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This article reflects on the adaption of Sarah Pink's video re-enactment methodology for exploring children's out-of-school lifeworlds.

Video re-enactments originate in the work of Sarah Pink who developed the methodology to study everyday routines, including activities associated with people's energy consumption at home. This article discusses the adaption of this methodology for exploring 9–10-year-old children's out-of-school lifeworlds in their homes in the global cities of Hong Kong, Melbourne and Singapore.

The article reflects on the practical ways in which the video re-enactment methodology was adapted to explore children's out-of-school activities in the three different locations. In terms of activities, the findings highlight that children's out-of-school lifeworlds included regular routines across a week that contribute to and constitute their everyday activities, with varying time spent on leisure, homework and scheduled activities.

The authors discuss and reflect on the implications of adapting a methodology in order to make it relevant and innovative in a new research context. The use of video re-enactments with children to explore their out-of-school activities gives greater insights into their lifeworlds and their engagement in various activities and the opportunity for children to reflect on their everyday lives.

This study examines the effect of both objective knowledge (i.e., what arts audience members actually know about art) and subjective knowledge (i.e., what arts audiences members think they know about art) on their propensity for experience-sharing (i.e., the tendency to share art-related experiences with other individuals). In addition, the study examines the role of culture (i.e., whether arts audiences belong to an individualistic or collectivistic culture) on the above-mentioned relationship.

Data were gathered through a field survey at a large contemporary art museum in Italy, conducted via a structured questionnaire and analyzed using multiple regression analysis.

Results indicate that both subjective and objective knowledge positively affect arts audiences’ propensity for experience-sharing, such as talking to others about a visit to an art gallery. Moreover, such effects appear to vary depending on culture: objective knowledge seems to positively influence experience-sharing when audiences belong to collectivistic cultures, whereas subjective knowledge seems to positively influence experience-sharing when they belong to individualistic cultures.

The study’s findings could motivate arts managers to emphasize the implementation of international communication strategies aimed at reinforcing arts audiences’ subjective and objective knowledge since these variables are positively associated with their propensity for experience-sharing with others.

This is the first study to assess the effects of objective and subjective knowledge, alongside the cultural dimensions of individualism and collectivism, on arts audiences’ propensity for experience-sharing.

Thirty men from the maximum-security Jessup Correctional Institution (Maryland), and Drew Leder, Professor of Philosophy, through small-group discussion, envision an alternative and authentically constructive institution. Uncomfortable with the notion of a truly “beautiful” prison, the group develops ideas of an “enlightened” prison, designed in counterpoint to the de-habilitating and destructive features of the existing prison. The enlightened prison would embody five core virtues: hope, growth, recognition of merit, individuality, and community. In the absence of these attitudes – all too often a characteristic of current-day institutions – there persists the “endarkened” prison, marked by despair, stasis, recognition of demerits, class-ification, and isolation.

The use of technology in education is still seen as a symbol of modernity in Indonesia. Without adequate technological infrastructural support from institutions, teachers develop ways to incorporate technology into their classrooms. The purpose of this paper is to investigate the affective domain in learning mathematics with technology across genders and across two student groups, where in one group the students shared learning devices, while the other group of students used individual devices.

The study adopts both quantitative and qualitative methods and is based on data collected from five secondary schools in Indonesia.

The findings reveal attitudinal differences are associated with technology usage in mathematics classrooms. Quantitative measurements across four attitudinal subscales—mathematics motivation, attitudes to the use of technology in mathematics, technological confidence and mathematics confidence—indicate that affordances in technologies influence boys and girls attitudes; while qualitative data share further insights on gender perspectives related to attitudinal differences.

Appropriate pedagogical approaches with equitable access to technologies are important for engaging students in learning mathematics with technology.

This empirical study reveals aspects related to student participation with technologies in classrooms, which has important implications for student development.

The study contributes to literature on mathematics education related to the use of learning technologies in secondary schools of a developing country.

People with intellectual disability die prematurely and from avoidable causes. Innovative solutions and proactive strategies have been limited in addressing this disparity. This paper aims to detail the process of developing a risk stratification tool to identify those individuals who are higher risk of premature mortality.

This study used population health management principles to conceptualise a risk stratification tool for avoidable deaths in people with intellectual disability. A review of the literature examined the existing evidence of causes of death in people with intellectual disability. A qualitative methodology using focused groups of specialist clinicians was used to understand the factors that contributed towards avoidable deaths in people with intellectual disability. Delphi groups were used for consensus on the variables for inclusion in the risk stratification tool (Decision Support Tool for Physical Health).

A pilot of the Decision Support Tool for Physical Health within specialist intellectual disability service demonstrated effective utility and acceptability in clinical practice. The tool has also demonstrated good face and construct validity. A further study is currently being completed to examine concurrent and predictive validity of the tool.

To the best of the authors’ knowledge, this is the only study that has used a systematic approach to designing a risk stratification tool for identifying premature mortality in people with intellectual disability. The Decision Support Tool for Physical Health in clinical practice aims to guide clinical responses and prioritise those identified as at higher risk of avoidable deaths.

Precise and accurate observation, what we see, and the perception of emotion, what we sense and feel, lead to a more reliable evaluation and thus to better management of complex situations. Therefore, perception, observation and judgement are critical success factors in fostering innovation leadership at individual and team levels. This chapter outlines how these aspects need to be considered to facilitate the discovery, reflection and implementation of new ideas and solutions. We look at scientific areas such as neuroscience and positive psychology and apply the research to different professional areas. Based on this, we introduce ‘Coaching with Art’ as a method to train perceptiveness as a quality for self and team leadership to better cope with the challenges and opportunities of innovation processes.

In the context of what may be understood as an ‘emotional retreat’ in homelessness research and service provision (Chamberlayne, 2004, p. 347), this chapter canvasses the valuable role of qualitative research in continuing to diversify understandings and evidences of homelessness made available across the field. I work to make sense of the ways, in which the emotional and physical messiness of ‘in situ’ research (Malins, Fitzgerald, & Threadgold, 2006, p. 514) can give rise to new understandings of homelessness that both intervene in and compliment existing research and policy knowledges. While my key focus here will be on the difficult task of actually articulating how it is that particular forms of qualitative research knowledge may provide epistemological leverage to the field of homelessness, it should also be clear that the impetus for this chapter, and indeed for my broader research engagement in homelessness (see for example, Robinson 2002b, 2003, 2005) stems from my concern with the ways in which felt-experience is particularly backgrounded in this field. As I have discussed elsewhere, the ramifications of making relatively silent corporeal and emotional dimensions of homelessness have troublingly included the entrenchment of conceptualisations of, and responses to, homelessness that cannot account for the multidimensional ways in which trajectories of homelessness can unfold and become reinforced. In particular, my focus has been on the ways in which the lack of attention paid within social research to the bodily impacts of cumulative trauma and grief in the lives of homeless people, has in turn been mirrored in the limited framing of social policy and welfare service delivery.

The focus of this chapter is on the effective and inclusive classroom practices for the teaching and learning of mathematics at the primary and early secondary levels. The research literature and major national and international reports on effective and inclusive mathematics teaching at the primary and secondary levels of schooling are examined. Some of the challenges to inclusive mathematics teaching are explored. Based in Florian’s (2014) inclusive pedagogical approach in action framework, a research-based exemplar of effective and inclusive primary mathematics teaching is described. The elements of effective and inclusive practices at the secondary level are outlined and a sample lesson presented. Potential impediments to inclusivity are examined.