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This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.

Grounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.

This study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.

This study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.

This study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.

In this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts from international related literature (e.g. Au, Dyson, Janks, Luke, McNaughton, Moll, Thomson). We then present descriptions of two lessons as examples of how inclusive pedagogical practices might look in primary and secondary classrooms. The focus will be on how texts work to represent the world in particular ways and not others – and the implications of this for the inclusion of diverse student cohorts in developing complex literate repertoires.

The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with “inclusive education” situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education.

This article summarises and provides commentary upon the case of Peters v East Midlands Strategic Health Authority [2009] EWCA Civ 71 and considers its likely effect on claims for future care in personal injury litigation. In future, there should be less impetus on case managers and deputies to pursue applications for state funding of care packages on behalf of injured claimants, where those claimants intend to claim the future costs of such packages from defendants. A state‐funded package is likely to be regarded as an interim measure pending the Court's final award of damages.

In this chapter, the authors reflect on how the criminological agenda can move towards disrupting the boundaries that exist between the academe and sex work activism. The authors do so as academics who strive to affect social change outside of the academe, but do not attempt to offer a prescriptive ‘how to guide’. Indeed, they are themselves still grappling with the challenges of, and learning to be better at, ‘academic-activism’. The chapter begins by shining light on the activist underpinnings of the sex workers’ rights movement, before outlining some of the key scholarship in sex work studies, drawing particular attention to that which seeks to bring about social change. It then explores the utility of participatory action research (PAR) to sex work studies and reflects on how a PAR-inspired approach was used in the Beyond the Gaze research project. Here, the authors cast a critically reflexive eye over the unique realities, including the challenges, of integrating sex worker ‘peer researchers’ within the research team. The chapter concludes by considering how the criminological agenda must adapt if we truly want to bring truly want to bring about positive social change for sex workers, as well as how the current system of Higher Education ultimately stymies ‘academic-activist’ approaches to research.

The purpose of this paper is to explore the potential of using digital shorts (Pytash et al., 2017) focusing on social issues in social studies classrooms.

Qualitative case study is used in this study.

Digital shorts focused on important social issues, and included their beliefs and perspectives about their social issue, as well as insights into their developing identities as citizens. The authors’ findings demonstrate how this assignment can be the gateway for discussions regarding social issues, how students perceive their identities tied to contemporary social issues, and how they make sense of these issues within multimodal compositions.

The findings from this research have implications for researching the effectiveness of digital media production analysis for students’ learning of social issues.

The findings from this research have implications for exploring how digital media production analysis can be incorporated into social studies courses.

Although the push for social studies teachers to provide spaces for students to demonstrate these capacities, few examples exist in the literature.

The theory of double jeopardy (DJ) is shown to hold across broad ranging geographies and physical product categories. However, there is very little research appertaining to the subject within an online environment. In particular, studies that investigate the presence of DJ and the contrasting view point to DJ, namely, that of negative double jeopardy (NDJ), are lacking. This study aims to contribute to this identified research gap and examines the presence of DJ and NDJ within a product category, utilising data from Twitter.

A total of 354,676 tweets are scraped from Twitter and their sentiment analysed and allocated into positive, negative and no-opinion clusters using fuzzy c-means clustering. The sentiment is then compared to the market share of brands within the beer product category to establish whether a DJ or NDJ effect is present.

Data reveal an NDJ effect with regards to original tweets (i.e. tweets which have not been retweeted). That is, when analysing tweets relating to brands within a defined beer category, the authors find that larger brands suffer by having an increased negativity amongst the larger proportion of tweets associated with them.

The clustering approach to analyse sentiment in Twitter data brings a new direction to analysis of such sentiment. Future consideration of different numbers of clusters may further the insights this form of analysis can bring to the DJ/NDJ phenomenon. Managerial implications discuss the uncovered practitioner’s paradox of NDJ and strategies for dealing with DJ and NDJ effects.

This study is the first to explore the presence of DJ and NDJ through the utilisation of sentiment analysis-derived data and fuzzy clustering. DJ and NDJ are under-explored constructs in the online environment. Typically, past research examines DJ and NDJ in separate and detached fashions. Thus, the study is of theoretical value because it outlines boundaries to the DJ and NDJ conditions. Second, this research is the first study to analyse the sentiment of consumer-authored tweets to explore DJ and NDJ effects. Finally, the current study offers valuable insight into the DJ and NDJ effects for practicing marketing managers.