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The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.

This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).

The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.

The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.

Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

To explore the funds of knowledge that six emergent bilingual students build upon as they produce multimodal texts, how the practices surrounding these events are mediated, and the role of student agency within an ethnographic social semiotics framework. Ethnographic methods were used to document this yearlong study that included videotaping small group interactions, writing field notes, conducting interviews, and collecting multimodal work samples. The researcher served as a participant observer in a third-grade classroom where she met with students two days per week to interact with mulitmodal poetry. The findings reveal the media-rich popular culture and home digital practices students bring with them to school and the ways in which these resources were utilized for designing multimodal poetry. Several essential factors are discussed including funds of knowledge, role of play and creativity, nonlinear writing structures, and agentive design decisions. Multimodal text making requires a revamping of classroom literacy instruction that embraces multiple modes especially noting the importance of images, central role of experiential learning, and space for student choice thus empowering them as learners.

Discusses the terms entrepreneur and entrepreneurship, emphasises the economic and social importance of entrepreneurs and summarises key research findings to produce a model of outcomes and capital created by entrepreneurs. Shows how entrepreneurs can be found in many walks of life, not just business, and explains that they are responsible for creating social and artistic capital as well as financial wealth. Concludes with reflections on the challenges faced, in part by educationalists, in trying to develop both more entrepreneurs and more enterprise in organisations.

Successful staffing in organizations requires that job applicant qualifications be properly matched with job requirements and corporate culture. With rapid economic expansion in China and predictions for continued growth, there has been a substantial increase in the staffing needs of companies operating in China or servicing this market from afar. Working with university placement offices and/or actively recruiting on campuses, many organizations are looking to undergraduate and graduate business programs in China as a source of job candidates.

To identify features of teacher support associated with children who made accelerated progress in writing in an early literacy intervention.

Mixed methods were used to describe the paths, rates, variability, and potential sources of change in the writing development of 24 first grade students who participated in an early literacy intervention for 20 weeks. To describe the breadth and variability of change in children’s writing within a co-constructed setting, two groups who made high and low progress were identified.

We focus on one child, Paul, who made high progress (became more independent in the writing of linguistically complex messages) and the features of teacher support that this child received compared to those who made lower progress. We compare him to another child, Emma, who made low progress. Teacher support associated with high progress included a conversational style and flexibility to adapt to the child’s message intent as the student composed, supporting students to write linguistically more complex and legible messages, and supporting students to orchestrate a broad range of problem-solving behaviors while writing.

We describe how teachers can support children to gradually take control of the composition process, how they can recognize complexity in early written messages and we provide suggestions as to how teachers can systematically assess, observe, and support children’s self-regulation of the writing process.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This study aims to examine whether companies’ donations to political parties can impact product experience, specifically taste.

Research design consists of four studies; three online, one in person. Participants were shown a cookie (Studies 1-3) or cereal (Study 4) and told that the producing company donated to either the Republican Party or the Democratic Party (Studies 1-3) or an unspecified party (Study 4).

Participants rated food products as less tasty if told they came from a company that donated to a party they object to. These effects were shown to be mediated by moral disgust (Study 3). Effects were restricted to taste and willingness to buy (Study 4), with no effects on other positive product dimensions.

The studies provide a first piece of evidence that political donations by companies can negatively impact product experience. This can translate to purchase decisions through an emotional, rather than calculated, route.

Companies should be careful about making donations some of their consumers may find objectionable. This might impact both purchase and consumption decisions, as well as post-consumption word-of-mouth.

Companies’ political involvement can negatively impact subjective product experience, even though such information has no bearing on product quality. The current findings demonstrate that alterations in subjective product quality may underlie alterations in consumer decision-making because of ideologically tinged information, and reveals moral disgust as the mechanism underlying these effects. In this, it provides a first demonstration that even mild ideological information that is not globally bad or inherently immoral can generate moral disgust, and that such effects depend on consumers’ own attitudes.

THIS month the Editor finds himself in rather a quandary. Since the number of staff that may justifiably be employed on a specialized journal of relatively limited circulation is not large, there must inevitably be some overlapping of the various functions involved in its publication, and we therefore have occasion to concern ourselves to some extent with the subscription side of The Library World, as well as with its production. We have been glancing through some of the 1957 issues of the journal, which at that time were appearing some three months later than their publication dates, and noting also the circulation figures of those issues. We then turned to the issues for the first six months of 1959, the second half of Volume 60, and their circulation, which showed an increase of roughly 20% on the earlier figures.