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This teleobservation pilot study focuses on an innovative approach for the preparation of elementary social studies preservice teacher candidates through the use of interactive videoconferencing to provide observations of elementary classrooms. Preservice teacher candidates observed social studies lessons team-taught by regular classroom teachers and university professors in public school classrooms via videoconferencing equipment. Preservice teacher candidates remained on campus while another professor guided them through the social studies observation. Qualitative data were collected from preservice teacher candidates completing their social studies methods course through reflective summaries, KWL charts, and archived threaded discussions. The benefits and challenges of teleobservation are discussed along with implications and possibilities for future work. Specifically, the goals of this project included providing future social studies teachers with the following opportunities: 1) observe an elementary classroom in real-time; 2) discuss teaching as it is happening, and 3) observe university social studies professors modeling theory into practice.

Elementary students in North Carolina are not required to take social studies standardized tests. As a result, assumptions about social studies instruction have emerged. The assumptions represent perceptions or misperceptions about whether the subject is being taught, whether it is valued, and whether there are pressures to ignore social studies to focus on tested subjects. Data from a multi-university, longitudinal study examining the state of social studies in elementary grades are highlighted. Selected findings from the statewide research provide a framework for considering the assumptions. Recommendations suggest a team approach to advocating for the social studies.

The Scopes Monkey Trial is a landmark court case in American history and has often been referred to as “The Trial of the Century.” It provides a curricular platform for understanding changes in American society, populace tensions with shifting social and moral views, gaps in economic prosperity, and the outcomes of urbanization. Studying this pivotal and historical trial – along with the context surrounding it – offers readers a dynamic lens to view powerful social and cultural insights at the beginning of the twentieth century. Additionally, academic freedom issues, which have a history in our nation's courts, (Patterson & Chandler, 2008) as well as current dialogue among educators (see the November/December issue of Social Education), and are at the very center of the Scopes Trial, require critical examination. Most importantly, it exemplifies the type of interdisciplinary content social studies educators should be promoting, a goal of 21^st Century Teaching and Learning and Common Core Standards. In this article, we provide a brief historical context setting the stage for the Scopes Monkey Trial, a daily synopsis of significant points in the trial, a rationale for teaching the Scopes Trial, and instructional teaching resources with particular emphasis on books, DVD/media, and web-based materials.

There are growing concerns among social studies professionals that social studies instruction is disappearing from elementary schools. These concerns have become more pressing as educational policies emphasize core curricula of reading, writing, mathematics, and science. Questions arise as to how social studies can resume its traditional role as one of these core curricula. One possibility is to have social studies included in the accountability movement through testing. This article contemplates the role of testing in impacting social studies instruction in the elementary curriculum through a comparative analysis of data collected from a study of practicing elementary teachers in two states: one in which social studies instruction is tested and the other in which social studies instruction is not tested.

CSR reporting is an institutionalized practice. However, institutionalization has been primarily examined in the context of limited social issues and largely restricted to the presence of CSR communication. The purpose of this paper is to introduce a framework to explore how institutional and organizational factors shape CSR programming in response to an emerging social issue: the global refugee crisis.

The authors collected corporate social responsibility (CSR) reports from Global 500 Fortune corporations between 2012 and 2017. This study uses content coding and inferential analysis to examine how industry type, headquarters location, and partnership resources are related to programming in the refugee relief efforts.

The results reveal distinctive patterns from the technology sector and European corporations, with no clear patterns identified among other corporations. The findings indicate that although CSR is an institutionalized practice, CSR program reporting offers fewer insights as to how institutionalization occurs.

Results suggest a preliminary framework for understanding how CSR programming becomes institutionalized and provide implications for how corporations may address emerging social issues.

This study applies an institutional, communicative approach to the context of the recent global refugee crisis, which contributes to theory development through the examination of an emerging social issue. It also extends prior research on the institutionalization of CSR by focusing on programming in response to an emerging social issue over time and suggests the limits of prior claims of institutionalized practices.

Recent years have seen significant policy and practice interest in how to best respond to the impact of childhood maltreatment and adversity on young people’s contact with youth justice systems. In Australia, this has resulted in increasing pressure to implement trauma-informed practice, although this is a term that has different meanings for different stakeholders, and little is known about the perspectives of justice-involved young people. This paper aims to review what is currently known about co-production in youth justice and discuss ways in which young people can be meaningfully involved in the development of trauma-informed practice frameworks.

A narrative approach is used to present a contextual overview of youth justice in Australia, introduce key concepts underpinning trauma-informed practice and consider the barriers and facilitators of co-production and participatory approaches to the development and implementation of trauma-informed practice.

Youth justice in Australia is widely viewed as in urgent need of reform, with broad interest in developing more trauma-informed practice in these systems. Co-production and participatory approaches are fundamental to the reform process and can help to ensure that the views and aspirations of the children for whom these systems are responsible are embedded in efforts to implement trauma-informed practice.

This paper presents an argument for implementing trauma-informed practice in Australian youth justice that is based on consultation and collaboration with young people. It does not present evidence about the potential effectiveness of such an approach.

This paper has direct implications for youth justice practice, in terms of both service philosophy, design and delivery.

The work discussed in this paper offers possibilities for new and different ways of responding to youth crime and maintaining community safety.

Whilst the need to re-imagine youth justice is widely recognised, there are few resources available to support efforts to co-produce trauma-informed practice. This paper synthesises what is known about these approaches and offers some suggestions and possible ways forward.

