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The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).

To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.

The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.

By sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.

Aware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.

Results suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.

This manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

This paper aims to assess agri-environment (AE) scheme options on cultivated agricultural land in England for their impact on agricultural greenhouse gas (GHG) emissions. It considers both absolute emissions reduction and reduction incorporating yield decrease and potential production displacement. Similarities with Ecological Focus Areas (EFAs) introduced in 2015 as part of the post-2014 Common Agricultural Policy reform, and their potential impact, are considered.

A life-cycle analysis approach derives GHG emissions for 18 key representative options. Meta-modelling is used to account for spatial environmental variables (annual precipitation, soil type and erosion risk), supplementing the Intergovernmental Panel on Climate Change methodology.

Most options achieve an absolute reduction in GHG emissions compared to an existing arable crop baseline but at the expense of removing land from production, risking production displacement. Soil and water protection options designed to reduce soil erosion and nitrate leaching decrease GHG emissions without loss of crop yield. Undersown spring cereals support decreased inputs and emissions per unit of crop yield. The most valuable AE options identified are included in the proposed EFAs, although lower priority is afforded to some.

Recommendations are made where applicable to modify option management prescriptions and to further reduce GHG emissions.

This research is relevant and of value to land managers and policy makers. A dichotomous key summarises AE option prioritisation and supports GHG mitigation on cultivated land in England. The results are also applicable to other European countries.