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The purpose of this paper is to explore the motives a person adopts in order to engage in hate-related behaviours within a prison setting. A subsidiary aim of the study was to compare this cohort of prisoners with prisoners who have been convicted for aggravated racism in the community.

In order to gather data, an exploratory research design was adopted, utilising the method of semi-structured interviews. In total, a number of nine interviews were conducted. Qualitative analysis was then employed allowing for an examination of meaning in relation to the motives behind the commission of hate crimes to occur.

The findings revealed the presence of racist beliefs and attitudes in both groups involved in the study. Further similarities between the two groups included the perception of inequality and beliefs about racism. The differences between the two groups included poor emotional regulation and an inability to manage beliefs and subsequent behaviours about people from different ethnic groups, with those in custody seeming to be more reactive.

The findings provide a preliminary insight into enhancing inmate safety. The environmental implications begin to reveal the complexity of hate-related behaviours in custody. There are differences between the context of hate crime committed in a prison environment compared to that committed in the community that require different solutions for addressing such behaviour. Further implications are considered in the final section of the paper.

A large body of research has been conducted on prison violence, seldom does this research examine this issue within the context of hate crime. This preliminary study offers an insight into prison-based hate crime.

Teacher effectiveness and teacher quality have become the focus of intense international attention and national concern. Dozens of nations are implementing a diverse set of strategies that aim to improve the quality of education by improving the quality of teachers. These efforts have not been well coordinated, and as the authors in this volume show, core constructs of quality have not been well defined. In this introductory chapter, we discuss why teachers are now “under the microscope” of policymaker’s attention and elaborate how the chapters in this volume identify particularly fruitful avenues for further study. The assembled chapters address two complex questions: (1) what existing cross-national measures of teacher effectiveness and teacher quality are most promising and how can these be aligned to maximize their research potential? and (2) what core constructs of teacher quality or effectiveness are missing from the evidence-base, and how can cross-national comparative research help refine these? To investigate these questions, the chapters in this volume address different aspects of “quality.” While quality may be politically contested, there is a significant need to continue to articulate a truly global perspective on teacher quality. The authors look at a wide range of aspects of quality in order to advance thinking about teacher education, instructional quality and workforce or organizational conditions that affect quality; to analyze instruments, tools, or measures used to assess quality; and identify what measures need to be developed further. We also note how scholarly study of the spread of transnational teacher reforms has failed to keep pace with national policy changes regarding teacher quality, and advance a more general theory of the forces affecting national policymakers.