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Teachers develop and use a special kind of knowledge. This knowledge is neither theoretical, in the sense of theories of learning, teaching, and curriculum, nor merely practical, in the sense of knowing children. If either of these were the essential ingredient of what teachers know, then it would be easy to see that others have a better knowledge of both; academics with better knowledge of the theoretical and parents and others with better knowledge of the practical. A teacher’s special knowledge is composed of both kinds of knowledge, blended by the personal background and characteristics of the teacher, and expressed by her in particular situations. The idea of “image” is one form of personal practical knowledge, the name given to this special practical knowledge of teachers (Clandinin, 1985; Connelly & Dienes, 1982). In this chapter I show how one teacher’s image of the “classroom as home” embodies her personal and professional experience and how, in turn, the image is expressed in her classroom practices and in her practices in her personal life. Using a variety of classroom episodes gathered over two years with two teachers, I offer a theoretical outline of the experiential dimensions of an image and, in so doing, present image as a knowledge term which resides at the nexus of the theoretical, the practical, the objective, and the subjective.

In this chapter, we consider how neuroscience methods can enhance the study of team processes, as well as facilitate the development of teams. We overview exciting new neuroscience technology that can be applied to the assessment of teams in real time. While research that has already used this technology to study team engagement and workload is summarized, we also consider other team-based concepts to which it might be applied, such as groupthink and shared mental models. We further suggest that emotional contagion and neurological mirroring concepts can come together to help us form a better understanding of emotions and their effects in teams. We conclude the chapter with a consideration of how neurological methods can potentially help develop team processes and provide insights for both members and team leaders.

Institutional racism is usually defined in terms of the “collective failure of an organization to provide an appropriate and professional service to people because of their color, culture, or ethnic origin.” However, my analysis of leadership theories in the educational context, and the policies and practices in developing leaders of educational settings, as well as the management of educational provision in a locality, would evidence that “collective failure” masks the design that is present in the current educational context of England. This chapter is based on original research, which utilizes Critical Race Theory and a mixed methods approach. My research data evidences that discrimination on an individual, institutional, and structural level is prevalent in the leadership of children's learning. The extent of under-representation in leadership can only be explained in that it is designed. Policies that further deregulate and fragment the provision of education through schools and allied support structures only exacerbate this situation and therefore maintain White male supremacy in the leadership of children's learning.

Complementary and alternative medicine (CAM) as a topic of research and as an approach within the health care delivery system has become increasingly accepted. Aided by the holistic movement, and after a century and a half of striving for legitimacy, CAM is also increasingly becoming more accepted by mainstream medicine. This chapter reviews the social sources of disparities in use of CAM, with a greater focus on English-speaking countries, and especially the US. This chapter will briefly highlight the basic underlying principles of CAM as linked to its history and discuss types of CAM. The major focus of this chapter will be a review of the literature on social factors and use of CAM, looking at such factors as age, gender, socioeconomic status, race/ethnicity and immigration status, and health status. As part of this, we will also discuss the integration of CAM and conventional care. In conclusion, future directions for social science research in CAM will be discussed, specifically elaborating on the importance of the social sciences linking CAM with other growing interests in health and wellness.

This chapter details how engaging students in digital comics creation might support adolescents in strengthening their narrative writing capabilities. This chapter first provides a more detailed explanation of the micro and macrostructural elements involved in narrative production. Second, the chapter provides an introduction to comics and important design features. The authors also illuminate the complexity of multimodal texts (texts that combine images and words) and link visual narrative pedagogy and curriculum to classroom equity and accessibility. Across these opening sections, academic standards are referenced to show how the comics medium aligns with national visions of what robust English Language Arts education entails. The chapter concludes with descriptions of specific pedagogical strategies and digital comic-making tools that teachers and interventionists might explore with students within various classroom contexts. Examples of digital comics designed using various web tools are also shared.

The world revolves around sound. Children who are deaf/hard of hearing (D/HH) lack access to sound, thus need careful monitoring and planning to ensure they have access to adequate language models and supports to develop a strong language foundation. It is this foundation that is needed to ensure D/HH children are able to achieve developmental and academic milestones. Research is emerging to suggest specific intervention strategies that can be used to support D/HH children from birth throughout their educational career. In this chapter, we highlight several strategies that can be used to support communication, language, academic, and social/emotional growth. We freely admit that this is in no way a comprehensive and exhaustive list, but rather only scratches the surface. The field of deaf education and related research and technology is constantly changing. To ensure adequate educational access, it is highly recommended that a professional specialized in hearing loss be a part of the educational team any time a child is identified as having any degree or type of hearing loss.

Courts play a critical role in facilitating access to alcohol, drug, and mental health services for juvenile offenders. This research examines the court's decision to refer offenders to A&D services and whether offender ethnicity affects this rehabilitative response. Results suggest ethnicity has no effect on treatment recommendations independent of its relationship to other variables. Rather, ethnicity modifies the effect offense type has on the treatment referral decision. Specifically, Blacks arrested for A&D offenses are significantly less likely than their White counterparts to be referred to care. Distinctions in drug laws seem to limit access to A&D services for Blacks.

In this chapter, we overview different neuroenhancement techniques that could be applied for accelerating the learning process in a number of tasks that are associated with occupational roles. The techniques range from: (1) pharmaceutical and invasive methods with limited applicability to the healthy population, due to possible side effects and obtrusiveness; (2) game-based brain training that shows task-specific potential, but may not generalize; and (3) a promising new research direction in which the goal is to “train” the brain to reach an optimal cognitive state for performing a given task, and remain in this state by self-regulation. However, in order to accomplish this goal of brain training, the neurological markers that best discriminate good task performance need to be identified. We also review a number of initial studies in this chapter which have analyzed such markers in a variety of training-related applications for different occupations, such as military/security (e.g., marksmanship, deadly force judgment and decision making, submarine piloting and navigation, phishing detection), medicine (e.g., robot-assisted surgery), banking (e.g., financial traders), sports (e.g., golf, archery, and baseball), or entertainment (e.g., musicians and actors). The promising results of these early studies are fueling interest in neuroscience-based technology and methods in the rapidly developing field of organizational neuroscience (e.g., leadership research). We conclude the chapter with a discussion of future research directions.