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Reproduces the three winning entries in the Scottish schools essay competition. Entrants were asked to choose a character from a book and to write about what that character means to them.

The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching.

Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles.

Three design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching.

The research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices.

Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools.

Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.

The purpose of this paper is to review and compare the implementation of “arts inclusion” policies (AIPs) by 14 different public administrative systems around the world. It aims to provide a consolidated source which informs further studies in this field, and to develop a framework to compare AIPs at a global level.

Using “arts inclusion policy” as the search term, academic journals from a wide spectrum of fields were reviewed. A data set was extracted from the Compendium of Cultural Policies and Trends’ online database which provided real-time information of national cultural policies. Another data set is from the United Nations’ Inequality-adjusted Human Development Index, as the geographic scope of the review – largely focussing on UK, US, Australian, Scandinavian and Asian contexts. Using existing policy-making literature as benchmark, the authors designed and applied a comparative framework dedicated to AIPs which focussed on “policy-making structures” as the main ground of comparison.

An important finding is that the policy development and implementation of AIPs often underscore inter-sectoral involvement in many public administrations in this study. With policy leadership and financial incentives pivotal to effective AIPs, central governments should take a more concerted leadership role to include AIPs in national inter-sectoral policies, encourage evidence-based research, expand funding and advocate the recognition of the impacts of arts inclusion. It is concluded that AIPs in western countries remain more developed in targeted scopes and programme diversity compared to those of Asian countries and regions. Continued studies in this field are encouraged.

This review is the first of its kind to include a number of Asian and western countries within its research scope, allowing it to offer a more holistic outlook on the development and implementation of AIPs in different countries and regions. A common critique with all relevant existing literature was usually their lack of concrete comparative grounds, and the present study’s all-encompassing review of literature from across different levels and sectors of respective public administrative systems contribute to a unique and comprehensive perspective in the arts and health discourse.

This chapter reports research conducted in Melbourne, Australia that is focused on the use of information and communication technologies (ICTs) in schools and families. The emphasis is on the relationship between technology, learning, culture and (dis)advantage. It is generally agreed that ICTs are associated with major social, cultural, pedagogical and lifestyle changes, although the nature of those changes is subject to conflicting norms and interpretations. In this chapter we adopt a critical, multi-disciplined, relational perspective in order to examine the influence of ICTs, in schools and homes, on a sample of students and their families.

This chapter explores the queasy relationship between food and sex on The Archers. For listeners, food provides an imaginative reference point; consumption of food hints towards characters embodiment and occupation of physical space. To the extent that these characters have boundaries, the way they approach and react to food reveals their rigidity or permeability, and the tones in which characters offer, provide, prepare, coax and force food upon one another tells us a lot about the sexual politics at play in Ambridge. In The Archers, women cook and men eat. Characters who rebel against this norm often subvert traditional masculinity in other ways.

Through close reading (and obsessive listening), this chapter analyses the ways in which food allows the relationships on The Archers to act as foils to one another. It also explores: food as metaphor; food used both to sustain and fortify the boundaries of the self and to besiege the ego boundaries of others; how characters are given weight in acoustic space; female emancipation; male helplessness; the hunger/satiety/aural claustrophobia of listeners.

This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.

Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers’ reflections and artefacts. Qualitative data analysis methods were employed.

The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.

Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches’ collaborative PL.

Importantly, this project is an exemplar of how to support coaches’ PL and growth through researcher facilitation of cross-district collaborative learning.

This article aims to explore the work lives and contributions of a group of women employed at the J. Walter Thompson advertising agency in the early twentieth century.

Archival source material from the J. Walter Thompson Company archives at Duke University includes personnel files, advertising campaign reports, and meeting minutes. The archival work is placed in historical context.

The J. Walter Thompson Women's Editorial Department played a significant role in the development of advertising and in furthering women's opportunities as advertising professionals.

Advertising was one of the few male‐dominated professions open to women in the early years of the twentieth century. An exploration of these women's work experiences greatly enhances our understanding of the field, of women's roles as advertisers, and of women's roles as consumers.

The research presented in this article aims to extend our understanding of the symbolic and experiential values of shopping through the investigation of consumers' grocery shopping and consumption experiences.

The research approach was based on the existential phenomenological interview; ten women living in the UK who were in paid employment outside the home at the time of the study, who were married (or living with their partner) and who had at least one child living at home participated in the study which explored their lived experiences of grocery shopping and consumption.

The findings reveal that consumers can construct various dimensions and levels of self/identity through their food shopping and consumption practices through their shopping experiences and in conjunction with various resources and support provided by retailers. Four key themes are identified and explored: “I am in control”; “I am me”; “I share and I love”; and “I belong”.

The present study is exploratory in nature; it identifies four key themes which appear significant and provides a starting point for further research.

This paper explores the ways in which shopping confirms consumers' personal identity, social position and social identity and contributes to the literature in two ways: the research extends our understanding of the experiential values of shopping by extending the domain of enquiry from consumers' experiences in‐store to the actual consumption phase and consumers' self identity is investigated through the exploration of individual consumers' lived shopping and consumption experiences from an holistic perspective.