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It is widely acknowledged that people with intellectual disabilities are highly likely to experience mental health problems, but that support workers' knowledge and skill in this area is sometimes lacking. There is little research explicitly exploring knowledge about the mental health of older people with intellectual disabilities and the purpose of this paper is to attempt to fill this gap.

In total, 14 support workers completed a questionnaire in which three vignettes presented progressively worsening indicators of dementia in an older person with intellectual disabilities. Participants explained what they thought was happening and what action they would take. Data were analysed using Braun and Clarke's framework.

Few participants had undertaken any mental health training, and only one in relation to older people. They were generally poor at judging early and intermediate indicators of dementia, but were able to identify more overt later signs. However, they believed these advanced indicators to be the onset of dementia. Nonetheless, they would generally take appropriate action, such as observation and referral. Abuse was often considered as a causal factor.

The most significant implication is the need for training in the mental health needs of older people and in particular, the general and specific indicators and expected trajectory of dementia in this population.

The study adds to the limited research on staff knowledge about older people with intellectual disabilities and dementia, using a novel methodology.

The purpose of this paper is to report on the findings from the Digital Privacy Story Completion Project, which investigated Australian participants' understandings of and responses to digital privacy scenarios using a novel method and theoretical approach.

The story completion method was brought together with De Certeau's concept of tactics and more-than-human theoretical perspectives. Participants were presented with four story stems on an online platform. Each story stem introduced a fictional character confronted with a digital privacy dilemma. Participants were asked to complete the stories by typing in open text boxes, responding to the prompts “How does the character feel? What does she/he do? What happens next?”. A total of 29 participants completed the stories, resulting in a corpus of 116 narratives for a theory-driven thematic analysis.

The stories vividly demonstrate the ways in which tactics are entangled with relational connections and affective intensities. They highlight the micropolitical dimensions of human–nonhuman affordances when people are responding to third-party use of their personal information. The stories identified the tactics used and boundaries that are drawn in people's sense-making concerning how they define appropriate and inappropriate use of their data.

This paper demonstrates the value and insights of creatively attending to personal data privacy issues in ways that decentre the autonomous tactical and agential individual and instead consider the more-than-human relationality of privacy.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-05-2020-0174

This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity.

Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills.

The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills.

In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.

The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a distributed decision-making process is addressed through this paper. The position taken suggests that leadership does not reside solely with principals or other education leaders, but sustains the view that the actions of various actors within a school setting contribute to fuller and more comprehensive accounts of distributed leadership.

While the application of rational/analytical approaches to organizational problems or issues can lead to effective decisions, dilemmas faced by principals are often messy, complex, ill-defined and not easily resolved through algorithmic reason or by the application of rules, as evidenced by the two stories provided by Agnes, a third-year principal in a small countryside elementary school in a small northeastern community, and by John, a novice principal in a suburb of a large Southwestern metropolitan area.

The value of the objective knowledge growth framework (OKGF) process is found in its ability to focus Agnes’s attention on things that she may have overlooked, such as options she might have ignored or information that she might have resisted or accepted, as well as innumerable preparations she might have neglected had she not involved all the teachers in her school.

The implementation of the OKGF may appear, occasionally, to introduce unnecessary points along this route and may not be laboriously applied to all decision-making situations. However, the instinctively pragmatic solutions provided by this framework will often produce effective results. Therefore, in order to reduce potentially irrational outcomes, the systematic approach employed by the OKGF is preferable. The OKGF must be managed, implemented and sustained locally if it is to provide maximum benefits to educational decision makers.

Given the principals’ changing roles, it is abundantly clear that leadership practice can no longer involve just one person, by necessity, and it is becoming increasingly difficult to imagine how things could have been accomplished otherwise. Expecting the principal to single-handedly lead efforts to improve instruction is impractical, particularly when leadership may be portrayed as what school principals do, especially when other potential sources of leadership have been ignored or treated as secondary or unimportant because that leadership has not emanated from the principal’s office (Spillane, 2006). In this paper, the authors have striven to reveal how a perspective of distributed leadership, when used in conjunction with the objective knowledge growth framework, can be effective in assisting principals in resolving problems of practice.

