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Young people who are looked after by the state face challenges as they make the transition from care to adulthood, with variation in support available. In the past decade, funding has been directed towards organisations to pilot innovations to support transition, with accompanying evaluations often conducted with a single disciplinary focus, in a context of short timescales and small budgets. Recognising the value and weight of the challenge involved in evaluation of innovations that aim to support the transitions of young people leaving care, this paper aims to provide a review of evaluation approaches and suggestions regarding how these might be developed.

As part of a wider research programme to improve understanding of the innovation process for young people leaving care, the authors conducted a scoping review of grey literature (publications which are not peer reviewed) focusing on evaluation of innovations in the UK over the past 10 years. The authors critiqued the evaluation approaches in each of the 22 reports they identified with an inter-disciplinary perspective, representing social care, public health and organisation science.

The authors identified challenges and opportunities for the development of evaluation approaches in three areas. Firstly, informed by social care, the authors suggest increased priority should be granted to participatory approaches to evaluation, within which involvement of young people leaving care should be central. Secondly, drawing on public health, there is potential for developing a common outcomes’ framework, including methods of data collection, analysis and reporting, which aid comparative analysis. Thirdly, application of theoretical frameworks from organisation science regarding the process of innovation can drive transferable lessons from local innovations to aid its spread.

By adopting the unique perspective of their multiple positions, the authors’ goal is to contribute to the development of evaluation approaches. Further, the authors hope to help identify innovations that work, enhance their spread, leverage resources and influence policy to support care leavers in their transitions to adulthood.

This paper shares findings from a multi-year literacy professional development partnership between a school district and university (2014–2019). We share this case of a Literacy Cohort initiative as an example of cross-institutional professional development situated within several of NAPDS’ nine essentials, including professional learning and leading, boundary-spanning roles and reflection and innovation (NAPDS, 2021).

We asked, “In what ways did the Cohort initiative create conditions for community and collaboration in the service of meaningful literacy reforms?” Drawing on social design methodology (Gutiérrez & Vossoughi, 2010), we sought to generate and examine the educational change associated with this multi-year initiative. Our data set included programmatic data, interviews (N = 30) and artifacts of literacy teaching, learning and leading.

Our findings reflect the emphasis areas that are important to educators in the partnership: diversity by design, building relationships through collaboration and rooting literacy reforms in teacher leadership. Our discussion explores threads of reciprocity, simultaneous renewal and boundary-spanning leadership and their role in sustaining partnerships over time.

This paper contributes to our understanding of building and sustaining a cohort model of multi-year professional development through the voices, perspectives and experiences of teachers, faculty and district administrators.

Business writers can tell you how to swim with the land sharks without getting eaten alive, but business strategists who've negotiated great whites, large barracuda, and Mekong River sea snakes say the sharks they face in business are just wimp bait.

During a good chase, galloping 35 miles an hour over fences and walls and rapidly changing terrain, globe‐trotting chairman and CEO J. Patrick Michaels pursues his sport as intensely as he runs Communications Equity Associates.

Law and Film both enjoy the power to mediate the social imaginary. Here, we explore the resonance of this insight in the register of affect and intensity, movement, and change. This demands a different approach to doing theory. As Andrew (1976, pp. 66–67) argues, ‘film is not a product but an organically unfolding creative process in which the audience participates both emotionally and intellectually.’ Seeing a film is not just an exercise in imagining alternatives; it is an unfolding experience in time. It is an event shaded with particular embodied dimensions: one's heart races, pupils contract, skin shivers, muscles tense. Involuntary sensations of nausea or vertigo combine with cognitive responses to produce the lived experience of viewing a particular film that is incorporated into one's sensibility, sometimes very powerfully. It is not just that the mind has spent time in a darkened theatre. The body has also had an affect-laden auditory, visual, and tactile encounter. The affect-rooted experience of the film is a piece of the subject's past, its history, its self. This is another way to understand how film not only represents the world, but participates in its making.

Health is becoming an increasingly important issue in the UK as well as the rest of Europe. Emphasis on the importance of healthy eating is ongoing for many reasons, including the growing concern about childhood obesity resulting in the ban of advertising of unhealthy foods to children in the UK in April 2007. However, although legislation has been placed upon the advertising of unhealthy food products, no such restrictions have been placed on the packaging of children's foods despite the influence of packaging on consumer buyer decisions. This paper aims to investigate the effect of packaging on children's product preferences and its ability to influence parents' buyer decision in‐store.

The study was approached from the parents' rather than the children's perspective. A quantitative approach was adopted in data collection, using a 28 item Likert scaled questionnaire administered to 150 parents, with over 95 percent response rate.

The study shows that packaging does affect the product preferences of children. Also, children are particularly interested in influencing the purchase of unhealthy foods. However, parents within the study claimed that they did not succumb to their children's requests for the purchase of unhealthy food, which contradicts evidence from previous findings.

The claim by parents that they did not succumb to their children's requests for unhealthy food contradicts findings from previous research. This therefore leads to a recommendation for further studies as social desirability bias may have influenced the outcomes of the findings.

Findings from this study can be applied within the retail and service marketing sector to provide the practitioner with information relevant to decision making on children's influence on parents buyer behavior in‐store. Outcomes of the study are also important when considering the future of children's food marketing and tackling the issue of childhood obesity.

The paper demonstrates that there is a relationship between packaging and children product preferences and children's influence on parents' buyer decision in‐store.

This study estimates the economic impacts of the Texas wine and wine grape industry on the Texas economy by marketing channel. Survey data from the state's vineyards and wineries for 1996 is used to construct an input‐output model of the Texas economy and an industry impact framework using IMPLAN. Results show that the total core economic impacts of the Texas wine and wine grape industry were $85.8 million in output impacts, 1,157 jobs, $29.6 million in income impacts, and $46.6 million in total value added impacts in 1996. Much of these core economic impacts were attributable to the retail and restaurant marketing channels.

This case study examines the ways in which single mother college students experience the digital divide. It begins by identifying the primary challenges they face as they pursue a postsecondary degree in post‐welfare reform America. It also demonstrates how one program, computer access promoting retention and achievement (CAPRA), has helped bridge the digital divide for this particular student population.

Data were drawn from a 2‐year ethnographic study that sought to examine the experiences of single mother college students in post‐welfare reform America. Research methods included in‐depth, semi‐structured interviews as well as participant observation.

Single mother college students identified four primary challenges they encounter as they pursue a college degree: time constraints, child care, economics, and institutional climate. These challenges intersect with one another in ways that hinder single mother students’ access to the computing technologies that are central to their academic success. The CAPRA program has attempted to bridge the digital divide for this particular student population by developing a program that makes computers for long‐term loan. The development of the CAPRA program is discussed as well as its strengths and limitations.

This case study attends to the experiences of an understudied population: single mother college students. It demonstrates the importance of attending to the social context when examining the digital divide. Only in doing so can we hope to bridge that divide in ways which are meaningful and appropriate to diverse populations.