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This paper seeks to examine ways in which the film To Sir with Love illustrates several longstanding issues and tensions related to the sociology of education. It is also aims to show how this film (and, by implication, other popular films) can be used to advance understanding among students of educational leadership, organization theory, and the sociology of education.

Approaching its 40th anniversary, To Sir with Love is generally considered to be a classic portrayal of a teacher's struggle to engage a group of disengaged and rebellious students in a working class London school. Yet the film also highlights longstanding issues and tensions peculiar to schooling and teaching. From sociological and social‐psychological perspectives, this paper examines this film's underlying meanings and suggests how it can be used to advance understanding among students of educational leadership, organization theory, and the sociology of education.

Although the paper focuses on teacher‐student‐peer social interaction, it largely leaves issues of race and class for others to address.

Implicitly and explicitly, the paper highlights the value of using popular film to promote understanding of problems related to educational policy and leadership.

A lively discussion, an attempt to construct (rather than deconstruct) new meanings from a classic text.

As green buildings have become more widely accepted, constructors (general contractors, construction managers and subcontractors) have become more involved and are playing an increasing role in the success of these projects. As a result, constructors need and want a better understanding of their roles and responsibilities in Leadership in Energy and Environmental Design (LEED) projects, while exploring ways to provide a “value‐added” service to the projects. Past research has identified “Innovation in Design (ID)” credits as a potential “value‐added opportunity” for constructors to become preferred members of LEED project teams. Similar opportunities may also exist on Building Research Establishment Environmental Assessment Method (BREEAM) project teams. This paper seeks to address these issues.

The methodology encompassed an overview of “Innovation Credits (IC)” in LEED‐NC, BREEAM green building guidelines and an analysis of the ID category in LEED‐NC from a constructor's viewpoint in general, and electrical contractors in particular.

The findings of this research have identified ID credits as a potential “value‐added opportunity” for constructors to become preferred members of the LEED project teams. In contrast to LEED, this research has identified that similar opportunities for constructors do not exist for ICs under BREEAM as past or current ICs are not available in the public domain unless accessed by a BREEAM Assessor or Approved Person. This lack of access to information could have a negative impact and stifle future innovations and is an area worthy of further research.

This research provides an understanding of the constructor's role in the ID category and contributes to the broader literature related to the role of the construction industry in the green building movement. It is envisioned that the research output will serve as easy to use reference resources for the electrical contracting industry for proposing and achieving ID credits on LEED projects. It is also envisaged that this research will lead to recognition of the need for BREEAM ICs to be accessed within the public domain.