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This chapter examines the teacher's role as supervisor of support staff (Teaching Assistants (TAs) in the UK, school paraprofessionals in the US) – a role for which there is typically little administrative or infrastructural support. Working from a UK perspective, the chapter draws on research from the UK and the US to address questions pertinent to the education systems of all countries which employ paraprofessionals: What types of behaviours do conscientious teachers engage in to provide effective supervision to paraprofessionals? How do paraprofessionals view the supervisory behaviours of their supervising teachers? Given the important role of paraprofessionals, the high levels of expertise required by their assigned roles, and the uneven provision for their professional development, the chapter also makes recommendations for building the teacher's supervisory role into the infrastructure of schools, rather than relying on its emergence as a discretionary behaviour.

This article describes a project that explored the views, experiences and aspirations of young people with Down's Syndrome and their family carers. Each young person had gone or was going through the transition to adulthood. Following a scoping study, young people who were leading the lives of their choice, for example through use of person‐centred planning or direct payments, were interviewed, and their stories were published in a booklet. The next phase brought other young people and their families together in workshops to support them in planning for their future, based on the information from the booklet. Interviews with the young people and their families dispelled the myth that parents are obstacles to progress and change. All families actively supported their son or daughter to achieve their aspirations and had high expectations for them.

The purpose of this paper is to use the notion of “casualisation” in an employment context to reflect on similar developments in England and Wales since 1996 which have combined to undermine security of tenure in the private and social rented sectors and exposed the vulnerability of owner occupiers who default on mortgage repayments.

The paper draws on observations made by commentators in housing and social policy as well as official papers, statutes and cases.

The problems posed for the long‐term security of residential occupiers are highlighted and are shown to result from a combination of factors including the deregulation of the private rented sector, the dependency of housing association on their rental streams, governmental preoccupation with anti‐social behaviour in social housing and the principle that mortgage lenders have the right to possession of the mortgaged property.

The notion of casualisation is used as an analytical tool to assess changes in law and policy, and to suggest possibilities for reform.

Yahya Altınkurt holds Ph.D. from Anadolu University, Turkey. He is assistant professor at Dumlupınar University Faculty of Education in Kütahya. Dr. Altınkurt's research focuses on strategic planning, organizational justice, organizational citizenship, and leadership in schools. His most recent books include Assessment of Researches of School Administration (2008, Anadolu University Publishing coauthored with E. Ağaoğlu, M. Ceylan, E. Kesim, and T. Madden). Dr. Altınkurt's research has appeared in various journals including Educational Sciences: Theory & Practice, Education and Science, Educational Administration: Theory and Practice, International Journal of Human Sciences, Academic Sight.

Organizational environment where the organizational behavior takes place and the task roles employees need to perform have become increasingly complex in today's organizations. To respond to this complexity, modern organizations need willing, flexible, and proactive employees who go beyond narrow task requirements and who approach work proactively by showing personal initiative (Crant, 2000; Ohly, Sonnentag, & Pluntke, 2006; Parker, 2000; Sonnentag, 2003). In an era where the responsibility and decision making have shifted downward through transformational leadership and shared decision-making, employees have started taking part in both decision making and implementation process without constant close supervision (Frese & Fay, 2001; Sonnentag, 2003). They are expected to demonstrate discretionary behaviors that may go beyond their formally identified job descriptions to carry out the current expectations and comprehensive and complex tasks. Discretionary behavior refers to the employee behavior that is not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization (Organ, Podsakoff, & MacKenzie, 2006; Van Dyne, Cummings, & McLean Parks, 1995). Employee discretionary behaviors contribute to maintenance and enhancement of the social and psychological organizational context which supports task performance and organizational effectiveness (McBain, 2004; Organ, 1997). As Den Hartog and Belschak (2007) stated, employee discretionary behaviors are crucial for organizations to be able to stay competitive in today's global economy.

Organizational innovation is a difficult process. Most innovations fail. If an innovation fails there is a high probability the organization will be fractured. It is easy to break apart an organization. It is much more difficult to build it back up. This is a case study of an innovation in a branch of a large private English language school in Japan. The head teacher decided to improve a portion of the educational system using a fidelity approach. She felt the innovation was entirely technical. Consequently, she thought she could achieve her objectives without the help of the teachers. Her approach failed and caused deep fractures in the branch’s social and work systems. This paper outlines the innovation plan. It shows why it failed, and suggests strategies the head teacher could have used to increase the likelihood of a positive outcome.

The purpose of this paper, a meta-analysis and systematic review of Mental Health First Aid (MHFA), is to focus on studies that reported trainees’ mental health literacy, attitudes and helping-related behaviors, as well as the impact of the program for the people who came into contact with trainees (i.e. recipients).

A systematic search included several online databases of published studies, dissertations or theses, and journals commonly publishing research in this area. Studies were randomized or non-randomized control trials using an intervention based upon the adult or youth MHFA curriculum.

Of the 8,257 initial articles, 16 met inclusion criteria. Small-to-moderate effect sizes (Hedges’ g=0.18–0.53) were found for the primary outcomes for the trainees with effects appearing to be maintained at follow-up. Study quality was inversely associated with effect size. No evidence of investigator allegiance was detected. Few studies examined the effects for those who received aid from a MHFA trainee. Preliminary quantitative evidence appeared lacking (Hedges’ g=−0.04 to 0.12); furthermore, a qualitative review found limited positive effects.

MHFA trainees appear to benefit from MHFA; however, objective behavioral changes are in need of greater emphasis. Additionally, considerably greater attention and effort in testing effects on distressed recipients is needed with future empirical investigations.

This is the first known review that includes preliminary findings on the effects of MHFA on the distressed recipients of the aid. It is anticipated that this will prompt further investigation into the impact of MHFA.

The money management behaviour of undergraduates is a noteworthy study for many stakeholders, as these students are more likely to carry forward this behaviour into later life. The literature on student money management behaviour heavily focuses on financial literacy. However, economic, social and psychological factors also affect undergraduates’ money management behaviour. Therefore, the purpose of this study is to empirically investigate how undergraduates respond to and account for these factors in their money management behaviour.

This study was carried out in Australia. This study adopted a qualitative exploratory approach. The data were collected using six focus group discussions (FGDs) held in one Australian university, in which 40 undergraduates participated.

The key themes identified from the thematic analysis include undergraduates’ understanding of money management and managing economic, social and psychological aspects relating to undergraduates’ money management behaviour. Several subthemes were identified under each theme, which specifically showed how undergraduates manage and respond to each of these factors relating to their money management behaviour.

This study was conducted with the data collected from a relatively small sample of respondents and was limited only to undergraduates. Moreover, this study was conducted in Australia, indicating that some of the results might be specific to the Australian context.

The authors have suggested promoting multiple payment methods and internet usage to undergraduates, and providing them with stress management programmes will help them maintain prudent money management behaviour.

The extant literature on undergraduates’ money management behaviour tends to focus on financial literacy. This study extends the scope of the literature beyond financial literacy and has shown how undergraduates respond to economic, social and psychological aspects relating to money management behaviour. This study has applied a qualitative exploratory approach, in contrast to quantitative methods which have generally been applied for studies relating to undergraduates’ money management behaviour.

Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.

Our study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.

Our findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.

Without a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.

No studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.