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Close interaction between universities, industries, and governments has given rise to hybrid organizations incorporating economic development alongside scientific research and higher education. We will approach this phenomenon and the related organization-theoretical problems by looking at two cases of discipline making to discuss the potential of the concept of organizational field introduced by the neoinstitutionalist school of organization theory. As this concept presumes the Bourdieusian theory of social fields, we will consider possibilities of reflective contesting of the states of doxa in discipline making in regard to organizational aspects of disciplinary boundaries in the university-centered system of higher education, its demarcation to business and schooling, as well as to the related ideology of professionalism and science policy. We will also comment on the Bourdieusian conceptuality inscribed in the neoinstitutionalist metaphor of organizational field from the perspective of systems theory inspired by Luhmann. This is because we believe that further development of the semantic focus in the problem of disciplinary boundaries would benefit from Luhmannian tools designed to grasp organizations as social systems that facilitate interrelations of differentiated function systems relevant for discipline making in current technoscience.

Purpose: To present small cases of teachers who undertook inquiry-based collaborative work to implement and refine disciplinary literacy instruction in various content areas.

Design: Disciplinary literacy is explored alongside best practices in teacher professional learning, since disciplinary literacy is an instructional shift. This chapter addresses the question of how teachers might use an exemplary collaboration process to identify and test promising disciplinary literacy instructional practices.

Findings: Findings from various research projects point toward inquiry and collaboration as promising mechanisms for refining instruction to make it more disciplinary in purpose and implementation.

Practical Implications: The authors argue that disciplinary literacy is a relatively new conception of literacy skills in various content areas, and therefore jumping immediately to exemplary practices is unwise. Instead the authors recommend collaboration and inquiry as tools to generate and refine practices thoughtfully over time.

To determine the key aspects of writing as a disciplinary literacy evident in videotaped peer talk during the writing process.

Sixth-grade students talk with peers during the writing process, the peer talk is videotaped and played back to the participants, and students reflect on the impact of peer talk on their writing.

This study gains sixth-grade students’ perspectives on how they experience talk in the disciplinary literacy of writing. Students use the content knowledge of writing and discuss habits of thinking specific to the disciplinary literacy of writing.

These findings are from a sixth-grade classroom, under the guidance of an exemplary English language arts teacher who encouraged daily writing and peer talk. Without these instructional routines and classroom talk, alternate findings may emerge.

This chapter makes a significant contribution to the field of writing as disciplinary literacy and the use of video as a mediational tool. The chapter foregrounds the voices and perspectives of sixth-grade students to understand how students themselves experience and view talk in the context of disciplinary literacy of writing.

At the end of this chapter, learners should be able to:

• Understand the meaning of grievance and disciplinary.

• Understand the procedure for grievance and disciplinary.

• Appreciate the critical role of the Advisory, Conciliation and Arbitration Service.

• Understand the step by step guide for the analysis involved in basic award computation

Understand the meaning of grievance and disciplinary.

Understand the procedure for grievance and disciplinary.

Appreciate the critical role of the Advisory, Conciliation and Arbitration Service.

Understand the step by step guide for the analysis involved in basic award computation

Although the research literature has been expanding on restorative justice inquiries in the last few decades, there are only a few U.S.-based studies that have focused on restorative justice programming within public schools. Specifically, research is even more scant on the implementation concerns surrounding school-based restorative justice initiatives. Discussions of the effectiveness of these approaches for reducing school disciplinary problems resulting in suspensions, expulsions, and arrests are also rather limited. This chapter presents an in-depth examination into these issues by providing a thorough description of a restorative justice program in its early implementation stages in several Denver, Colorado public schools. The chapter concludes with a discussion of preliminary program evaluation findings and focuses on the overall feasibility of incorporating restorative justice programming in schools.

