far as analysis is concerned, the provisions of the Acts make it impossible to carry out the analytical investigations that would be required. In addition to the official registration of all manufacturers of mineral and aerated waters, a combination of inspection and analysis by an authoritative bedy of some kind, or by a recognised individual authority, is necessary to supply a sufficient guarantee to the public and efficient protection to the manufacturer and vendor of pure and high‐class waters.

Very little Australian literature looks at women as leaders in education. Using theoretical viewpoints emerging out of a biographical and historical analysis, it is possible to construct a more inclusive model of leadership which includes both men and women in the past. Mapping such a process historically and biographically can give a detailed assessment of the social, historical and political dimensions of particular women leaders′ lives and also develop a theoretical framework, which gives equal status to the leadership experiences more common to women. Presents a historical narrative where recording lives raises critical questions at the same time as it unearths new evidence of the history of women educationists in Australia.

Measuring intellectual capital is on the agenda of most 21st century organisations. This paper takes a knowledge‐based view of the firm and discusses the importance of measuring organizational knowledge assets. Knowledge assets underpin capabilities and core competencies of any organisation. Therefore, they play a key strategic role and need to be measured. This paper reviews the existing approaches for measuring knowledge based assets and then introduces the knowledge asset map which integrates existing approaches in order to achieve comprehensiveness. The paper then introduces the knowledge asset dashboard to clarify the important actor/infrastructure relationship, which elucidates the dynamic nature of these assets. Finally, the paper suggests to visualise the value pathways of knowledge assets before designing strategic key performance indicators which can then be used to test the assumed causal relationships. This will enable organisations to manage and report these key value drivers in today's economy.