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The purpose of this study is to explain rationale for regulatory change in Australia and New Zealand after the global financial crisis.

Outline regulatory changes and relate to crisis experience and regulatory shortcomings exposed.

Regulatory change was driven primarily by need, as capital importing nations, to comply with emerging global standards, and the different approaches in both nations are also related to domestic political considerations.

The process of regulatory change in response to the crisis is ongoing.

A number of areas for further improvement in financial regulation are identified.

Costs of poor regulation and financial crises are identified.

A comparison of regulatory approaches in two countries dominated by the same four large banks helps understand the challenges of cross-border financial regulation cooperation.

The purpose of this study is to examine and establish how sensemaking develops among a group of external change agents (ECAs) engaged to disseminate a national quality register nationwide in Swedish health care and elderly care. To study the emergent sensemaking, the theoretical concept of cognitive shift has been used.

The data collection method included individual semi-structured interviews, and two sets of interviews (initial sensemaking and renewed sensemaking) have been conducted. Based on a typology describing how ECAs interpret their work, structural analyses and comparisons of initial and renewed sensemaking are made and illuminated in spider diagrams. The data are then analyzed to search for cognitive shifts.

The ECAs’ sensemaking develops. Three cognitive shifts are identified, and a new kind of issue-related cognitive shift, the outcome-related cognitive shift, is suggested. For the ECAs to customize their work, they need to be aware of how they interpret their own work and how these interpretations develop over time.

The study takes a novel view of the interrelated concepts of sensemaking and sensegivers and points out the cognitive shifts as a helpful theoretical concept to study how sensemaking develops.

The purpose of this paper is to examine people’s experience of a change process and if and how post-conventional leadership principles are expressed in the change process.

The study used a retrospective exploratory qualitative design. In total, 19 semi-structured interviews and 4 workshops were conducted and analyzed in accordance with a thematic qualitative analysis.

The post-conventional leadership appears to have facilitated an organizational transformation where explorative work methods aimed at innovation and improvement as well as holistic understanding was used. Dispersed power and mandate to employees, within set frames and with clear goals, created new ways of organizing and working. The leader showed personal consideration, acknowledged the importance of the emotionally demanding aspects of change and admitted the leader’s own vulnerability. Balance between challenge and support created courage to take on new roles and responsibilities. Most employees thrived and grew with the possibilities given, but some felt lack of support and clear directions.

Inspiration from this case on work methods and involvement of employees can be used on other change efforts.

This study provides knowledge on leadership capabilities needed for facilitation of transformational change.

Few transformational change processes by post-conventional leaders are thoroughly described, and this study provides in-depth descriptions of post-conventional leadership in transformational change.

Much of the discussion surrounding the antivaccine movement focuses on the decision of parents to not vaccinate their children and the resulting danger posed to others. However, the primary risk is borne by the child left unvaccinated. Although living in a developed country with high vaccination rates provides a certain amount of protection through population immunity, the unvaccinated child is still exposed to a considerably greater risk of preventable diseases than one who is vaccinated. I explore the tension between parental choice and the child’s right to be free of preventable diseases. The chapter’s goal is twofold: to advocate for moving from a dyadic framework – considering the interests of the parents against those of the state – to a triadic one, in which the interests of the child are given as much weight as those of the parent and the state; and to discuss which protections are available, and how they can be improved. Specific legal tools available to protect that child are examined, including tort liability of the parents to the child, whether and to what degree criminal law has a role, under what circumstances parental choice should be overridden, and the role of school immunization requirements in protecting the individual child.

The purpose of this paper is to address how adult development (AD) theories can contribute to quality improvement (QI).

A theoretical analysis and discussion on how personal development empirical findings can relate to QI and Deming’s four improvement knowledge domains.

AD research shows that professionals have qualitatively diverse ways of meaning-making and ways to approach possibilities in improvement efforts. Therefore, professionals with more complex meaning-making capacities are needed to create successful transformational changes and learning, with the recognition that system knowledge is a developmental capacity.

In QI and improvement science there is an assumption that professionals have the skills and competence needed for improvement efforts, but AD theories show that this is not always the case, which suggests a need for facilitating improvement initiatives, so that everyone can contribute based on their capacity.

This study illustrates that some competences in QI efforts are a developmental challenge to professionals, and should be considered in practice and research.

While the concept of reciprocity has gained traction in qualitative research, especially as the term relates to challenging power dynamics inherent within the research and evaluation process, a gap remains in understanding how a researcher's or elevator's cultural background shapes the way reciprocity is conceptualized and practiced. We explore how Filipino concepts connected to reciprocity (utang na loob, pakikipagkapwa, and alalay) inform the practice of Filipina American researchers and evaluators in academia. We use Sikolohiyang Pilipino and Critical Kapwa in the conceptual framework to guide our study and employ a collaborative autoethnography (CAE) methodology. We present three findings: (1) reciprocity and utang na loob as a nontransactional debt, (2) reciprocity and pakikipagkapwa as seeing the humanity in others, and (3) reciprocity and alalay as carrying the weight together. We discuss this study's implications – regarding theorizing reciprocity, using collaborative autoethnography as methodology, and reclaiming deeper ways of knowing from a critical perspective – for transforming evaluation and research practice. Specifically, through a collaborative autoethnography, we learned the importance of understanding the nuances of language (i.e., Tagalog and other Filipino languages) as a decolonizing approach to arriving at our analysis of pakikipagkapwa through kuwentuhan. Methodologies that attend to a culturally responsive evaluation and research practice – –such as CAE and kuwentuhan– – amplify the voices of silenced communities. Lastly, deeply understanding the cultural context of evaluators' and researchers' experiences and cultural identities as well as studying oneself through a collaborative autoethnography can create practices of reciprocity that have been buried by settler colonialism.

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.

The purpose of this paper is to describe the development, by incarcerated women who were members of a prison participatory health research team, of a survey tool regarding homelessness and housing, the survey findings and recommendations for policy.

A survey was developed by incarcerated women in a minimum/medium security women's prison in Canada. Associations were examined between socio‐demographic factors and reports of difficulty finding housing upon release, homelessness contributing to a return to crime, and a desire for relocation to another city upon release. Open‐ended questions were examined to look for recurrent themes and to illuminate the survey findings.

In total, 83 women completed the survey, a 72 per cent response rate. Of the 71 who were previously incarcerated, 56 per cent stated that homelessness contributed to their return to crime. Finding housing upon release was a problem for 63 per cent and 34 per cent desired relocation to another city upon release. Women indicated that a successful housing plan should incorporate flexible progressive staged housing.

The present study focuses only on incarcerated women but could be expanded in future to include men.

Incarcerated women used the findings to create a housing proposal for prison leavers and created a resource database of the limited housing resources for women prison leavers.

Lack of suitable housing is a major factor leading to recidivism. This study highlights the reality of the cycle of homelessness, poverty, crime for survival, street‐life leading to drug use and barriers to health, education and employment that incarcerated women face.

Housing is a recognized basic determinant of health. No previous studies have used participatory research to address homelessness in a prison population.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

Evaluation of student performance in bibliographic instruction (B.I.) has been, and continues to be, an area of interest to B.I. practitioners. The last 15 years have seen a number of excellent analyses and reviews of evaluation techniques. Many recent articles focus on evaluation methods used within specific B.I. programs.