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Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.

Fourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.

Overall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.

Although coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.

Prior learning and prior knowledge are among the most dependable and consistent factors in predicting students’ success (Richardson et al., 2012). Although for UK Higher Education, the traditional A-level (advanced level qualification) remains the principal qualification students use to gain entry to University, there has been a small but significant rise in alternative qualifications, such as the International Baccalaureate (IB) and vocational qualifications such as that from the Business and Technology Education Council (BTEC). The multidisciplinary nature of Psychology means students enter the degree program with a range of qualifications in differing topic areas. The current case study aimed to assess if science qualifications aided student success in the University of Liverpool’s Psychology course. Ordinal regression and correlations were used to examine the impact of prior qualifications on three first-year cohort module scores (Psychobiology, Social psychology, and Research Methods) and the overall degree mark across three cohorts of Psychology students (n = 1,072). University entry grades showed a significant overall and subject specific effect of scientific prior knowledge. However, the effects of previous qualifications were not cumulative and did not persist beyond the first year of study. These findings were strongest for Chemistry in the Psychobiology module suggesting that scientific literacy – the understanding of scientific concepts, phenomena, and processes, as well as an individual’s ability to apply such knowledge to new or non-scientific situations (Schleicher, 2019) – rather than domain-specific knowledge is driving such increase in grades. A negative relationship was seen for those holding BTEC qualifications, suggesting that vocational qualifications, specifically for this Psychology program, were of less use than academic ones, even if topic areas were similar – a finding which may also apply to other academic based courses, and warrants further study. Although the advantage of prior qualifications diminishes across the course of study, this small but distinct advantage suggests that making a science qualification a requirement for a place on a Psychology degree course would be a beneficial step for admissions tutors to consider.

In 2019, the world was hit by a life threatening severe acute respiratory syndrome causing a global pandemic; Coronavirus disease (COVID-19). In the UK, a nationwide “lockdown” of public isolation and reduced social contact followed. The experience of COVID-19 and the lockdown for forensic secure mental health patients is yet to be understood. This study aims to explore this phenomenon from the patients’ perspective.

A qualitative approach was taken. Semi-structured interviews were carried out with six patients from a low secure unit in the UK, between November 2020 and March 2021.

Interpretive phenomenological analysis generated three superordinate themes from the data, providing insight into patients’ experience: “treading water”; how they managed: “learning to swim”; and what was helpful during this time: “in the same boat”.

Further consideration should be given to creating a sense of safety in wards, along with ways to continue to address the power imbalance. Interestingly, social connection may be cultivated from within the hospital setting and would benefit from further research.

To the best of the authors’ knowledge, this is the first study to explore secure patients’ experience of COVID-19 from the patients’ perspective, within a population often neglected within recovery research.

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.

The purpose of this paper is to develop an understanding of the experience of secure care from the patients’ perspective.

A systematic review of qualitative literature was conducted. The data was sourced from the electronic databases: PsychINFO, CINAHL, Medline and the Web of Science Core Collection using pre-defined search terms. A total of 17 studies, conducted in various countries worldwide and covering high, medium and low secure inpatient settings, were included for review. The analysis involved integrating findings from across the literature and was guided by thematic synthesis.

A total of eight themes were generated from the data, three of which provided an understanding of the experience of forensic secure care, and the remaining five themes provided an understanding of the factors which may influence the experience of secure care.

Developing understanding of patient experience can lead to service improvements, potentially impacting patients’ motivation and engagement and thus reducing admission times, potential recalls and recidivism.

To the best of the authors’ knowledge, this is the first systematic review to date to exclusively explore the broad topic of the patient experience of secure mental health care.

This research paper aims to understand how givers characterise and manage their gift giving networks by drawing on attachment theory (AT). This responds to the need to illuminate the givers–receivers’ networks beyond traditional role-based taxonomies and explore their changing dynamics.

A multi-method, qualitative approach was used involving 158 gift experiences captured in online diaries and 27 follow-up interviews.

Results show that givers organise receivers into gifting networks that are grounded in a contextual understanding of their relationships. The identification of direct, surrogate and mediated bonds reflects three different dimensions that inform gift-giving networks of support, care or belongingness rooted in AT. The relative position of gift receivers in this network influences the nature of support, the type of social influences and relationship stability in the network.

This study illustrates the complexity of relationships based on the data collected over two specific periods of time; thus, there might be further types of receivers within a giver’s network that the data did not capture. This limitation was minimised by asking about other possible receivers in interviews.

The findings set a foundation for gift retailers to assist gift givers in finding gifts that match their perceived relations to the receivers by adapting communication messages and offering advice aligned with specific relationship contexts.

This study illuminates gift-giving networks by proposing a taxonomy of gifting networks underpinned by AT that can be applied to study different relationship contexts from the perspective of the giver. This conceptualisation captures different levels of emotional support, social influences and relationship stability, which have an impact on the receivers’ roles within the giver’s network. Importantly, results reveal that the gift receiver is not always the target of gift-giving. The target can be someone whom the giver wants to please or an acquaintance they share with the receiver with whom they wish to reinforce bonds.

The purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management’s objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical.

The action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken.

The theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation.

The results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts.

This study highlights how participative approaches and managerial sensitivity to employees’ needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning.

The study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.

The purpose of this research is to examine how a change in team dynamics impacts an individual's motivation to engage in helping behavior and operational performance.

An online vignette experiment and a hybrid discrete event and agent-based simulation model are used.

Study findings demonstrate how a non-core worker's perception of team dynamics influence engagement in helping behavior and system performance.

This study provides a further understanding on how team members react to changes in team processes. This study theorizes on how an individual team member responds to fairness concerns. This study also advances our understanding of the critical importance of helping behavior in a retail logistics setting. This research illustrates how the theory of strategic core and procedural justice literature can be adopted to explain team dynamics in supply chain management.