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In the Fall of 2020, three teacher educators in Ohio collaborated on a three-month long online professional development series on how to write Focused Inquiries, a la the Inquiry Design Model (IDM).

The authors detail the contents of the six group professional development (PD) sessions and share the lessons that the authors learned as a result of leading this training.

Given this study’s mixed results, the authors often came back to the questions of “maybe it was us? Maybe it was the pandemic? Maybe there wasn’t enough training? Or maybe IDM creation isn’t a skill that all teachers possess and maybe that’s ok?” The authors share the struggles with these questions and situate all of this within the current culture wars raging around schools today.

Finally, the authors offer the current approach to inquiry training for teachers that situates inquiry creation later in the process after significant structured introductory work.

This chapter investigated tactics used by customer service employees in performing emotion work during their interactions with customers and those internal to organizations. Based on a qualitative study in the hospitality industry, I discovered that customer service employees used a range of tactics that impact different phases of the emotion regulation process in order to facilitate emotion work. One group of tactics was directed towards the work context while the other was self-directed in an attempt to regulate the experience and expression of emotion. Taken together these two groups of tactics provide a holistic portrayal of the range of tactics used by customer service employees in performing emotion work.

The purpose of this paper is to investigate the impact of a dual medium/content context – the one offered by the online Twitter communication (medium-context) of reporting on elite sports (content-context) – on traditional conceptualizations of genderlect.

A quantitative content analysis, coding for a variety of traditional gendered language markers – was conducted on the tweets of male and female reporters who covered the men’s and women’s NCAA final four basketball tournaments.

Consistent with tenets of social role theory, the duel medium/content context of Twitter and sports produces several language patterns that frustrate attempts to categorize language markers according to traditional conceptualizations of genderlect and thus provides support for a redefinition of genderlect.

This paper’s findings suggest that people adapt their communication patterns to match the context in which they communicate. Whether adaptation takes place with conscious effort or as a natural byproduct of moving from one context to another remains to be discovered. Advice to female sports journalists on being vigilant against unwittingly undermining their credibility and perceived expertise is offered. This inquiry allows researchers to study sociology through sport.

This paper demonstrates that online environments can allow for traditional gender roles and expectations to be challenged and broken down, but some genderlect features appear tenacious and could undermine attempts to break down gender barriers.

If sport mirrors society, then the same communication adaptations that appear in the online environmental context of reporters’ tweets about sport should appear in other societal contexts.

Few studies have investigated differences in reporting by gender, and fewer have investigated differences in sports reporting by gender. Fewer, if any, have investigated differences in sports reporting by gender through Twitter.