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Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.

The Co‐ordinated Management of Meaning (CMM) is a social constructionist theory of human action which provides insight into the structure and process of multi‐person decision making. In the CMM analysis presented here, the Hughes family′s vacation decision making supplies an episode within which the family′s socially constructed resources are expressed and recreated. CMM is a technology offering considerable promise to new paradigm consumer researchers.

The current chapter outlines the process through which New Religious Movement (NRM) membership is conceptualized as facilitating the development of increased reflexivity, in particular the development of an increased ability to connect to others. Based on the narratives of a subsample of 11 former members of NRMs for whom membership signified a desire for an increased ability to emotionally connect to others, a number of factors that are understood as having facilitated or inhibited this type of change were identified and are discussed. The findings extend previous theorizing of NRM as facilitating changes in the behaviors and beliefs of their members, and conceptualizes NRMs as possible avenues through which self-change at an emotional level can occur.

This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.

The authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.

Qualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.

The findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.

This paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.

The Final Girls (Todd Strauss-Schulson, 2015) is the story of a group of teenage friends that, during the screening of a Friday the 13th-like 1980s slasher horror, happen to be sucked into the film. Trapped in the gruesome narrative, they have to survive the deranged killer that haunts the premises of the campsite by applying their knowledge of the rules and cliches of the slasher genre. The film is of interest not only because it mixes horror and comedy and exaggerates the horror genre’s conventions – as Scream and other neo-slashers already did. By employing the device of the screen rupture, the film constructs a complex network of self-reflexive moments and intertextual references. The metalinguistic play involves in particular the notoriously sexophobic and gender-led dynamics of the 1980s slashers – those more emancipated girls who have sex are killed; the most prudish girl is the one that eventually manages to defeat the monster, the ‘Final Girl’. In this sense, the film is almost like a video essay that reprises and illustrates one of the most seminal study of the slasher genre, Carol Clover’s 1992 Men, Women, and Chainsaws: Gender in the Modern Horror Film. The chapter presents the defining elements of the slasher subgenre as theorized by Clover and then focusses on the analysis of the metalinguistic elements of The Final Girls vis-à-vis Clover’s classic text.

This chapter examines the acts of burial and exhumation in three contemporary British history plays. For the purposes of this argument, a ‘history play’ may be defined as a piece of writing for the theatre that engages with historical events or settings. Such plays inevitably, at the moment of their staging or revival, take on particular meanings for audiences, since theatre as a live, durational art form encourages spectators to compare the historical events depicted with their present historical moment. The chapter argues that acts of burial and exhumation in contemporary British theatre are intimately tied to notions of land, soil and belonging. These became increasingly pertinent ideas in the UK’s political climate in the years following the 2016 Referendum on membership of the European Union. Of the three case studies, Victoria by David Greig (2000) dates from more than a decade before this vote, whilst Common by D. C. Moore (2017), and Eyam by Matt Hartley (2018) were written and staged in the interim between the Referendum result and the UK’s withdrawal from the EU. All three, however, feature corpses on stage as a means to consider time, temporality, place and history. Each play offers a different interpretation of what it means to play dead and to stay dead.

Investigates how a particular work team interprets and comes to understand quality management initiatives centered around customer service. The study set out to add to the understanding of how work team members interpret and learn as a part of a functional work based team operating within a quality management work environment. Data sources, including field notes, an extensive reflective journal, strategic plans, annual reports, e‐mail messages and office memos, provided rich, in‐depth information. The study argues that, contrary to much of the management‐based learning literature, learning is used as a way to mold and shape attitudes of workers and to control them.

The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government’s school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the “imagined community” of Australian nationhood and its heritage and history.

The paper draws on the rich material available in the Victorian Department of Education’s school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department’s annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years.

State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper’s representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment.

This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the future – that is, Australian students – were inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in Australian schools.

In this chapter, we explore two intersecting plotlines of teacher knowledge and content knowledge through an experience in which we engaged our teacher candidates during our mathematics methods course. Teacher candidates were tasked with the challenge of creating hands-on, interactive activities for small groups of fifth-grade students based on a selected Common Core State Standard for Mathematics (CCSS-M) related to the area of fractions. Responsible for both planning and preparing their activities, the teacher candidates were the curriculum designers. What we designed as the practice teaching activity involved a morning of planning and implementing a fraction activity with small groups of fifth-graders in short sessions, making adjustments, prompting and cueing students, extending learning, managing behaviors and distractibility – experiencing the early challenges and rewards of their first experiences in teaching – gaining practice and feedback. Forming the core of this chapter is a narrative construction of Michelle’s personal experience working with teacher candidates and fifth-grade students in practice teaching spaces for the first time, discovering moments along with our students, when they bridged the expansive gap from living as education students to feeling like beginning teachers. Teacher candidates’ responses to the experience and reflections on their challenges and successes are shared.