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The paper considers the kinds of treatment available for people with learning disabilities and challenging behaviour. It draws on research data on the use of reactive strategies and behaviour plans for 235 children and adults rated by carers as extremely challenging, and 276 rated as very challenging, to identify any trends in the management and treatment of challenging behaviour. It finds an increase in written plans for adults but not for children, and no information on the extent to which plans are based on sound functional analyses and contain proactive as well as reactive strategies. Only half the plans were said to have been drawn up with any support from behavioural specialists, and there was no discernible change in the use of reactive strategies.

The Hybrid Library of the Future (HyLiFe) project was funded by the Joint Information Services Council (JISC) for higher education in the UK and it focused on the users of the hybrid library. This article outlines the user‐centred approach used in evaluating the project. While the evaluation of HyLiFe diverged from much standard practice in performance measurement, the work of researchers into performance measures for the electronic library proved invaluable to the HyLiFe evaluation officer.

An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of pre-service teacher preparation for social studies teachers. Cohorts of candidates participated in a five-year project while enrolled in a discipline-specific capstone senior methods course and subsequent student teaching experiences. Candidates were surveyed and interviewed concerning their use of, and feelings about, twelve instructional strategies developed with a focus on authentic history pedagogy. Surveys were administered three times: before the secondary social studies methods course, after the methods course, and after student teaching. A variation on the Concerns-Based Adoption Model was used to measure the levels of use and stages of concern of the candidates. Artifacts of practice, including lesson plans from a model unit plan and actual student teaching, also were analyzed to document use of the strategies. Results indicate an increasingly high level of implementation of and comfort with the strategies, as well as the developmental nature of the process. Implications and recommendations for pre-service activities in history teacher education are presented.

PLR now has a long history. If our ‘Prologue’ were to recall A P Herbert, John Brophy and the Scandinavian pioneers, then in ‘Act 1’ PLR became a policy with all party support. Through the 1970s PLR was repeatedly on the parliamentary agenda: lobbying was persistent—and the interests of writers, publishers, librarians and literature were frequently in discord. Finally, PLR became a legal right of intellectual property; most inportantly—to the man in the street the idea of PLR came to seem fair and natural.

This study aims to analyze the relationship between workplace ostracism and knowledge hoarding. The study also proposes a mediational role of organizational climate in the relationship between workplace ostracism and knowledge hoarding.

The procedure used in the study is a systematic literature review covering workplace ostracism, knowledge hoarding and organizational climate from 1986 to 2021. The studies were explored using keyword searches such as “Workplace ostracism”, “Knowledge hoarding” and “Organizational climate” from the selected databases, namely, Scopus, Web of Science and Google Scholar.

The systematic review of 146 articles found most studies suggesting that workplace ostracism affects employees’ personal and professional relationships and is a precursor to knowledge hoarding behaviours. The workplace ostracism–knowledge hoarding relationship has a logical explanation as knowledge hoarding is often perceived as counter-normative, which can reduce the performance of a hoarder, leading to behaviours such as ostracism and expulsion. The review proposes that organizational climate plays a significant role in improving the workplace ostracism and knowledge hoarding relationship. The study introduces some fundamental propositions towards the development of a model for future research.

The study attempts to uncover a series of relationships between workplace ostracism, knowledge hoarding and organizational climate, which may enhance academic discussion and offer clarity to the conceptualization of these two fields.

ARNOLD BENNETT was a man of two worlds. In the terms of Max Beerbohm's cartoon “Old Self” was plump, wealthy, self‐assured, a landmark of the London scene, a familiar of press magnates, the owner of a yacht; “Young Self” was thin, ambitious, far‐sighted, industrious, secretly terribly anxious to justify himself to himself and decidedly provincial.

The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999).

The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994).

This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts.

The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience.

The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.

Drawing on a view of children's and teachers’ identities as stories to live by, the authors use one field text, taken from a year-long narrative inquiry, to show how children's and teachers’ stories to live by interact with milieu and subject matter in classroom curriculum making. Tensions around negotiating a curriculum of lives are identified as children's stories bump against teachers’ stories. Three children's stories to live by are represented through a set of images in found poetry. We return to the curriculum-making moment with wonders about each child's evolving stories to live by in relation with the particular subject matter. We outline four methodological dilemmas and ethical dilemmas encountered in studying multiple participants’ experiences nested within social, cultural and institutional narratives.

The purpose of this chapter is to outline specific features of the videotaped analysis experience to construct successful video reflection communities.

In this chapter, we draw from our multiple studies of clinic practices, including interviews with lab/clinic graduates, a large-scale survey, and artifact analyses. We also draw from others’ research on videotaped reflection activities.

Our combined research showed three essential aspects of successful video reflection experiences, which we share in this chapter: Developing a culture of video sharing as learning, engaging with collegial feedback, and scaffolding teachers’ individual reflections. In each section of the chapter, we situate, within vignettes of practice, procedures we use to create successful video reflection experiences and prompts we have found effective.

While we highlight three features of successful video reflection experiences based on ours and others’ research, we recognize these are not the only instructional practices that make the video reflection experience beneficial.

In this chapter, we provide instructors specific descriptions of how to arrange successful video reflection experiences, including prompts we have found most successful in generating rich group conversation, coaching, and individual reflection.

The success of video reflection experiences is dependent on how those experiences are framed and situated for teachers. This chapter provides detailed descriptions for teacher educators to use while implementing video reflection experiences.