Evidence is lacking as to the superiority of dual-focused versus single-focused approaches in treating depression and alcohol use comorbidity. Different people may also value the different features of treatment options differently, necessitating a decision-support tool. This study aims to test the acceptability, feasibility, safety and potential usefulness of the Alcohol and Depression Decision-Aid for Psychological Treatments (ADDAPT).

ADDAPT was developed according to International Patient Decision-Aid Standards and in consultation with potential end users. Adults with depression and alcohol use comorbidity, who were considering/recently considered psychological treatments, were recruited via online advertisements. After clicking on the study URL, participants accessed the ADDAPT e-book and completed validated and purpose-designed questionnaires.

Of the 24 participants, most would recommend ADDAPT to others (79.2% agree) and endorsed it as easy-to-use (75%), useful in decision-making (79.2%), presenting balanced (87.5%), up-to-date (91.7%), easy-to-understand (79.2%) and trustworthy information (83.3%), which did not provoke anxiety (i.e. safety; 75%). Post-use, participants felt well prepared to decide on treatment (M = 3.48/5) and demonstrated good treatment knowledge (M = 65.83%). All but one participant indicated a treatment choice supported by best available evidence, and decisional conflict scores except for the uncertainty subscale were below the threshold for decisional delay (all M < 37.5/100).

ADDAPT is the first decision-aid of its kind, with pilot findings supporting its acceptability, feasibility, safety and potential usefulness for improving decision-making quality among people considering psychological treatment options for depression and alcohol use comorbidity.

The purpose of this study is two-fold: (1) identify shifts in prioritization of corporate social responsibility (CSR) issues and (2) identify the CSR issues in which companies are currently involved, as indicated in their website communications. Corporate communications are also examined for possible variations of CSR focus between manufacturers, retailers and service firms.

In order to identify the CSR issues in which companies are currently involved and detect any shifts, a content analysis was conducted of the 2021 Fortune 100 company websites, specifically cataloging CSR communications. This data was compared with CSR communications on Fortune 100 company websites in 2015. CSR issues are also examined within each industry categorization: manufacturing, retail and service.

Findings indicate that companies have reduced the number of CSR issues prioritized in their website communications. In 2015, companies gave prominence to an average of seven CSR issues on their websites, today the average is three CSR issues. Today, the CSR issues prioritized most commonly are diversity and sustainability. However, these issues are prioritized by only half of the companies. Previously, the vast majority of Fortune 100 companies prioritized the same top issues. That is not the case today. This shift may suggest that companies are narrowing their focus to fewer CSR issues, perhaps those that align with company goals.

This study provides information to keep company executives and academicians abreast of prominent CSR issues and terminology found in the marketplace. As executives make choices about committing resources to social issues, knowledge of what the Fortune 100 is doing can help in that decision-making process.

Purpose – This chapter examines children's options for responding to parental attempts to get them to do something (directives).

Methodology/approach – The data for the study are video recordings of everyday family mealtime interactions. The study uses conversation analysis and discursive psychology to conduct a microanalysis of sequences of everyday family mealtimes interactions in which a parent issues a directive and a child responds.

Findings – It is very difficult for children to resist parental directives without initiating a dispute. Immediate embodied compliance was the interactionally preferred response option to a directive. Outright resistance was typically met with an upgraded and more forceful directive. Legitimate objections to compliance could be treated seriously but were not always taken as grounds for non-compliance.

Research implications – The results have implications for our understandings of the notions of compliance and authority. Children's status in interaction is also discussed in light of their ability to choose whether to ratify a parent's control attempt or not.

Originality/value of chapter – The chapter represents original work on the interactional structures and practices involved in responding to control attempts by a co-present participant. It offers a data-driven framework for conceptualising compliance and authority in interaction that is based on the orientations of participants rather than cultural or analytical assumptions of the researcher.

This paper aims to provide a quantitative picture of the extent to which Irish universities are male-dominated at senior management, professoriate and governance levels; to locate this pattern in an international context; and, drawing on qualitative data from a purposive sample of Irish university senior managers, to explore the limits and possibilities of change.

The quantitative data at senior management level draw on a largely web-based study, supplemented by interview data from a purposive sample of 40 people (85 per cent response rate) in senior management positions in all seven universities funded by the state – including those at Dean to Presidential level, men and women, and academics and non-academics. The interview schedule used in the qualitative study was devised by the eight-country Women in Higher Education Management Network (WHEM).

Irish universities are very male-dominated at senior management, professoriate and governance levels. The qualitative data suggest that the limits to change are an organisational culture that is homosocial and conformist, where women and their attitudes and priorities are seen as “the problem”. Yet there was a striking level of endorsement of various discourses suggesting that having women in senior management makes a difference.

The failure of the Higher Educational Authority to collect data on the gender of those in senior management in Irish universities has necessitated the use of the web. This is an effective pragmatic response, but obviously not as satisfactory as official data.

It has been widely recognised that diversity in management teams is positively associated with innovation. In this context the absence of such diversity in the senior management teams in Irish universities raises concerns in the context of the challenges facing Irish society in general and the university sector in particular. The references to the organisational culture as conformist and homosocial raise fundamental questions about the universities ' ability to use the skills of their staff to move the institution forward.

The paper is the first specific study of senior management in Irish universities. It echoes and specifies the nature of the organisational culture – but also highlights the existence of legitimating discourses endorsed by senior managers.