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This study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers' engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers.

This study applies an analytic approach to evidencing teacher learning, based on the work of Knud Illeris, offering this as a methodological contribution to the field of professional development literature.

Findings reveal that, despite all the teachers developing a passion for learning through LS, there are constraints on its sustainability and impact which can be attributed to the teachers' broader contexts and which affected them differently. The constraints centre on tensions between priorities and agendas within and beyond the school, related largely to budgets and visions of staff development.

This focused study on two subject departments engaging in LS limits its generalisability in terms of findings. However, the study offers a practical research application of a model of learning for analysis of teacher reflections on collaborative learning experiences.

Understanding individual teacher reflections on LS experiences is under-represented in the literature, in particular studies providing insights into conditions conducive and constraining to JPD.

The Japanese economy experienced prosperity during the bubble economy and has suffered from a prolonged recession since the bubble economy collapsed. This paper examines how the interest-bearing debt burden, structural change, and instability of confidence affect dynamic systems. Moreover, it examines these factors in the Japanese economy by applying a recursive vector autoregression analysis. This paper emphasizes the interest-bearing debt burden, the economic structure resulting from the instability of confidence, and the instability of confidence resulting from debt burden play important roles in the instability of the economy. As a result, Japan’s economy was determined to be relatively stable from 1980 to 1996, but was unstable, thereafter.

The purpose of this study is to explore home care nurses' experience of learning in a multicultural environment.

The study was based on qualitative research design. Data were collected through repeated interviews with registered home care nurses working in a multicultural area. The data were analyzed through a qualitative content analysis with a direct approach.

Six categories describing nurses' experiences of learning were developed in order to define which components were determinative in facilitating or constraining home care in a multicultural environment. The findings show that home care demands high individual nursing skills and also offers many opportunities for further learning. The most important sources of learning were the challenges presented in the daily experience of encountering diversity of patients and families, by informal social interactions and exchange of knowledge with colleagues.

The strength of this study is that data are collected by two different methods with time for reflection in between. Limitations are that only female nurses participate in the study and from one team of nurses.

The findings can be used by nurses to create an awareness of the opportunities that exist in everyday work. For managers, this study highlights learning and constraints that exist on the organisation level.

This article adds to existing research by describing the learning environment for home care nurses in relation to the theoretical framework that examines the factors which either facilitate or constrain learning at work.

Purpose – This paper presents a critical exploration of the concept of children's ‘participation’ by looking in more detail at children's right to play and the possibilities this presents for a different understanding of children as political actors.Design/methodology/approach – The paper applies a range of concepts, largely drawn from Deleuzian philosophy and children's geographies, to produce an account of playing that unsettles traditional ways of valuing this behaviour. In doing so, it also extends current approaches to children's participation rights by presenting play as a primary way in which children actively participate in their everyday worlds. Observations of children's play are utilised to illustrate the multiple ways in which moments of playfulness enliven the spaces and routines of children's lives.Findings – Playing may be viewed as micro-political expressions in which children collectively participate to establish temporary control over their immediate environment in order to make things different/better. These everyday acts are largely unnoticed by adults and represent a markedly different form of political engagement from the ways in which children are brought into adult-led political realms. Yet playful moments are a vital expression of children's power and ability to influence the conditions of their lives.Originality/value – Thinking differently about playing offers an opportunity to revitalise the very notion of participation. Such a move marks a line of flight which opens up the possibility for everyday collective acts to disturb dominant ways of accounting for adult–child relationships and by doing so establish moments of hope that people can get on and go on together by co-creating more just and participative spaces of childhood.

The purpose of this paper is to understand, from principals’ points of view, how a teacher registration reform is enacted by examining the potential changes in the relationships between principals and newly qualified teachers (NQTs). The reform entailed principals performing an aptitude assessment of new teachers in their probationary year.

Semi-structured interviews were conducted with five principals from two Swedish municipalities on three occasions in one academic year. A third follow-up interview was conducted one year later with four of the principals, the fifth no longer being in post.

The assessment appears to be downplayed by the principals, whereas the supportive dimension and the facilitation of NQTs’ professional development seem to be acknowledged and made explicit. For some of the principals, their creative translation of the reform’s intentions transformed these relations and strengthened their leadership.

The study is small-scale and was carried out in a specific period of policy implementation from the principals’ perspectives. Future studies would benefit from involving both principals’ and teachers’ perspectives.

Policymakers appear to have underestimated the structural aspects of the reform, even though in general the reform enactments had some kind of positive effect on these relations.

For some principals, their creative translation of the reform’s intentions transformed relations and strengthened their leadership.

The data are from a unique period when a reform was implemented and later partly withdrawn. The study deepens the understanding on how principals tries to enact and balance their roles as evaluators of NQTs and pedagogical and instructional leaders.

The purpose of this paper is to propose an alternative approach to the decision‐ and policymaking that has been practiced in most developed countries for more than a quarter of a century. Such policies followed, to a greater or lesser degree, the policies adopted in the UK and the USA since the period of the Thatcher and Reagan administrations, respectively. These policies proclaimed the supremacy of the market and downplayed government intervention in the marketplace.

This paper draws upon earlier research by the authors as well as upon published works of other researchers.

Self‐interest governed the way policies are formed and through a process of extreme capitalism financial leaders took ever‐increasing risks for which executives received lucrative incentive salaries. The recent crash suggests a failure in such policies and this paper proposes an alternative way of operating – the way of altruism. Selfishness and egoism are argued as endemic in economic rationalism and extreme capitalism, replacing selflessness that engenders policies more aligned to altruism.

The research is limited by the ability to examine all the research literature in the field at greater depth. However, the examination that has been possibly indicated that self‐interest and greed, endemic in extreme capitalism and economic rationalism, have made significant contributions to the recent subprime and global financial crises.

This paper provides government and corporate policymakers with an understanding of an alternative value – selflessness as aligned to altruism – than the values of selfishness and greed that are endemic in economic rationalism and extreme capitalism guiding policies that led to the global financial crisis.

The paper fulfils an identified need and supports policymakers seeking to achieve just outcomes for all stakeholders across the globe.