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This study aimed to evaluate the quality of Internet information on smoking cessation using a cross‐sectional survey design. The characteristics and content of 89 Web sites containing smoking cessation information were evaluated. The quality of these sites were measured by the information quality tool (IQT), quality scale (QS) and DISCERN. The most widely reported types of information were the risks of smoking (65.2 per cent of sites) and nicotine replacement therapy (77.8 per cent of sites). Most (59.7 per cent) of the sites containing treatment information were evidence‐based. The Web sites were of variable quality and the quality of sites produced by non‐commercial organisations (e.g. universities) was significantly higher than those produced by commercial organisations (e.g. pharmaceutical companies) and private practices. Sites containing some evidence‐based information had significantly higher quality scores than sites containing no evidence‐based information. These findings have implications for practice and further research and these are discussed in the paper.

Imprisonment is common among drug users. However, historically healthcare for injecting drug users in prison in England and Wales has not been equivalent to that offered in community settings. Fiftyone injecting drug users who had a history of imprisonment were interviewed. Interviews focused on the experiences of drug‐related care and treatment in prison. The interviews were analysed using the Framework method. Accounts of prison drug treatment experiences provided valuable insights into drug treatment in the English prison. The participants’ accounts provided a historical perspective, many of which reflected the different practices of different prisons and prison staff and the changes in policy and practice that have occurred in prison healthcare over recent decades. Positive and negative experiences of healthcare and drug treatment in prison were discussed. Issues that affected levels of drug use inside prisons and their receipt of care, support and treatment in prison included prescribing policies, illicit drug availability and prison staff and doctor attitudes. Whilst negative experiences of prison and drug treatment prevailed, users identified that recent policy and practice changes had positively influenced healthcare provision for drug users in prison, particularly the provision of opiate maintenance therapy. Drug users often saw prison as an opportunity to detoxify and contemplate their drug use. Further work needs to build on the positive experiences identified to ensure that prison drug treatment in England and Wales is consistent, effective and efficient in the future.

This article seeks to demonstrate how social studies has come to be an all-inclusive subject: it has become supersized. When supported by Web 2.0 technology, social studies enables students to address multifaceted problems that require the deep understanding necessary to arrive at both wise and timely solutions. We discuss how curriculum integration and emerging technology applications can support the supersizing of social studies. Two instructional projects and two instructional tools are presented as examples of how social studies can be supersized through the use of Web 2.0 technologies.

In 2005, the Qualitative Methods in Psychosocial Health Research Group (QMiPHR) at the University of Nottingham was established as a forum to bring together academics, researchers and practitioners with an interest in qualitative methods. The group has provided colleagues in nutrition, psychiatry, psychology, social work and sociology with a forum for discussion around the question of how qualitative research is able to contribute to understanding mental health and the development of evidence‐based treatment. As a group, we asked ourselves where we stood in relation to the use of qualitative methods in mental health. While we are unified in our view that qualitative research is important and under‐utilised in mental health research, our discussions uncovered a range of views on the underlying philosophical stance of what it means to be a qualitative researcher in mental health. The aim of this paper is to provide an overview of our discussions and our view that as qualitative approaches have become more widely accepted they have largely been assimilated within the mainstream ‘medical model’ of research. In this paper, we call for researchers to re‐engage with the philosophical discussion on the role and purpose of qualitative enquiry as it applies to mental health, and for practitioners and decision‐makers to be aware of the implicit values underpinning research.

The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap.

The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems?

We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational credentialed senior-level leaders with track records for outstanding school improvement, and those in Educational Governance Systems with: no professional credentials; no track record of school improvement; a tendency to promote competition rather than cooperation; a desire for internal succession planning, rather than succession planning to achieve national education goals. The clash of cultures put senior-level leaders into a mode of protectionism with a focus on keeping their post and ‘watching their backs’, rather than building capacity for sustainable instruction within the Education Governance Systems they lead manage and administrate to optimise students’ learning, students’ outcomes and social mobility.

