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The interaction of urban cores and their rural hinterlands is considered from an ecological–economic perspective. The concept of ‘urban metabolism’ motivates discussion of urban dependence on geographic regions outside their borders for both sources of inputs and as waste sinks. The U.S. Environmental Protection Agency's 1989 Surface-Water Treatment Rule forces cities to consider the ecosystem services preserved by appropriate land-use management inside suburban and rural watersheds used for urban water supplies. A case study of New York City and its water supply from the Catskill–Delaware watershed system is used to explore these themes. Compensation from the city to watershed communities may be an effective way to motivate protection of those ecosystem functions. Both direct payments and investment in economic development projects consistent with water quality goals are reviewed as policy instruments.

Purpose – In this paper, we contribute to the study of conservative, reactive mobilization through a study of the ex-gay movement in the United States.

Design/methodology/approach – Using state-level event history analyses over 25 years, we examine the role of threat, resources, and political opportunity in the formation of the first ex-gay organization in each state.

Findings – Our results demonstrate the importance of threat, particularly perceived challenges to traditional definitions of morality, in the formation of ex-gay groups. We find little support for either resource mobilization or political opportunity.

Research limitations/implications – This study indicates a need for further research on sociocultural threat and the ex-gay movement.

Originality/value – It expands scholarship on countermovement emergence, conservative and reactive countermovements, and the role of threat (especially sociocultural threat) in movements.

Edwin Amenta is a professor of sociology, political science, and history at the University of California-Irvine. He is the PI of the NSF-funded “Political Organizations in the News” project and the coeditor of the forthcoming Wiley-Blackwell Companion to Political Sociology.

This paper examines the conditions under which states include sexual orientation as a protected status in hate crime policy over the course of 25 years. Previous research in this area has generally focused on the passage of either general hate crime statutes longitudinally or the inclusion of sexual orientation in hate crime legislation via cross-sectional analysis. Moreover, previous work in this area tends to concentrate on two types of factors affecting policy passage: (1) structural factors such as social disorganization and economic vitality, and (2) political characteristics including governor’s political party and the makeup of the state legislature. We argue that a strong LGBT social movement organizational presence may also influence LGBT hate crime policy passage. Using an event history analysis, we test how state-level social movement organizational mobilization, as well as the state-level political context, affect policy passage from 1983 to 2008. Our findings indicate that political opportunities, including political instability and government ideology, matter for the passage of anti-gay hate crime policy. We also find evidence to support political mediation, as the interaction between social movement organizational presence and Democrats in the state legislature affect policy passage.

The education system in Kenya is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was due to the massive investment in education by successive governments over the last two decades. Today, most Kenyans expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. To identify the most important measures for education and other issues and provide quality data on them to the country, there is a need for the ministry of education to establish a National Education Indicators framework. This criterion is hoped to enable policy makers and the public better assess the position and progress of the country across the education sector. The key task in developing education indicators will be to identify a clear and parsimonious set of measures and data that will be easy for non-specialists to understand but which will also do justice to the complexities of the ailing education system. These indicators will amplify the existing situation and will be drawn from a large, and sometimes conflicting, body of information about students, teachers and schools. The purpose of this study is to propose and urge the government to develop a national framework of indicators that will inform stakeholders on the performance of the education system, both at school and national level.

Environmental, social, and governance (ESG) issues have recently received much attention. This research investigates the daily performance of socially responsible investment (SRI). To do that, the authors construct portfolios consisting of the SRI, non-SRI, and matched non-SRI. The portfolios can be compared with the market benchmark based on α adjusted asset pricing models. Due to using high-frequency data, the authors use ARCH/GARCH to deal with time-varying volatility. Moreover, the authors also utilized Fama–MacBeth pooled regression to confront the SRI stocks and the non-SRI counterpart. In sum, the findings of this study confirm the superior performance of the value-weighted (VW) SRI portfolio against the market. On a head-to-head basis, the SRI yields a higher return than the non-SRI. The results are robust in the quarterly analysis. It is essential for investors that put their money in socially responsible (SR) portfolios to either promote sustainable development or chase a return on it.

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.

The purpose of this chapter is to examine the challenges of instructional leadership in prekindergarten (PK) programs in the context of small and mid-sized school districts. We first explore issues that characterize current PK education including the need for content standards and curriculum, Developmentally Appropriate Practices (DAP), Mathematics Pedagogical Content Knowledge, and addressing mathematics anxiety and teacher-efficacy. We then turn to instructional leadership for PK education and the challenges that leader preparation and district program structures cause for instructional leadership. Often instructional experts have limited exposure to PK classrooms housed in traditional elementary buildings. Additionally, elementary principals are typically ill-prepared with the knowledge needed to support and develop teacher MPCK and effective learning contexts in PK classrooms. Typical preparation and professional development programs offer limited support for building principals as PK instructional leaders. Implications for building principals include the need to engage professional communities, utilize collaborative processes such as team observations, and leverage the collective efficacy and expertise of PK educators in their schools and districts.

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.