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Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.

As part of a larger study into the influence of a Writers in the Schools (WITS) professional development consultancy, this narrative inquiry began just as Hurricane Harvey, the second most costly hurricane to hit the United States, devastated the Texas Gulf Coast in August 2017 and drew to a close in late 2020 during the COVID-19 global pandemic. This chapter explores the 2017–2018 school-year interactions between WITS Collaborative writer, Mary Austin (pseudonym), and six writing teachers with whom she worked at McKay High School (pseudonym) in the aftermath of Hurricane Harvey. With record flooding and widespread damage causing school-opening delays, teachers, students, and WITS consultants navigated a rip tide of emotions as they strived to balance educational/professional needs and duties with personal loss and unexpected financial burdens. This inquiry examines how WITS teacher professional development was carried out in the midst of these trying circumstances.

Students have a finite amount of time that they can allocate between commitments of study–work–life. Striking a balance between these competing activities is an individual conundrum and this study aims to explore the impact of extramural activities and paid employment on the academic performance of accounting students.

Guided by Carroll’s model of school learning, the authors adopt a quantitative approach where they survey (N = 264) and gather responses (n = 195) from students with respect to their choices regarding spare time outside study. These perceptions are then compared to their academic performance. Quantitative responses were subsequently triangulated with interview findings to provide in-depth analysis.

Findings provide greater understanding for educators of the student lived experience, which reveals that the work, study and life balance is individually nuanced and is largely driven by the individual’s perceived level of interference from work, which is a significant predictor of academic performance.

Analysis of the determinants of student learning includes prior academic achievement, confidence with numbers, critical thinking, gender and prior accounting knowledge. Yet, little is known about the implication of activities outside the formal curriculum. This study addresses this void in the literature and provides a much-needed link back to accounting faculty’s pedagogical approaches as they adapt to a cohort’s learning behaviour. This study also adds to the debate on the need for more discussion with faculty to allow alternate arrangements based on extramural activities and employment commitments. Greater understanding of study–work–life balance for students provides an opportunity for new dialog between faculty and students.

The purpose of this study is to examine the concept of consumer power, in particular the power or bloggers in the online environment and how this might be applied to the regulation of advertising.

Utilising Denegri‐Knott's (2006) four on‐line power strategies, a content analysis of weblogs of Tourism Australia's “Where the bloody hell are you?” advertising campaign is undertaken. Blogger behaviour towards this controversial campaign is documented and consumer power strategies are examined.

This study reveals that bloggers are circumventing the traditional self regulatory process by distributing information, opinion, and even banned advertising material, thereby forming power hubs of like‐minded people, with the potential to become online pressure groups, augmenting the traditional powers of consumers in the self regulatory process.

Limitations include a single case context and its exploration of a single media tool (weblogs). Also, bloggers are not representative of the general public, but do provide an alternative to the general category of complainants.

The paper provides evidence that bloggers are defacto regulators in the online environment providing judgements on advertising campaigns, supporting those with like‐minded views and disciplining others, and even making banned advertisements publicly available. Advertisers should be mindful of this activity in developing campaigns, especially in formulating controversial campaigns aimed to be disseminated online.

The paper is the first to relate consumer power in the online environment to self‐regulation. It is also first to study a new group of advertising complainants – the bloggers.

The purpose of this paper is to provide an overview of the sexual aggression in sport literature, including an analysis of interventions delivered to athletes that focus on the role of the coach and wider sporting community. The paper will also discuss the limitations of applying such prevention methods and possible directions for future research.

This paper provides an overview of research investigating the prevalence of sexually aggressive behaviour perpetrated by athletes, theoretical explanations of their sexual misconduct, and the application of violence prevention methods delivered to athletes.

Research findings are discussed in relation to the prevalence of sexual aggression in sport and the efficacy of prevention methods.

This is a viewpoint piece on sexual aggression in sport.

Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based stereotypic beliefs about Black male student-athletes in collegiate sports, these phenomena warrant further discourse and scrutiny. Critical race theory is a race-centered theoretical and analytical framework that has shaped discourse on race and racism in intercollegiate athletics in recent years. Discourse in this chapter is therefore grounded in the narrative of critical race theory and focuses primarily on the academic and athletic plight of Black male student-athletes matriculating at predominantly White colleges and universities with National Collegiate Athletic Association affiliation.