These senior-level leaders with Professional Credentials, and outstanding track records of school improvement need Education Governance Systems to empower them to do their job and create realistic opportunities to develop networks of professional experts in partnership with the academy to support them navigate any clash of world views. Funding is required for professional learning to ensure ‘old opinion is handed down among them by ancient tradition’ that is rationalised with logic, compared and contrasted with empirical evidence, and synthesised with innovations guided by a moral compass within an ethical infrastructure. These senior-level leaders need to be empowered to empower their staff as autonomous professionals to empower the parents and the students to gain the thinking tools they need to be lifelong learners with the capability to be self-legislating. This requires a culture change that prioritises the moral virtues of learning how to learn as moral citizens in becoming, above the secondary intellectual virtues demonstrated through success in high stakes tests.

Knowledge to action reveals young people need Education Governance Systems that EYSIER and underpin success in student outcomes for social mobility. Success in both these spheres will enable them to break their chains that have kept them dependent on the guidance of others who may seek to exploit them (De Gruy, 2008).

Further research is recommended to implement the knowledge to action impact strategies that emerge from all five cases.

This paper explores the dissonance between co-production and expectations of impact in a research project on student loneliness over the 2019/2020 academic year. Specific characteristics of the project – the subject matter, interpolation of a global respiratory pandemic, informal systems of care that arose among students and role of the university in providing the context and funding for the research – brought co-production into heightened tension with the instrumentalisation of project outputs.

The project consisted of a series of workshops, research meetings and mixed-methods online journalling between 2019 and 2020. This paper is primarily a critical reflection on that research, based on observations by and conversations between the authors, together with discourse analysis of research data.

The authors argue that co-producing research with students on university contexts elevates existing tensions between co-production and institutional valuations of impact, that co-production with students who had experienced loneliness made necessary space for otherwise absent support and care, that the responsibility to advocate for evidence and co-researchers came into friction with how the university felt the research could be useful and that each of these converging considerations are interconnected symptoms of the ongoing marketisation of HE.

This paper provides a novel analysis of co-production, impact and higher education in the context of an original research project with specific challenges and constraints. It is a valuable contribution to methodological literatures on co-production, multidisciplinary research into student loneliness and reflexive work on the difficult uses of evidence in university contexts.

This paper aims to explore the cessation of injecting amongst male drug users when in prison in England and uncovers what influenced this behaviour and why.

Qualitative interviews were conducted with 30 male drug users on release from prison to explore what happened to their injecting drug use in prison. The research was conducted from a pragmatic harm reduction approach using grounded theory.

Not injecting in prison was identified as a pertinent finding and nine overarching themes accounted for this decline. The themes often overlapped with one another, highlighting how the decision not to inject when last in prison was multi‐factorial. Running throughout the themes were participants' concerns regarding the health and social risks attributed to injecting in prison, alongside an appreciation of some of the rehabilitative measures and opportunities offered to injecting drug users when in prison.

This qualitative research offers an updated perspective on illicit drug injecting in prison in England from the view of drug users since health and prison policy changes in prescribing and practice. It contributes to evidence suggesting that prisons can be used as a time of reprieve and recovery from injecting drug use.

The purpose of this paper is to present a Leadership Team Tool for developing reflexivity in the context of leadership teams.

The Leadership Team Tool is based on the theoretical premises of seeing communication as meaning making, and therefore placing discourse and conversation in the center of developing leadership teams.

The paper illustrates how reflexivity can be facilitated through a structured process of using the Leadership Team Tool. An empirical investigation of using the tool in an authentic leadership team setting is warranted to further develop the Leadership Team Tool.

The paper makes a practical contribution to several fields of studies, such as team communication and reflexivity, leadership team research and dialogic organization development. The paper addresses the need to develop solutions to enhance reflexivity, as prior research has not established the best ways to foster reflexivity.

The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context.

A cross-sectional questionnaire is developed to collect data from participants in a project that aims to cultivate a CoP to improve their small class teaching skills. A total of 125 teachers from 35 primary schools participated in the survey. A structural equation model is used to explore the predictive power of the strategies on all three of the CoP elements.

Content strategy is confirmed as the predictor of all the CoP elements, while process strategy is a predictor only for joint enterprise and shared repertoire.

The application of these strategies to develop a CoP in schools involves designing a reflective and collaborative learning content, as well as monitoring, regulating and streamlining the learning process.

The study contributes an empirical framework to the research of CoP and practical guides for school leaders to facilitate knowledge sharing in CoPs.