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This study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.

This was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.

In total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.

With coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.

Making explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.

The research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.

The purpose of this paper is to describe the development and validation of the ProKid risk assessment tool, which was designed to enable Dutch police officers to identify youths with elevated risk of committing violent and/or property crimes.

The ProKid algorithms were based on the results of logistic regression analyses of police data from a sample of 31,769 adolescents in the former police regions “Amsterdam-Amstelland” and “Gelderland-Midden”. For the validation, logistic regression analyses were performed on police data of youths in the police region “Amsterdam-Amstelland” who had been in contact with the police in 2011 (n=39,977). Furthermore, receiver operating characteristic analyses were performed to assess the instrument’s accuracy.

Results indicated that higher ProKid risk categories were associated with greater odds of being registered as a suspect of either a violent or property offence. The instrument was found to have good predictive accuracy. Area under the curve values ranged from 0.83 to 0.84 for violent offences and from 0.82 to 0.83 for property offences.

The current study demonstrates that ProKid is a valid and accurate tool to be used by police officers to identify youths with elevated risk of future violent and property offending. The automated assessment procedure enables a quick screening of large numbers of both non-offenders and offenders. This study confirms the value of official police records for assessing the risk of future offending for preventive purposes.

The present study demonstrates the validity of a risk assessment tool based on Dutch police records for both non-offenders and offenders.

The purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the Journal of Educational Administration.

This paper is historical in design. Information relevant to its 50 years of publication has been obtained from the JEA's 172 Editorials and from minutes of Editorial Advisory Board and Management Committee meetings, supplemented by personal editorial memoranda.

Recognised as one of the leading generalist international journals in its field, the Journal of Educational Administration has until recently been edited in Australia. The most eminent international scholars in the field have published in the JEA throughout its lifetime. Esteemed scholars have also occupied positions on its Editorial Board. The JEA has enjoyed close and supportive associations with several prominent professional organisations including UCEA and CCEA.

This paper does not include detailed information about the content of the almost 1,000 articles published throughout its history. This is the subject of other specific research undertakings.

The JEA was the first generalist international journal in the field of educational administration. Its first volume appeared in 1963. It has reached the age of 50 years and hence this paper's report of such may provide a basis for similar studies of other journals as they achieve significant milestones.