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Young people are widely known to have poorer outcomes, social status and political representation than older adults. These disadvantages, which have come to be largely normalized in the contemporary context, can be further compounded by other factors, however, and are particularly amplified by coming from a lower social class background. An additional challenge for young people is associated with place, with youth who live in more remote and less urban areas at a higher risk of being socially excluded (Alston & Kent, 2009; Shucksmith, 2004) and/or to face complex and multiple barriers to employment and education than their urban-dwelling peers (Cartmel & Furlong, 2000). Drawing upon interviews and focus groups in a qualitative project with 16 young people and five practitioners, and using Nancy Fraser’s tripartite theory of social justice, this paper highlights the various and interlocking disadvantages experienced by working-class young people moving into and through adulthood in Clackmannanshire, mainland Scotland’s smallest council area.

During the months leading up to and immediately following President Donald Trump’s election, the unique intersection of classroom academic freedom and teacher and students’ first amendment rights would be duly tested, as headlines reminded citizens, parents, and pundits that the reach of raw emotions and political viewpoints did not stop at the schoolhouse door. School and classroom-based events would eventually test the norms of community, the interpretation of legal precedents, the resolve of district and school leadership, and the rights or limits thereof of the teachers themselves. This analysis is grounded on case studies of eight such incidents, all of which occurred at the high school level in public school districts. These eight cases are analyzed in terms of the incidents, the teacher’s actions or speech, the consequences, the relevant legal precedents surrounding academic freedom, the parental, student, and community reaction, and the short- and long-term impacts moving forward.

The purpose of this paper is to introduce a social network analysis (SNA) toolkit aiming to enable leaders, educators and researchers work together to deepen their understanding of classroom social network dynamics. In doing so, the authors provide both theoretical and practical steps in building a bridge between theory and practice and a step-by-step introduction to designing and implementing SNA to understand socially responsive classrooms. To make the case, the authors present data that were collected through an SNA survey completed by eighth graders in two highly diverse classrooms in Southern California.

Driven by an SNA perspective, the authors highlight the potential value of examining social interdependencies and interconnectedness among students in a classroom network. The SNA toolkit was employed to calculate social network measures and develop network maps for each classroom.

The toolkit has shown to provide a comprehensive platform in gaining important insights into students’ social relationships, particularly those who are underserved and at higher risk of exclusion. The findings have shown that some of the students in the two classrooms were more likely to remain on the periphery of their social networks, particularly those who are traditionally more likely to be marginalized including students with disabilities as well as racially and linguistically diverse students.

The toolkit in the hands of leaders and teachers may provide a powerful tool for personalized professional development and act as a catalyst in bridging the gap between research and practice.

Focuses on the needs of recent immigrant children in Canadian cities. Outlines the problems teachers face in the assessment, placement in classes and teaching of recent immigrant children in a Winnipeg area elementary school. Suggests that there should be specific policies relating to the education of these children taking into account the sociological realities of school life. The policies should provide a context and the resources to support school and classroom practices that enable teachers to define and operationalize sound educational experiences for immigrant children.

Using financial incentives has been criticised for putting too much focus on things that can be measured. Value-based reimbursement may better align professional values with financial incentives. However, professional values may differ between actor groups. In this article, the authors identify institutional logics within healthcare-providing organisations. Further, the authors analyse how the centrality and compatibility of the identified logics affect the institutionalisation of external demands.

41 semi-structured interviews were conducted with representatives from healthcare providers within spine surgery in Sweden, where a value-based reimbursement programme was introduced. Data were analysed using thematic content analysis with an abductive approach, and a conceptual framework based on neo-institutional theory.

After the introduction of the value-based reimbursement programme, the centrality and compatibility of the institutional logics within healthcare-providing organisations changed. The logic of spine surgeons was dominating whereas physiotherapists struggled to motivate a higher cost for high quality physiotherapy. The institutional logic of nurses was aligned with spine surgeons, however as a peripheral logic facilitating spine surgery. To attain holistic and interdisciplinary healthcare, dominating institutional logics within healthcare-providing organisations need to allow peripheral institutional logics to attain a higher centrality for higher compatibility. Thus, allowing other occupations to take responsibility for quality and attain the feeling of professional pride.

Interviewing spine surgeons, physiotherapists, nurses, managers and administrators allows us to deepen the understanding of micro-level behaviour as a reaction (or lack thereof) to macro-level decisions.

The purpose of this paper is to develop a conceptual framework of severe expatriate crises focusing on the occurrence of “fit-dependent” crisis events, which is when the crisis is “man made” and triggered by expatriates’ maladjustment or acculturation stress in the host country. The authors focus on the causes, prevention and management of fit-dependent expatriate crises.

The authors develop a conceptual framework of fit-dependent expatriate crises that involves different levels of analysis.

The conceptual framework shows that crises can be triggered at micro, meso and macro levels ranging from the personal and family domains (micro), to the network and organisational domains (meso) as well as the host country domain (macro). The authors conceptualise these “domains of causes” as triggering maladjustment and acculturation stress that ultimately leads to a severe crisis event with correspondingly serious and potentially life-changing consequences. Furthermore, using a process perspective, the authors outline strategies for preventing and managing crises before, during and after the crisis occurs, discussing the support roles of various internal (organisational) and external (specialist) stakeholders.

Studying the link between expatriation and crises is a highly relevant research endeavour because severe crisis events will impact on HRM policies, processes and procedures for dealing with employees living abroad, and will create additional challenges for HRM beyond what could normally be expected. Using attribution theory to explain why organisational support and intervention to assist expatriates during a crisis is not always forthcoming, and theories of social networks to elucidate the “first responder” roles of various support actors, the authors contribute to the expatriate literature by opening up the field to a better understanding of the dark side of expatriation that includes crisis definition, prevention, management and solutions.