Academic library literature is noted for studying and analyzing the role of librarians’ informational services to users. Librarians typically recommend sources that are appropriate for locating topical or scholarly information, help develop contextual and conceptually appropriate search terms, and analyze user behavior and needs in order to customize services and collections, particularly in an online environment. Librarians increasingly assist users in making qualitative decisions about their topics and research strategies, and provide guidance on what kind of information and what avenues of research are appropriate, how to evaluate sources, and how to use them. A scan through library literature also reveals an ongoing concern that librarians sometimes suffer from an impostor syndrome, with articles devoted to the qualification needs of academic librarians (Clark, Vardeman, & Barba, 2014; Marcum, 2012). This chapter explores how librarians at a comprehensive academic institution feel about their disciplinary and functional knowledge and professional competence and authority in providing qualitative and contextual research advice. The underlying basis for this inquiry is the assumption that we are informed by the notion that research is a process of inquiry and scholarship is a conversation in which librarians play an important role. The study is based on a small number of hour-long interviews conducted in 2014–2015 with librarians working in several academic disciplinary areas, particularly professional education, social sciences, the arts, and the sciences. Although the population used was small and confined to one large academic institution, the interviews revealed librarians’ own understanding of the place of their expertise and authority within the disciplinary research process that may resonate on a broad professional level.

To provide a video reflection model based on interactivity for teachers to facilitate disciplinary literacy and a culturally responsive pedagogy during video reflection. The model presents multiplicity of voices within the context of classroom activity crossing boundaries to expand teachers beyond their zone of proximal development for enhanced pedagogical practices.

Expansive learning as model of learning originates from the Cultural Historic Activity Theory framework. It enables viewing learner–teacher–technology interactions embedded within classroom walls that embrace diverse socio-cultural-historical practices. Given its connectedness to a responsive teaching-learning approach the model is adapted with the tenets of interactivity to help teachers with a professional learning tool to include, promote, and expedite pedagogical practices that reflect learner background through video reflection.

The video reflective model using four central question and five principles of the expansive learning matrix examines the various interactivities during a science class period to embrace and enhance a disciplinary literacy approach to teaching. The chapter provides details of opportunities on how the teacher uses this model to adopt a disciplinary literacy and responsive pedagogy approach. It provides directions on how to improve learner–technology interactivity and assist teachers to orchestrate other classroom technologies along with videos as teaching and learning artifacts.

Knowledge construction occurs in spaces that are hard to identify, that is to say that it is difficult to measure when, why, and how knowledge construction happens. By identifying, drawing connections, and making interconnections of the various activities and interactivities from their classroom worlds to lived practices through the tenets in our proposed reflective model the teacher will initiate, facilitate, and eventuate expansive learning and teaching processes. Thereby videos can highlight teacher’s motivations and contradictions when paired with this model and promote the examination of one’s practices to cross-boundaries that embrace the dynamics of learning and knowledge construction as and when it occurs.

Organizational scholars increasingly appreciate the role of categories as bases of order or “cognitive infrastructures” in markets. Yet they construe categories as disciplinary devices. They understand category formation, implementation, and revision as the purview of professionals. And they tie those processes to notions of institutional development that sharply distinguish settled from unsettled or disordered eras. We challenge these conceptions through a historical study of how manufacturers, associations, and cost accountants broke from the disciplinary functions of accounting categories underlying mass production to create new categorical schemes devoted to learning, innovation, and improvement. Reformers reconfigured the uses of categories in markets, mobilizing classifications to spark reflection, experimentation, and improvement among firms by perturbing taken-for-granted assumptions. They also redesigned the practices of producing, implementing, and revising categories. Manufacturers themselves produced and routinely revised classifications through collective deliberation, while accountants served as their consultants, rather than autonomous authorities who monopolized category formation and implementation. In so doing, reformers forged foundations for upgrading markets and fostering competition based on innovation and improvement in a variety of industries. Based on these findings, we extend existing research beyond categorical imperatives to highlight how categories also serve as cognitive infrastructures for learning, discovery, and innovation in markets.