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Mentor teachers are tasked with supporting the professional development of student teachers. Yet, little is known about the mentoring practices they enact in the moment during classroom instruction. The purpose of this paper is to examine mentoring that happens in the moment, extending Schwille’s (2008) notion of mentoring “inside the action” of teaching (p. 156), and conceptualize mentoring in the moment as educative mentoring.

This paper shares findings of a qualitative case study, foregrounding the perspectives of a mentor teacher and a student teacher who audio-recorded conversations about what they considered to be instances of mentoring in the moment that took place earlier that day. Conversations were transcribed and analyzed through a process of iterative coding.

Mentoring in the moment occurred when the mentor teacher and student teacher made decisions about whether and how to adjust course during lessons to better support student learning; and highlighted strengths and recognized weaknesses across multiple and distinct moments. In addition to demonstrating in action examples of modeling, transparent decision-making and taking the stance of a learner, participants exhibited unique characteristics that enable educative learning to occur. Specifically, they demonstrated: flexibility; humility; and a desire to learn and improve.

The findings build upon the existing research about educative mentoring, mentoring inside the action and mentor teacher characteristics, contributing to a more robust definition of mentoring in the moment.

Underpinning clean language interviewing is a set of skills that allow the interviewer great facility in tracking what has been presented. These skills include minimising personal inference and making an informed choice of what question to ask. They are grounded in the logic of the interviewee's data and the purpose of the interview.

This chapter makes visible four hidden skills I identified through reflection on a doctoral study I conducted using clean language interviewing. These are, how I: ‘parcel out’ sentences in order to build visual-spatial schema; apply content-free codes during the interview; decide what is salient in the interviewee's words and gestures; and use adjacency to navigate my way around the data. Since these skills are applied moment-by-moment during the interview, I refer to them as ‘coding in-the-moment’. I conclude with a comparison between grounded theory methodology and clean language interviewing.

Student interest and learning success is an important component of teaching learning research. However, while the impact of emotions and psychological needs on students' achievements has been a focus of research, the impact of their physiological needs has been under studied. In this explorative study, I examine what impact the physiological and psychological needs of student teachers have on their feelings, motivation, and interest in different learning settings.

The research method used was the daily reconstruction method and included the Felix-App, a new digital research and feedback tool that allows the measurement of feelings, needs, motivation, and interest in real time.

The results suggest the importance of physiological needs for perceived emotions, motivation, and interest in the learning subject. The psychological needs, on the other hand, are of less importance.

The Felix-App is an innovative tool to learn more about learners' emotions and needs in real learning settings. The importance of physiological needs has been known since Maslow, but should be considered much more in the context of teaching and learning research in the future. There is a need for further research on the importance of physical aspects in learning.

This exploratory study seeks to understand whether an arts event designed with/by/for disabled people (the InterACT Disability Arts Festival in New Zealand) has the potential to create revolutionary futures, defined as those which help determine new paths, make the future less fearsome and allow more positive outcomes.

A qualitative approach was taken in this study. Interviews were carried out with ten disabled event attendees, two support workers, one family member, four event volunteers, two activity providers and the main event organiser of the 2019 festival. Active participant observation was also used to collect data. Deductive thematic analysis was used to determine themes and subthemes in the material.

The findings suggest the case study arts event does help to create revolutionary futures for disabled attendees through disrupting the narratives of disability, making sense of lives lived and changing lives yet to be lived.

Limited windows of opportunity were available to interact with attendees, and just 17 in-the-moment interviews were conducted. However, the findings still have value as data saturation was reached. A “revolutionary futures” conceptual framework is presented to understand the nexus between disability worlds and events and thus amplify the benefits for attendees.

Research carried out to date has provided much-needed understanding about the challenges facing disabled people at events, but this study turns this deficit approach around to focus on the opportunities provided by event participation.

Unbraced one-bay composite frames are an interesting load-bearing structure for buildings with up to three storeys. However, their fire design is demanding given the lack of simplified design methods. This paper aims to deepen the understanding of the load-bearing behaviour of both unbraced and braced frames when exposed to fire.

In a previous paper, a numerical model for the fire design of these frames was established and validated with good agreement against fire tests. In the current paper, this model was used to compare the typical differences between braced, semi-braced and unbraced composite frames under fire conditions. Further studies addressed the effect of different heating regimes, i.e. partial fire exposure of the columns in the frames and varying location of the ISO standard fire.

Numerical investigations showed that it is necessary to take local failure and deformation limits of the fire-exposed frames into account. On this basis, unbraced composite frames can compete with braced frames as they have to endure less thermal restraints than braced frames.

In contrast to other investigations on frames, the numerical model is able to take into account the shear failure, which is especially important within the frame corners. Using this model, it is shown that limited sway is reasonable to reduce thermal restraints and hence local stresses. In this regard, the concept of semi-rigid composite joints with a distinct amount of reinforcement has proven to be very rational in fire design.

This chapter analyzes the empirical relationship between the pricesetting/consumption behavior and the sources of persistence in inflation and output. First, a small-scale New-Keynesian model (NKM) is examined using the method of moment and maximum likelihood estimators with US data from 1960 to 2007. Then a formal test is used to compare the fit of two competing specifications in the New-Keynesian Phillips Curve (NKPC) and the IS equation, that is, backward- and forward-looking behavior. Accordingly, the inclusion of a lagged term in the NKPC and the IS equation improves the fit of the model while offsetting the influence of inherited and extrinsic persistence; it is shown that intrinsic persistence plays a major role in approximating inflation and output dynamics for the Great Inflation period. However, the null hypothesis cannot be rejected at the 5% level for the Great Moderation period, that is, the NKM with purely forward-looking behavior and its hybrid variant are equivalent. Monte Carlo experiments investigate the validity of chosen moment conditions and the finite sample properties of the chosen estimation methods. Finally, the empirical performance of the formal test is discussed along the lines of the Akaike's and the Bayesian information criterion.