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Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue.

This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools.

The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted.

Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The purpose of this paper is to explore the role of carers as coordinators of care in their own right. It outlines how statutory and voluntary agencies can work together to support carers in this role, yet also help them work towards personal outcomes to sustain their own quality of life. It also proposes that approaches to working with carers can reveal lessons for integration.

The research analysed data from focus groups and document analysis to examine how carers and professionals experienced two different approaches to engaging with carers: the Midlothian carer ' s assessment and VOCAL ' s outcomes focused approach. From this, several themes emerged which are relevant to the current debate on integration.

Carers were found to be key co-ordinators of care who play a role in the integration of services. Approaches to working with carers can better enable personal outcomes, and integrate carers as equal partners. In addition, improved integration between services can also improve outcomes for carers.

Approaches to working with carers should be carer and outcome focused, and partnership working can mean that carers feel more empowered and included. This helps to achieve personal outcomes, as well as enhance integrated working between other services. However, differentiation between services might, in places, contribute to better outcomes for people.

This paper shifts the focus of integration to look the role of carers as equal partners, and also illustrates how statutory and voluntary services can work better together, while preserving their distinct identities.

This paper proposes a new conception of school systems arising out of the collision of three forces: (1) a longstanding press to rationalize the technical work of schools in the service of educational excellence; (2) a growing democratic press to equitably engage community members in the process of defining educational excellence; which together are (3) heightening legacy uncertainties that pervade educational organizations. It then draws on paradox theory to explore how leaders might navigate the growing uncertainties that are central to the work of organizing for excellence and equity.

Integrating scholarship related to organizational institutionalism, paradox theory, learning sciences, social justice leadership and educational system building, this paper examines the changing organization of schools, the growing uncertainty facing educators and the implications for leaders and preparation programs.

This paper introduces two perspectives on how to navigate the growing uncertainty facing educators and educational leaders: one that centers on mitigating uncertainty, the other that prioritizes leveraging uncertainty. Both perspectives have affordances and limitations when considering the twin goals of educational excellence and equitable involvement in decision-making, and leaders should thus view uncertainty as a paradox—an interdependent, persistent, contradiction—that can never be fully resolved, but can be managed. A paradox perspective makes visible the complex work of effectively moving between mitigating and leveraging uncertainty, especially in a field where the latter garners more support and legitimacy.

This paper synthesizes recent educational and organizational scholarship to develop a new conception of educational organizations and a corresponding approach to educational leadership capable of navigating the growing complexity and uncertainty that pervades school systems.

The purpose of this paper is to present a conceptual framework for examining the impact of the COVID-19 pandemic on working women.

This conceptual paper on women in the formal workforce is grounded within the leadership and organization development literature.

The authors posit the COVID-19 pandemic and the subsequent instability in the US workforce, particularly among women and mothers, is effectively examined through the lens of punctuated equilibrium. Specifically, the widespread disruption initiated by the pandemic provides an opportunity for transformative change within organizations and society. Furthermore, working women impacted during this punctuated equilibrium are likewise positioned for transformation. The authors suggest the pandemic and its impact on the formal workforce can be leveraged for individual and organizational development as well as transformation, resulting in advancement toward self-authorship and increased equity within organizations, respectively.

This paper offers a novel integration and application of three leadership and organization development concepts: punctuated equilibrium, the self-authorship theory and Theory U, to better understand the impact of the COVID-19 pandemic on working women.