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The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population as she forged connections with her students’ families while drawing on continued, constructivist mentoring from her university professor. The case points to the need for new teacher mentoring programs to include some emphasis on family-teacher relationships.

The new teacher kept a weekly journal of her interactions with families over a two-year period. Notes were taken during and after mentoring sessions. Data analysis was conducted using the case analysis format designed by Miles et al. (2014).

The goal of fostering constructive family-teacher relationships was not fully realized for this teacher in her first year. Through reflections, readings, and discussions in mentoring sessions, she gradually learned to respect the wisdom and expertise of families.

As with all case studies, the results are not generalizable in a traditional sense (Hodkinson and Hodkinson, 2001); however, a larger issue can be addressed in a case (Stake, 1995). In this case, the larger issue is that White teachers working in high-poverty schools are likely to encounter differences between their cultural backgrounds and those of their students’ families. New teachers must determine how to respond in this situation, and mentoring offers support in helping them to act.

Action steps and guidelines developed by the teacher are included, along with a list of selected articles to spur discussions in constructivist mentoring sessions.

Coordinators of new teacher induction programs are encouraged to include a component in their curriculum for best practices in developing relationships with families.

Based on themes the authors observed in workplace spirituality texts, the purpose of this paper is to highlight the historicity of these texts and induce a model to help them understand how this discourse of workplace spirituality came into being.

The authors perform intertextual analysis to show how authors draw upon concepts available in the broader discursive context, from which the authors produced a textscape of the workplace spirituality discourse to depict these layers of discursive interconnections.

The expressed novelty and recency of workplace spirituality as a form of management knowledge, the authors argue, is made ambiguous by its heavy borrowing from other discourses. The authors show how existent spiritual, organizational and societal-level discourses create the conditions of possibility for the discourse of workplace spirituality to emerge. Most of the authors within the corpus engaged the same theories in organizational studies that created the kind of workplaces they now seek to change.

The power of the workplace spirituality discourse to improve the state of workers and work and achieve the expressed desire for change may be diminished through the discursive practices of its authors.

The authors offer a visual “textscape” in which the findings are framed and hence operationalize this idea in a novel manner that contributes to the methods of discourse analysis. The findings also call for more critical reflection into whether workplace spirituality represents a solution to organizational problems when neither the workers nor work it constructs are particularly new.

Earl Moon of Viking Interconnect Systems addressed those present at the 21 May meeting on the subject of ‘Characterisation of Military SMT/MLB Requirements as a Function of the Total Package Concept’.

The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying.

A review of relevant literature, in particular systematic reviews and meta-analyses.

The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim.

There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support.

The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.

This study aims to evaluate the selected children’s websites in terms of information visualization features based on the criteria existing in the related literature and expert scrutiny.

A mixed-methods (qualitative-quantitative) study was conducted with a descriptive-comparative approach. A set of 80 English websites, as well as 24 quality Persian websites, were selected constituting a sample size of 104 websites. A conceptual model was developed from an extensive literature review on information visualization in children’s websites. In the quantitative part, a checklist derived from the conceptual model and based on the heuristic evaluation method was distributed among 20 related experts, the data of which were then analysed through Partial Least Squares using SmartPLS 3.0.

Confirmatory factor analysis showed high-reliability indicators and fit indices in measurement and structural models showing that the conceptual model had the necessary validities among the expert evaluators. Path coefficients showed that layout design and user interface design were the first and last priorities among the dimensions. It was also found that English websites were much more successful than Persian websites in supporting the features of information visualization.

The current study has implications for the effective use of standard features related to information visualization in children’s websites usable for designers, media specialists, parents, instructors and librarians, which would also make the children more engaged to better use, learn and interact with the websites.