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This research explores how protest events can change and develop over time, through an analysis of stakeholder perceptions of the EXIT festival in Serbia. In doing this, it builds on previous research into protest events from a critical events studies perspective and has implications for the management and understanding of events linked to social movements.

This research took a neo-institutionalist perspective and is based on 18 stakeholder interviews, which were analysed using reflexive thematic analysis. Purposive sampling in the highly-networked city of Novi Sad, Serbia, allowed for the inclusion of diverse participants from politics, NGOs, media and the festival itself.

The findings reveal that the EXIT festival has departed significantly from its original protest roots. Although it is now perceived as part of the dominant political culture in Serbia, it still has the potential to campaign on issues of relevance to the region, which is unrealised. This research demonstrates that the neo-institutionalist perspective can offer fresh insights for research into protest events. Taking this perspective suggests practical implications for the managers of events with protest roots and for social movements seeking to use protestival-style methods to achieve social change.

This paper provides a new theoretical perspective on protest events and proposes a new model that can be used in future research into protest events that persist over time. It also suggests implications for the management and development of protest events within social movements.

The purpose of this paper is to review published research on using interactive read-alouds in the instruction of English language learners (ELLs). In particular, this paper emphasizes the practical application of research findings to help classroom teachers and other educators make instructional decisions that promote both effective and equitable instruction.

For this literature review, the authors conducted a systematic keyword search of multiple electronic databases to identify relevant research studies. Once studies were identified, the authors used a qualitative content analysis method (Guba and Lincoln, 1981; Holsti, 1969; Lincoln and Guba, 1985) to identify themes.

The findings were grouped into three distinct categories: pedagogy, language and culture. While many aspects of effective interactive read-alouds are similar for ELLs and mainstream students, this paper highlights elements of interactive read-alouds that are different or especially important for ELLs.

This review, unlike the 2,000 potentially relevant studies initially identified, considers the interplay of pedagogy, language and culture when using interactive read-alouds with ELLs. The explicit focus on practical classroom application makes this literature review useful for both researchers and practitioners.

The researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model.

The researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African context.

Research has shown that South African beginning teachers have faced similar difficulties as beginning teachers worldwide, but South African beginning teachers are not subjected to formal induction programmes. While the South African Department of Basic Education offered guidelines for the beginning teacher orientation programme, there is almost no evidence in the literature that schools follow such guidelines.

The implications of this paper give other researchers in this field a broader perspective on how the new multimodal induction model can make a measurable contribution to the school, the mentor, the beginning teacher and, most importantly, the learner.

The Department of Basic Education in South Africa and Principals need to follow the guidelines of this multimodal induction model to retain beginning teachers and improve the performance of learners.

This is a new model developed by the researcher to explore the benefits of promoting excellence in the teaching profession through a technology-rich, integrated induction programme to increase the productivity, retention and leadership of beginning teachers, enhance and prevent the loss of human capital, with the ultimate goal of improving learners' growth and performance.