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The prevalence and drawbacks of policy borrowing in teacher education are widely acknowledged. In England, there has been extensive use of research conducted in the United States as justification for a prescriptive approach to teacher education nationwide. This raises questions about evidence borrowing from different contexts as a key facet of policy making, with inherent concerns about how the contextual influences on that research influence its effectiveness in transitioning to new spaces. Through the use of spatial theory, this chapter examines this phenomenon and highlights how inferences made from research undertaken in one context, but applied in another, can be detrimental to the established practices and expertise of teacher educators.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

Grounded in ethnic identity theory, critical race theory (CRT) and critical discourse analysis (CDA), this chapter’s objective is to demonstrate the role of news media in the (mis)construction of the identity formation of undocumented youth and the resulting implications of this (mis)construction within the field of education. This study uses mixed methods that include a CDA of Spanish and English language evening television news reports about the Development, Relief, and Education for Alien Minors Act of 2010, and qualitative analysis of interviews with undocumented youth. The implications for undocumented youth traverse from greater society and into schools, and we argue that education leaders must actively challenge and disrupt the (mis)constructions in direct and intentional ways. We provide a theoretical argument and practical steps for how education leaders can support undocumented youth in their communities.

The English sector is characterised by an expanding and increasingly differentiated set of higher education providers (HEPs) and an ever-more diverse student body. As a consequence, HEPs are as differentiated in their widening participation (WP) approaches as they are in every other aspect of the business of HE, and this has led to tensions between why and how they should go about the business of WP. Are HEPs driven by the desire to enhance social justice or merely responding to regulatory pressure? This chapter discusses how changing market regulatory regimes have interreacted with, and often conflicted with, institutional missions as they try to respond to the dual policy imperatives discussed in earlier chapters: the economic, human capital expansionary dynamic and the desire to enhance social justice through access to the HE system.

By the end of this chapter on minors, internet-enabled devices and online shopping behaviour, readers will be able to

• Identify fundamental benefits and harm engendered when minors have unlimited access to internet-enabled devices

• Locate the main catalysts of benefit and harm to minors due to internet usage

• Show how a priori studies have created a rich and balanced narrative in the field of benefits and harm of the internet to minors

• Argue how the benefits outweigh the harm (or vice versa) impacting on minors in unlimited use of the internet

• Develop strategies to enhance the benefits and limit the harm caused by unlimited access to the internet

Identify fundamental benefits and harm engendered when minors have unlimited access to internet-enabled devices

Locate the main catalysts of benefit and harm to minors due to internet usage

Show how a priori studies have created a rich and balanced narrative in the field of benefits and harm of the internet to minors

Argue how the benefits outweigh the harm (or vice versa) impacting on minors in unlimited use of the internet

Develop strategies to enhance the benefits and limit the harm caused by unlimited access to the internet