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This study explores student sensemaking based on the creation and interpretation of sound on a public school bus, operating as a result of a desegregation settlement. To understand these multimodal literacy practices, the authors examined students’ journeys, sonically as passengers in mobile and adult-constructed space.

As a qualitative study, the authors used ethnographic methods for data collection. Additionally, the authors used a design-based research approach to work alongside students to capture and interpret sound levels on the bus.

Findings from this study illustrate how students used sounds as a means to create community, engage in agentic choices and make meaning of their surroundings. Moreover, students used sound as a way around the pervasive drone of the bus itself.

Research implications from this study speak to the need for research approaches that extend beyond visual observation. Sonic interpretation can offer researchers greater understanding into student learning as they spend time in interstitial spaces.

This manuscript illustrates possibilities that emerge if educators attune to the sounds that shape a learner’s day and the ways in which attention to sonic design can create more equitable spaces that are conducive to students’ learning and literacy needs.

This study demonstrates the use of sound as a means of sensemaking, calling attention to new ways of understanding student experiences in adult-governed spaces.

This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the first time.

The authors interviewed 10 ninth-grade ELA teachers in three schools after their first year enacting PBL. Initial codes were developed deductively from the interview questions and others emerged from the data. The authors also used memos to contextualize the interviews and triangulate findings.

Teachers described embracing new, expansive approaches to teaching ELA as they shifted from focusing on skills to big questions, and from literary analysis to “real-world” writing and assessment. These data illuminated three tensions around “traditional” versus PBL approaches to ELA: What counts as ELA? What counts as student success? And is PBL for everyone?

Few studies have explored teacher perceptions of PBL in secondary ELA classrooms. This paper uniquely illuminates some pathways for addressing the tension between “traditional” and PBL approaches. The authors call for deliberate, ongoing and gradualistic approaches to engaging in PBL routines that support educators to make meaningful shifts in instruction.

Connected learning is a framework of learning principles that centers on fostering educational equity through leveraging social technologies and networking practices to connect students with opportunities, people and resources in communities within and beyond their classroom walls (Ito et al., 2013). The framework has been adopted and developed in K-12 education by teachers in professional development networks and introduced to some teacher education programs through these networks. Practitioners of connected learning frequently refer to the need for “courage” to develop and introduce connected learning-based practices in their classrooms. The paper aims to discuss these issues.

In this study, the authors investigate “courage” through a sociocultural lens in the case studies of six educators in a teacher education course on connected learning. The study examines the social contexts and activities that fostered acts of courage during their 14-week course.

The authors found that personal reflection on freedom and equity, two ethical concepts raised by the connected learning framework, seeded acts of courage. The acts of courage appeared as small acts that built upon themselves toward a larger goal that related to the participants’ ethical ideals. Three types of social activity contexts helped to nurture these acts: seeking models of possibility, mediated reinvention and “wobbling.”

This study helps to uncover some of the questions that connected learning scholars and practitioners have about why courage is so central, and how to cultivate courageous acts of pedagogical change.

The theoretical framework used in this study, courage from a sociocultural perspective, may serve to help scholars and teacher educators to shape their research and program designs.

This study offers insights into patterns of networked teacher-led educational change and the social contexts that support school-level impacts of out-of-school professional networking.

Using a sociocultural conception of courage to investigate connected learning in teacher education, this study demonstrates how equity and freedom, central values in the connected learning framework, serve as key concepts driving teachers’ risk-taking, innovation and change.

This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms.

To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses.

The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension.

Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.

This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity.

This study is a discourse analysis of approximately 85 hours of audio collected over one year.

Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future.

This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

Due to the importance of performance management in any organizational structure, the present study aims to analyze the mediating role of an employee's reaction to the employee's supervisor' feedback on the impact of the performance management system on job satisfaction and supervisor–employee relationship.

A quantitative study was conducted, with data collected by questionnaire, where 1815 workers from a customer service company in Portugal participated and with the data analyzed using structural equation model.

Three effects were observed in this study: first, the importance of performance management on the reaction to feedback and on the supervisor–employee relationship; second, reaction to feedback fully mediated the effect of performance management on job satisfaction and third, reaction to feedback partially mediated the effect of the performance management on the supervisor–employee relationship.

Despite the growing interest in research on performance management, this study suggests that there are still some areas in need of additional research attention, namely on the important role that adequate feedback to the employee on his/her performance can have. Implications for research on performance management are developed.

Among thoracic malformations, pectus deformities have the highest incidence and can result in a wide range of severe and mild clinical manifestations. Recently, the treatment of pectus deformities is shifting from traditional approaches toward customized solutions. This occurs by leveraging innovative rapid prototyping tools that allow for the design and fabrication of patient-specific treatments and medical devices. This paper aims to provide a comprehensive view of the growing literature in this area to analyze the progress made in this direction.

The search was performed on major search engines through keywords inherent to reverse engineering (RE) and additive manufacturing (AM) technologies applied to pectus deformities and related treatments, selecting 54 papers. These were analyzed according to the addressed pathology, the hardware and software tools used and/or implemented and their integration within the clinical pathway.

First, the analysis led to analyze and divide the papers according to how RE and AM technologies are applied for surgical and non-surgical treatments, pathological assessment and preoperative simulation and planning. Second, all papers were considered within the typical rapid prototyping framework consisting of the three phases of three-dimensional (3D) scanning, 3D modelling and 3D printing.

To the best of the authors’ knowledge, to date, no survey has provided a comprehensive view of innovative and personalized treatment strategies for thoracic malformations; the present work fills this gap, allowing researchers in this field to have access to the most promising findings on the treatment and evaluation of pathology.

This paper aims to focus on Brazilian business fairs primarily attended by metalworking companies.

Using a qualitative and exploratory approach, data were collected through semi-structured interviews answered by exhibitor companies from two of the most relevant Brazilian states in this industrial sector: Santa Catarina and Rio Grande do Sul.

The results recognize the four pillars of the interorganizational relationship developed among exhibitors at business fairs and launch serious implications for the effective development of business fairs as spaces of interorganizational relationship and of value creation.

This is the first study discussing the trade fairs of the Brazilian emerging industry related to the metal-mechanic sector of two of the most significant states in the country: Rio Grande do Sul and Santa Catarina.