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The recent UK Diversity in Sport Governance report (Sport England & UK Sport, 2019) highlighted that two-thirds of boards have no Black, Asian and minority ethnic members and that board diversity is an ongoing problem. In the report, Sport England and UK Sport (2019, p. 5) acknowledged that ‘the sports sector is falling behind other sectors in terms of minority ethic members’. While this is an important acknowledgement, it reflects trends in both research and policy on diversity in UK sport governance that continue to focus on single forms of discrimination (e.g., gender, ethnicity, age or sexuality). In this chapter we move beyond this approach to consider how Black women experience sport leadership and governance through an intersectional lens. The key findings in this paper outline Black women's positionality at the intersections of race and gender and how these influence their sport leadership opportunities and experiences based on (1) their outsider within status, (2) inequities in their salaries, marginalising promotions and occupational stereotyping, (3) their identity negotiation and (4) their experiences with womanism. We conclude by arguing for more research that explores the intersection of race and gender within UK sport leadership and governance, which should be positioned within the context of long-standing and deep-rooted racialised and gendered ideology and beliefs within UK society.

An increasing number of schools and districts across the US are requiring teachers to collaborate for the purpose of data‐driven decision making. Research suggests that both data use and teacher collaboration are important ingredients in the school improvement process. Existing studies also reveal the complexities of teacher collaboration and the importance of context in shaping teachers’ collaborative work, especially with data. Yet, the intersection of teacher collaboration and data use has been understudied. The purpose of this paper is to examine the affordances and constraints that exist in the context of established teacher collaboration time for the purposes of data‐driven decision making.

The paper draws upon qualitative case study data gathered in six schools that structured teacher time for collaboration on data use.

An analysis of the data revealed that a variety of leadership activities and organizational conditions shaped teachers’ collaborative work with data. These included leadership focused on thoughtful use of data and the framing of data‐driven decision making in terms of collective responsibility; the establishment of norms for teacher collaboration; the implementation of data discussion protocols; and teacher groupings and subject matter subcultures.

Knowing how and when a leadership activity or organizational condition becomes either an affordance or a constraint to teacher collaboration around data use has important implications for leadership and educational change. The findings of this study also help to lay the groundwork for future research regarding teacher collaboration around data use.

This article presents the findings of a study that sought to gain an insight into social studies preservice teachers’ reported reasons for selecting a primary source document they believe will be at the heart of their curriculum. Their selections included founding documents, historical speeches, inspirational sources, as well as personal mementos. The authors conclude with a discussion of implications for social studies teacher education.

This paper aims to explore the role of records management in supporting the effective use of information visualisation and visual analytics (VA) to meet the challenges associated with the analysis of Big Data.

This exploratory research entailed conducting and analysing interviews with a convenience sample of visual analysts and VA tool developers, affiliated with a major VA institute, to gain a deeper understanding of data-related issues that constrain or prevent effective visual analysis of large data sets or the use of VA tools, and analysing key emergent themes related to data challenges to map them to records management controls that may be used to address them.

The authors identify key data-related issues that constrain or prevent effective visual analysis of large data sets or the use of VA tools, and identify records management controls that may be used to address these data-related issues.

This paper discusses a relatively new field, VA, which has emerged in response to meeting the challenge of analysing big, open data. It contributes a small exploratory research study aimed at helping records professionals understand the data challenges faced by visual analysts and, by extension, data scientists for the analysis of large and heterogeneous data sets. It further aims to help records professionals identify how records management controls may be used to address data issues in the context of VA.

The purpose of this paper is to test the measurement properties of the psychological capital questionnaire (PCQ) and the authentic leadership questionnaire (ALQ). Both scales' properties are tested in a diverse sample of working adults, compared across genders, and assessed for their performance in a new national culture.

This paper uses survey data from a random, nationally representative sample of working New Zealand adults. Structural equation modeling is used to conduct confirmatory factor analysis and to test for measurement invariance in both scales.

The results confirm the hypothesized second‐order factor structure of both scales, with psychometric properties comparable to those in samples from other cultures. The results further suggest that the PCQ and ALQ exhibit measure equivalence for men and women.

This paper provides the first test of both scales in a diverse representative sample. It demonstrates that the PCQ and ALQ are useful for diverse samples and equally valid for both genders, as well as performing as expected in other cultures.