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The influence of extralocally produced texts, such as professional standards and systems of accreditation, on the ruling relations that govern teachers’ work and their learning about that work is a matter of concern in Australia, as it is in Canada, UK, and USA. This chapter explains how a dialogic analysis and the construction of individual maps of social relations were employed to reveal the influences that governed teachers’ learning about their work at the frontline. A dialogic analysis of research conversations about learning, based on the work of Mikhail Bakhtin, revealed the existence of both centralizing, hegemonic discourses associated with a managerial agenda and contextualized, heterogeneous discourses supportive of transformative learning. It also revealed the uneven influence of extralocally produced governing texts on both the locally produced texts and the “doings” of individuals. The production and use of “individual” maps represents a variation on the way “mapping” has generally been used by institutional ethnographers. From these informant specific maps, we can begin to observe some broad patterns in relation to the coordination of people’s “doings” both within a given context and from one context to another.

Companies are starting to capitalize on the potential of experimental economics as a decision-making tool. Hewlett-Packard (HP) is one of such pioneering companies. Experiments, conducted at HP Labs, were used to test retailer contract policies in three areas: return, minimum advertised-price (MAP), and market development funds. The experimental design models the multifaceted contemporary market of consumer computer products. While the model is quite complex, participants were found to be effective decisions-makers and that their behavior is sensitive to variations in policies. Based on the experimental results, HP changed its policies; for example, it made the consequences for minimum advertisement price violations forward-looking as well as backward-looking. This line of research appears promising for complex industrial environments. In addition, methodological issues are discussed in the context of differences between business and academic economics experiments. Finally, the author speculates about potential future business applications.

Purpose: This chapter provides a working definition of formative assessment and explores methods and tools in the context of “What’s Hot in Literacy Instruction?” and what is new.

Design: Formative assessment is largely understood as assessment for learning, but it is not always clear what the relationship of assessment for learning is to instruction. A metaphor is provided to demonstrate how formative assessment, instruction, checking for understanding, and feedback are interrelated. Underutilized formative assessment tools are suggested.

Findings: The author discusses how the analysis of student work can help teachers refine their instruction. Tools and approaches including gamification, social media memes, and alternatives to traditional rubrics are explained and demonstrated.

Practical Implications: By expanding the definition of formative assessment to include new or untried approaches, teachers can more precisely guide students as they learn.

The study here examines how business actors adapt to changes in networks by analyzing their perceptions or their network pictures. The study is exploratory or iterative in the sense that revisions occur to the research question, method, theory, and context as an integral part of the research process.

Changes within networks receive less research attention, although considerable research exists on explaining business network structures in different research traditions. This study analyzes changes in networks in terms of the industrial network approach. This approach sees networks as connected relationships between actors, where interdependent companies interact based on their sensemaking of their relevant network environment. The study develops a concept of network change as well as an operationalization for comparing perceptions of change, where the study introduces a template model of dottograms to systematically analyze differences in perceptions. The study then applies the model to analyze findings from a case study of Norwegian/Japanese seafood distribution, and the chapter provides a rich description of a complex system facing considerable pressure to change. In-depth personal interviews and cognitive mapping techniques are the main research tools applied, in addition to tracer studies and personal observation.

The dottogram method represents a valuable contribution to case study research as it enables systematic within-case and across-case analyses. A further theoretical contribution of the study is the suggestion that network change is about actors seeking to change their network position to gain access to resources. Thereby, the study also implies a close relationship between the concepts network position and the network change that has not been discussed within the network approach in great detail.

Another major contribution of the study is the analysis of the role that network pictures play in actors' efforts to change their network position. The study develops seven propositions in an attempt to describe the role of network pictures in network change. So far, the relevant literature discusses network pictures mainly as a theoretical concept. Finally, the chapter concludes with important implications for management practice.