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There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

The COVID-19 pandemic spurred major, and possibly enduring, changes in paid work. In this chapter, we explore the continuity and change in several work day dimensions, including where it is performed, the amount of time spent working, the length of the work day, and who people are with when they work, as well as variation across population subgroups. We use nationally representative data from the American Time Use Survey (ATUS) to analyze change across the 2019 to 2021 period. While the shift to working primarily at home in 2020 is dramatic and continuing into 2021, working primarily at the workplace remains the modal experience for Americans. We find differences by gender, education, parental status, and age in which workers perform their jobs at home, and we find much more continuity in how much people work and when they work.

Sport co-produces our notions of sex, gender and sexuality. Sport policies based on inclusion demand trans athletes become visible. This creates a problem within sport's hierarchical gender order, and trans athletes' bodies become comprehensible only through mobility from one sex/gender to the other – literally the embodiment of movement through a static gendered space.

In this chapter, we examine the contradictory expectations placed on trans athletes to be visible within heterosexist, white supremacist ‘regimes of looking’ (Fleetwood, 2011). Our purpose is twofold: (1) to critically examine the construction of transness through white racial frames and (2) to grapple with the inherent harmfulness of sport. We ask why trans people would want to participate in an institution that actively limits opportunities for expansive subjectivity, ultimately concluding that the potential for queer futures lies in the very construction of limits themselves. We forward a belief in what sport could be when intentionally created through queer world building. We highlight teams, leagues and spaces that have developed processes that work against dominant forms of medicolegal recognition and visibility politics.

Academic literature and news media on young people’s activism predominantly champions young people who align with liberal or progressive values, evident most recently in the youth-led climate strikes around the world. Research is often undertaken by scholars who see their work as advocacy for children and young people, countering deficit-based depictions of politically disengaged or ill-informed youth. Yet, this scholarship rarely includes young people whose forms of political activism align with conservative, right-wing, or even alt-right politics. Such ‘selective advocacy’ reinforces a limited picture of the who and what of young people’s political participation. In this chapter, I explore what it might mean for the field of youth studies to provide a more complex picture of young people’s activism and the necessary discomfort that emerges when the desire to advocate for young research participants conflicts with a researcher’s own political and moral concerns. Through a feminist post-structural frame, I examine media and public discourses surrounding instances of young people’s activism in conservative, right-wing, and alt-right spaces. I present the case of a conservative protest organised by a group of university students and targeting a drag queen hosted children’s story time at a library in Brisbane, Australia. This case highlights the importance of maintaining ‘epistemic uncertainty’ when it comes to the complexity of youth and activism. If we are to provide a fuller picture of youth activism, I argue that it is important not to overlook less ‘comfortable’ forms that do not neatly align with the progressive advocacy that dominates the field of youth studies.

Long COVID is a complex and highly heterogeneous condition with a variable symptom profile, and calls have been made for an integrated care approach to be taken for its management. To date, no studies have explored speech and language therapy services or needs associated with long COVID. This service evaluation aimed to gauge the level of demand on speech and language therapy services for individuals with long COVID in the UK; their clinical needs, the organisational arrangements of services and the barriers and facilitators of delivering quality care.

A service evaluation was undertaken via distribution of an online survey to speech and language therapists (SLTs) receiving referrals for individuals with long COVID. Analysis was completed using descriptive statistics, with thematic analysis to evaluate qualitative data.

One hundred and eleven SLTs responded. Eighty-six percent were seeing individuals with long COVID in their “everyday” service, in uni- or multi-disciplinary teams, without any “dedicated” resource. Dysphagia and dysphonia were the most reported symptoms. Most respondents (66.7%) indicated the individuals they were seeing were of working age, and that an individuals' speech and language therapy needs were impacting their wellbeing. Perceived barriers to quality care included fragmented and non-integrated care pathways. Multi-disciplinary and integrated working was a key enabler.

This study provides novel insights into the current speech and language therapy needs of and care pathways for individuals with long COVID in the UK SLTs have unique expertise and are integral to supporting individuals with long COVID and should be a part of integrated care teams.

The disparities of COVID-19 vaccination rates between the rural and urban areas have become apparent during this pandemic. There is a need to understand the root causes of vaccine hesitancy demonstrated by the rural population to increase coverage and to contain the disease spread throughout the United States. This study aimed to explore other factors influencing vaccine hesitancy among rural dwellers besides the geography-related barriers such as poor health care access and individuals having no or suboptimal insurance coverage.

By reviewing existing data and literature about vaccination, health literacy, and behaviors, and prevailing ideologies, we discuss the potential causes of vaccine hesitancy in rural areas that could create barriers for successful public health efforts related to vaccine coverage and provide suggestions to ameliorate the situation.

Geography-related barriers, health literacy, and preconceived notions are key determinants of adopting healthy behaviors and complying with public health authorities' recommendations among rural individuals during a public-health crisis. We argue that ideology, which is much deeper than preconception or misconception on vaccination, should be incorporated as a key factor to redefine the term “vulnerable populations” in public health research.

The limitation of our study is that we have not found an effective way to encourage the populations who hold conservative religious and political ideologies to join the efforts for public health. Even though geography-related barriers may strongly impact the rural dwellers in achieving optimal health, the various forms of ideologies they have toward certain health behaviors cannot be discounted to understand and address vaccine-related disparities in rural areas. There is a need to redefine the term “vulnerable population” particularly as it relates to rural areas in the United States. During large-scale public health disasters, scholars and public health authorities should consider the ideologies of individuals, in addition to other factors such as race/ethnicity, area of residence (rural vs. urban), and socioeconomic factors influencing the existing vulnerabilities and health disparities.

This paper aims to address the long-standing problem of suboptimal student team experiences for instructors and students by incorporating the student voice by co-creating a virtual team collaborative environment to improve team collaboration in the online classroom.

This paper presents a novel design science research approach and relates two elaborated action design science research (eADSR) cycles that design, implement and evaluate the student team experience in online courses requiring teamwork.

The outcome is a holistic view of a virtual team classroom environment specified with technologies and practices that may be employed to optimize the student team experience. The eADSR process yields non-obvious diagnoses and actionable steps for continually incorporating the ever-changing social aspects unique to students in addition to the evolving technological landscape.

This paper is valuable to faculty members interested in applying eADSR processes to incorporate the student voice to address pedagogical and learning challenges in the classroom. Additionally, it provides a DSR-based model that can be implemented in the classroom to improve student team collaboration as well as transparency for the instructor and the students in terms of team member contributions with the goal to alleviate student and faculty frustrations. This topic is particularly relevant in light of COVID-19 as students and faculty alike are thrust into new online classroom environments.

Employing eADSR in the classroom is a novel and unique approach to create a replicable model for virtual team collaboration that can be added to the classroom.