Different school leaders of varying status within the educative organization benefit from obtaining different answers to similar issues, as evidenced by John’s and Agnes’s leadership tangles. Lumby and English (2009) differentiate between “routinization” and “ritualization.” They argue, “They are not the same. The former erases the need for human agency while the latter requires it” (p. 112). The OKGF process, therefore, cannot provide school leaders with the “right” answers to their educative quandaries, simply because any two school leaders, facing the same issues, may utilize differing theories, solutions, choices or options which may satisfy their issues in response to their own individual contextual factors. Similarly, in a busy day or week, school leaders may be inclined to take the shortest distance between two points in the decision-making process; problem identification to problem resolution.

Should the OKGF process empower decision makers to obtain sound resolutions to their educative issues by assisting them in distancing themselves from emotions or confirmation biases that may distract them from resolving school problems, its use will have been worthwhile.

This paper suggests guidelines that are likely to significantly enhance a large proportion of those decisions that impact on the quality of management and leadership. Their use is illustrated with an analysis of a scenario that involves the development of a program for scanning data to reduce IT input costs. The case also raises an ethical issue. The guidelines are conceptually similar to the way the scientific and applied disciplines provide actionable foundations for theories. They can help those managers, who embrace them, acquire greater competence as managers and as leaders.

This study aims to understand the experiences of professional paid carers providing community support to people with intellectual disability “at risk of admission”. This study explores factors that were helpful or lacking in terms of the support the carers received from NHS health services during this time.

This study conducted semi-structured interview with eight participants. Thematic analysis was used to analyse the data.

Three main themes and ten subthemes were identified. The first main theme was “support systems” that were available or lacking for the client and their carers. The second main theme was “training and supervision” available to the carers and their team when the individual they supported needed additional support. The third theme was “change” clients encountered which included changes in the environment as well as changes because of COVID-19 pandemic.

To the best of the authors’ knowledge, this is the first study on experiences of carers during specifically high stress periods, such as when the clients they are supporting are at risk of hospital admission.

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

The purpose of this paper is to highlight trends affecting student writing and studying in the twenty‐first century and, as a consequence, the changing nature of literacy in this digital era.

The paper uses Thomas Friedman's concept of “flattener” technologies that are creating new levels of access and participation around the globe to emphasize changes that learners and schools need to use to become literate. Making use of a vignette followed by discussion of the research relevant to these developments, the features and distinguishing characteristics of these literacies are explored.

Six overarching recommendations for capitalizing on present and future innovations in technology and communication that provide new potential for twenty‐first century learning and future consciousness are made: competence; convergence; curriculum; customization; collaboration; and connectivism.

The paper provides an overview and insight into some of the many changes and challenges impacting on the world of education due to the large‐scale availability and use of digital text and digital media. The exploration of strategies to capitalize on the media rich environments in which our students live is compelling and evidence‐based.

Presents a discussion of an Internet Web site started in reaction to attacks on an historic street market in Chicago, USA. Takes an advocate’s perspective rather than an academic one and shows how the site developed to provide information about street vending around the world. Discusses the success and problems of using the Internet for the purposes of helping the poor on a shoestring budget.

This study aims to use the works of Bakhtin and theorists who further developed his ideas to show the struggle teachers go through in trying to balance different identities in the classroom and the effect of that process on student learning.

The author-transcribed observations and interviews are analyzed using ATLAS.ti qualitative research software, and narrative vignettes are used for data representation.

It gives a glimpse of the difficulty in making choices when professional identities, based on established criteria for professionalism and determining self-esteem, are at stake. The two vignettes used to represent the data blend the informative with the evocative and dramatize the readers’ perception by giving voice to the participants.

The study illustrates the importance of adapting fossilized teacher identities to the specificity of each classroom to support student learning.