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The purpose of this paper is to provide an account of the coaching element that was included in an existing graduate literacy course and to describe the responses of experienced and less‐experienced teachers as they began to add collaborative peer coaching to their teaching identities.

Data collected included teachers’ coaching logs and written reflections on the coaching experience, and field notes taken by a professor. Data were analysed qualitatively through open coding. Initially, the authors read data individually and coded them by what they perceived to be the teachers’ coaching moves. Separately, they developed lists of codes and then reviewed coding lists to work through idiosyncratic data, collapse codes, align their language.

The authors identified three overarching and multi‐faceted moves that the coaching teachers made as they worked with partner teachers. They found that the teachers: used restraint; focused on partner teacher's needs; and provided opportunities for classroom observations and demonstrations.

Due to budget cuts, district coaching initiatives are being down‐sized. With fewer literacy coaches available, the authors believe that classroom teachers would benefit from learning about how to support each another as peer coaches.

Teachers’ coaching moves, along with the curricular conversations engendered by them, created a culture of learning based on reflection and dialogue between coaching and partner teachers.

Very few studies have been conducted on peer coaching or have addressed the process by which teachers enrolled in graduate programs learned how to engage in collaborative peer coaching.

The purpose of this editorial is to introduce the inaugural issue of the International Journal of Mentoring and Coaching in Education (IJMCE), as well as to set the scene for the current and future issues of the journal.

This editorial simply introduces the journal and its first issue. The paper sets the scene by which the journal was conceived and the context in which it aims to operate. It then move on to briefly describe the visions of IJMCE, the theories and practices of mentoring and coaching and the definitions and implications that the journal will have for policy makers.

It is found that IJMCE will offer diverse definitions of mentoring and coaching in the course of publishing three issues per year, each comprising five articles.

The editorial introduces five original manuscripts from several authors who have undertaken some brilliant research, which contributes greatly to the mentoring and coaching community.

This chapter summarizes the knowledge on sleep and restitution. Sleep constitutes the recuperative process of the central nervous system. The use of the brain during wakefulness will lead to depletion of energy in the cortical areas locally responsible for activity. The level of depletion is monitored and sleep is initiated when critical levels are reached. The attempts to initiate sleep are perceived as sleepiness or fatigue. The ensuing sleep then actively restores brain physiology to normal levels. This also results in restored alertness, memory capacity, and mood. Also, peripheral anabolic processes (secretion of growth hormone and testosterone) are strongly enhanced and catabolic process (secretion of cortisol and catecholamines) are strongly suppressed. In the long run, reduced or impaired sleep leads to metabolic diseases, depression, burnout, and mortality. Stress and irregular hours are among the main causes of disturbed sleep.

The January 1987 issue of Access, a quarterly update from R.R. Bowker Company, contains a brief article entitled “Ulrich's: A Prime Source in Any Format.” This short piece tells us that 1987 marked the silver anniversary of the founding of Ulrich's International Periodicals Directory and that we have good reason to celebrate. The reason is that Ulrich's, and its sister publications, Irregular Serials and Annuals and Bowker's Serials Database Update, are now available on CD‐ROM and known as Ulrich's Plus. The article states that “this electronic disc format offers high speed access, multiple search points and ease of use.” The article also informs us that data for Ulrich's are continuously revised and updated by no less than thirteen editors who have multilingual skills and whose combined efforts provide indepth profiles of seventy thousand serials and thirty‐five thousand irregulars published worldwide, that there are updates for more than sixty‐five thousand entries, and that there is a “descriptive analysis of the content and point of view of each publication.” And, finally, that all periodicals are subject indexed.

The purpose of this paper is to make a case for the strength of qualitative work, but more specifically for various kinds of ethnographies.

The authors argue that global neoliberal and audit culture policies have crept into academic research, tertiary education practice, and research culture.

The authors then discuss major tenets of and make the case for the use of auto-, duo-, and collaborative-ethnographies as caring practices and research method(ologies) that may in fact push back against such hegemonic neoliberal practices in the academy. Finally, the authors link these caring types of ethnographies to the papers within this special issue.

This is an original look at the concepts of auto-, duo-, and collaborative-ethnographies with relation to caring practices.