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This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS).

A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice.

The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform.

This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning.

This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction.

The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice.

The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.

Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.

Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.

Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.

Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.

The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

Walking and cycling have a long history in work itself and people travelling to and from work. Who walks and cycles, how they perform those journeys, the precise role that journey plays in the course of the working day and how it is valued are informed by social constructions of gender. Gendering of mobility has a long history and, in many countries, women continue to face challenges when they walk and they continue to be discouraged in more or less explicit ways from cycling. This exploratory chapter draws together literature on occupations, paid and unpaid, that involve walking and cycling as an integral part of collecting and delivering people and things. A wide variety of services are discussed in the literature but the research on the mode of travel for individual services – like food delivery, waste picking, rural health work, ‘mobility of care’ – is limited and there is little attention to gender. Further, any comparative studies tend to be between cities with similar economic status or cultural heritage. This chapter includes research from high, medium and low income countries not to universalise experiences but to identify common themes, and suggest avenues for further research. We argue the inequitable distribution of transport resources, the gendering of bicycling related skills and the masculinisation of public space are pervasive. However, they are also being challenged by women supporting each other, partners supporting wives and communities making opportunities available to all members.

Most international marketing studies, taking a sociological position, assume homogeneity within and heterogeneity between cultures. Taking a psychological position and based on the Mindscape Theory, the purpose of this paper is to support the hypothesis that there is intra-cultural and intra-market heterogeneity.

The translated survey for international use has many problems. These problems can greatly be minimized by the use of pictorial/geometric shapes that were used in this study. These shapes were constructed using redundant and non-redundant complexity, and made to be culture neutral.

Data analysis supported the presence of three of the four Mindscape types as was hypothesized, indicating individual intra-market heterogeneity in the three cultures under investigation. Additionally, the corollary hypothesis of transcultural heterogeneity was confirmed.

It has been proposed that Mindscape types are partly innate and partly learned. What proportions constitute each part? Can the learned aspect be unlearned? Can different marketing strategies appeal to each? What marketing programs are better suited to influence the learned aspect? Future studies could explore these issues.

The findings of this paper have wide applicability and implications for international marketing strategy, including ways of deploying market segmentation, target marketing, positioning strategies, as well as configurations of marketing mix elements.

This paper used a novel and unique way for data collection and analysis. A geometric-pictorial survey was used for data collection. Data analysis was done with factor analysis and cluster analysis combined.

Purpose – The research reported in this chapter focuses on understanding the experiences of women who had decided to return to cycling in adulthood. It was anticipated these experiences could assist other women contemplating taking up cycling as well as cycling lobbyists, policy makers and planners.

Methodology – The research targeted women returning to cycling in the city of Adelaide, South Australia. It was conducted using qualitative research methods including in-depth interviews, helmet-mounted video cameras and diary entries. Forty-nine women participated in the study ranging in age from early 20s to mid-70s.

Findings – Respondents learned to cycle between the ages of 5 and 12 and most stopped in the early years of secondary school. Almost half the respondents had returned to cycling several times through the life course while another significant group had cycled occasionally up to the time of the interview. Women returned to cycling through a combination of circumstances but women in their early 20s emphasised the importance of social relationships while women in their late 30s (and older) stressed concerns about health and fitness. Becoming mothers or grandmothers was given as a reason for both taking up and giving up cycling. Although there was no pattern in the specific trigger that shifted women from ‘thinking about cycling to getting on a bike’, knowing someone who cycled – partner, family member, work colleague or acquaintance – featured in most women's experiences.

Research implications – The findings suggest further research into mobility through the life course will be productive.

Sustainability development goals (SDGs) cannot be achieved without a concerted effort from businesses and other organisations, being the corporate level is one of the keys to the achievement of SDGs. This study aims to explore the relationship between firms' adoption of SDG reporting in China and two main corporate-level factors, namely, board characteristics and ownership factors. Also, this study aims to determine which set of drivers – those related to board or ownership factors – exerts a greater influence on this reporting.

This research examines the impact of ownership and board-level factors on the SDG reporting of Chinese firms in the period 2016–2018, with a final sample of 455 firm-year observations operating in 11 activity sectors.

The results support the following: firstly, that board independence and size and the existence of a corporate social responsibility (CSR) committee favours firms addressing SDGs in their sustainability reporting while greater levels of foreign or institutional ownership are negatively related to a company's adoption of SDG reporting; secondly, two-stage logit regression results revealed that board-level factors exert greater explanatory power in the prediction of this reporting and have bigger weights in affecting the SDGs reporting.

This study focuses on assessing the drivers of SDGs; namely, what internal factors will facilitate companies' better implementation of SDG reporting to bridge the gap in this field, not only extending the investigation of corporate governance factors affecting SDGs but also examining the impact of corporate ownership on SDG reporting.

This study enriches and provides support for previous studies examining the drivers of SDGs in the private sector. In academia, addressing SDGs in business is still an emerging research stream that is still in an embryonic state; the reporting of SDGs in business is quite under-investigated in the sustainability literature. Moreover, literature on the drivers that promote better implementation of SDGs in business is even more scarce and incomplete. Some previous studies have ignored the impact of board size and the CSR committee. At the same time, there is no research to date on the impact of ownership on companies' SDGs reporting, which has been proved to play a large role in firms sustainability reporting.