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Learning to teach subject matter topics that emerge as challenging for culturally and linguistically diverse students remains a key goal for prospective teachers. Teacher education needs multiple ways to guide preservice teachers (PSTs) for this work. One context for such teacher development is classroom-based teacher inquiry. I describe an innovation in teacher inquiry pedagogy that mentors PSTs in (a) mining multiple sources of knowledge for teaching challenging areas of content learning, (b) systematically analyzing knowledge gleaned from these sources, and (c) mediating through visual representations the overlapping, reinforcing, and sometimes conflicting ideas gleaned from sources, in order to advance conceptions and practice in content-based learning for diverse youth. I describe the pedagogy in practice, then use a case of one PST to illustrate how her knowledge evolved in learning to teach persuasive writing to early adolescent English language learners. It was in the knowledge sources interface, mediated by visual representations and written reflections, that this PST’s developing knowledge gained texture and depth.

In this chapter, Cheryl Craig and Lily Orland-Barak, editors of International Teacher Education: Promising Pedagogies (Part A), expound on the traveling pedagogies theme as well as the theory–practice chasm, and conclude the edited volume with a model capturing the nature of fruitful, contextualized international pedagogies. Throughout the discussion, they highlight connections between and among potentially promising pedagogical approaches documented by the contributing authors whose countries of origins differ. As authors of this chapter and editors of this book, they claim that promising pedagogies have the potential to “travel” to other locales if their conditions of enactment are locally grounded, deliberated, and elaborated. This contextualization adds to the fluidity of knowledge mobilization to contexts different from the original one. Furthermore, all of the pedagogies have a praxical character to them, which means they strive to achieve a dialectical relationship between theory and practice. At the same time, they address local complexities in a reflective, deliberative, and evidence-based manner while acknowledging connections/contradictions in discourses and daunting policy issues/constraints/agendas. Against this “messy” backdrop, a model for traveling international pedagogies is proposed. The model balances a plethora of complexities, on the one hand, with the seemingly universal demand for uniformity, on the other hand. Through ongoing local, national, and international deliberation and negotiation, quality international pedagogies of potential use and value become readied for “travel”.

This chapter reviews a recent study that explores the perception of adult convicted prisoners and ex-prisoners in Sri Lanka regarding their use of prison libraries. How prison officials, particularly rehabilitation officers and counselors see the presence of a prison library in the rehabilitative process is also examined. This chapter focuses mainly on the perceptions, feelings and emotions associated with using the prison library by Sri Lankan prisoners and ex-prisoners during their incarceration.

Information poverty is often common among prisoners as most are illiterate and are deprived of freedom due to their imprisonment. The role of a prison library in the rehabilitative process is highly commendable. A review of related literature, semi-structured interviews, and life histories with inmates at four closed prisons in Sri Lanka and ex-prisoners and observation on Sri Lankan prison libraries found that prisoners and ex-prisoners see prison libraries as important in meeting their diverse information needs, assisting them to spend their time effectively during incarceration, and to overcome stress while enhancing their well-being by reading. This chapter also stresses the importance of a well-established prison library and the effective delivery of library services for desistance from crime. However, the majority of prison officials do not see the importance of a prison library in the rehabilitative process. Drawbacks and potential of prison libraries and several implications for practice are also elaborated in this chapter. Such implications will be of interest to prison administrators and library professionals.

Perspectives on gender, gender expression, sexuality identity, and sexual orientation differ within and between generations given the great extent to which these concepts are embedded within social, cultural, and historical context. Across contexts, questions of authenticity are critical. This research compares generational perspectives about authenticity, gender and gender-related constructs, and sexuality. Through semi-structured interviews with a nonprobability, purposive sample of heterosexual and LGBTQ younger (aged 18–22) and older (aged 65+) adults, how a sense of authenticity is experienced and the degree to which individuals experience authenticity around sexual and gender identities are compared. Data were analyzed using the constant comparison method of analysis, and results indicate that while younger adult respondents held expansive terminology and knowledge related to sexual and gender identities, older adult participants lacked such fluidity, and that lack was an inhibiting factor in older adults being able to name and embody their authentic sexual selves. In conclusion, both position in one’s life course (age) and one’s generational cohort (historical, cultural, and social context) influence how individuals experience authenticity around gender and sexual identities.

Purpose – This chapter problematizes the concept of the “American Dream” – important for Messner and Rosenfeld’s Intuitional Anomie Theory (IAT).

Design/methodology/approach – The author uses work from political science, specifically Adcock and Collier in conversation with Gerring to consider if the American Dream concept is “good.” The author continues by contending that the work on the state, its power and reach, can assist with the reconceptualization of IAT and the American Dream concept theoretically and methodologically.

Findings – The author finds that the American Dream concept, while not completely inadequate, significantly departs from Adams’ original definition in The Epic of America while also being associated with mixed findings as it relates to race and the likelihood of violence. The author concludes that through critical work (e.g., Moten’s “The Case for Blackness” and Ahmed’s “Phenomenology of Whiteness”) that in order to better develop this basis of desire in the American Dream concept there is a need to integrate a growing body of work that critically engages with the legacy of racial violence and racialized social conditioning. The author concludes that by studying the ontology/phenomenon of race, understandings of cultural desire may be understood in order to inform IAT.

Originality/value – This chapter provides a framework for evaluating concepts with interdisciplinary conversations with political science. The author’s findings also add to a body of work that, through cross-disciplinary conversations, work to tease out the socio-ecological and historical conditions that influence the interaction of structure and culture that lead to anomie and ultimately deviance.

We searched JM from 1990 to 2005 to identify all studies that employed OLS regression.¹ The search resulted in 83 articles with 147 OLS regressions. Many authors specifically state that they used OLS and these were promptly included in the sample. Other authors acknowledged regression as a methodological procedure without explicitly specifying an estimation technique. To inquire whether OLS was used, we communicated with all of these authors. In all, 51 authors were contacted, with 44 responding. Of the 44 that responded 43 had used OLS; the only exception was subsequently excluded from the analysis. The remaining seven articles were checked once more, and consensus was reached that OLS had most likely been used. Therefore, they were also included in the study.