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This paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of individual learning paths (Poell and Van der Krogt, 2013), suggests that organizational actors create different learning processes through their interactions. The second theoretical perspective emphasizes the influence of interactions on the depth of the reflective process of an individual (Kemper et al., 2000).

This paper examines a thesis that dominant actors within four ideal learning paths may influence one of four anticipated levels of reflection for individuals. Two prior qualitative, interview-based data sets were reanalyzed and coded for pattern matching.

Reflection levels were higher than anticipated for several ideal learning paths and lower in others. Findings indicate that contextual variables impact the level of reflection, importantly the role of coaches, mentors, feedback and reflective learning programs.

Data sets were reanalyzed from prior studies with relatively small numbers of participants. Further research is necessary to draw conclusions about the relationships between the two constructs.

This research shows the impact of incorporating reflective practices in workplace learning programs to increase levels of reflection. This study did not find fixed relationships, but rather discovered more fluid, dynamic relationships. Those responsible for creating learning programs might consider the potential of including reflective practices even in highly structured learning arrangements.

In the complex, rapidly changing organizational environment, where employees need to adapt and change, reflective practices seem to influence desired behavioral change and learning.

This study sheds new light on the potential impact of reflective practices in workplace learning arrangements.

Hospital nurse managers are in the middle. Their supervisors expect that they will monitor and discipline nurses who commit errors, while also asking them to create a culture that fosters reporting of errors. Their staff nurses expect the managers to support them after errors occur. Drawing on interviews with 20 nurse managers from three tertiary care hospitals, the study identifies key exemplars that illustrate how managers monitor nursing errors. The exemplars examine how nurse managers: (1) sent mixed messages to staff nurses about incident reporting, (2) kept two sets of books for recording errors, and (3) developed routines for classifying potentially harmful errors into non-reportable categories. These exemplars highlight two tensions: the application of bureaucratic rule-based standards to professional tasks, and maintaining accountability for errors while also learning from them. We discuss how these fundamental tensions influence organizational learning and suggest theoretical and practical research questions and a conceptual framework.

The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration.

School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration.

Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments.

Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership.

The model of educational restoration provides a conceptual foundation for future research and leadership practice.

Discusses the effective use of 360‐degree feedback for enhancing managers’ self‐awareness and challenging them to engage in developmental work. Such feedback is instrumental for an unfreezing process in which managers are motivated to rethink their behaviour and its impact on others. A number of factors are important for maximizing the developmental potential of 360‐degree feedback: providing the manager with good data from multiple perspectives, encouraging openness to hearing and accepting feedback, a developmental plan that is acted on, and organizational support for development. In short, 360‐degree feedback needs to be embedded in a larger management development process.

The study of women business founders provides an opportunity to determine their unique leadership characteristics. Starting a business may be a way for women business owners to be authentic and create more people-centered businesses. Servant leadership’s gender integrative attributes where both agentic and communal behaviors are valued may be more congruent and reflective of the leadership behaviors of women entrepreneurs. Recently, the motivation of compassionate love was theorized to be an antecedent to servant leadership and, it is argued, exists in conjunction with authenticity. Thus, the purpose of this study is to investigate compassionate love, authenticity and servant leadership and determine whether they exist in the behaviors of founding female business owners.

This qualitative research study used summative content analysis of telephone interviews conducted with 12 women business owners of professional service firms in four US states to determine whether these women’s motivations, traits and behaviors were consistent with the compassionate love servant leadership model and whether authenticity was the cornerstone of servant leadership.

The analyses found that these women revealed a strong authenticity orientation as they enacted a compassionate love servant leadership style within their businesses. Themes that emerged from the study were agency, calling, humility, trust and respect, self-development, stewardship, authenticity and providing direction. The study revealed support for some of the characteristics associated with compassionate love servant leadership and two characteristics which were unique to this study.

As a qualitative study of 12 individuals, these findings may not be generalizable beyond the four US states of professional service enterprises of women business founders. Future research should test the full servant leadership model of women business owners on a larger group of business founders and the sub-themes where little support exists.

The more gender integrative style of compassionate love servant leadership may be beneficial for women owners to employ as business leaders.

This research revealed support for a variation of compassionate love servant leadership model. The resulting servant leadership model herein was a mixture of agentic and communal leadership motivations, traits and behaviors useful to women business founders. Behaviors of authenticity were found to complement compassionate love. These women were able to extend the boundaries of what it means to be a leader and incorporate behaviors associated with both their gender and leadership roles, thus expanding their ability to successfully empower and equip themselves to navigate barriers unique to women leaders.

People with autism spectrum disorder (ASD) are at greater risk of developing chronic health and risky lifestyle problems. This is exaggerated further for people living in rural settings and from cultural backgrounds traditionally underserved by healthcare services. The purpose of this paper is to describe an evaluation of health and behavioural lifestyle outcomes of people diagnosed with ASD in a student-led clinic in rural/regional Australia.

Routine clinical outcomes and lifestyle measures were routinely collected at a primary acre student-led Clinic in rural/regional Australia. Participants were all attending the clinic who provided consent for their routine date to be reported. Participants ranged in age from new born to 100 years and were representative of the local community.

The results indicate there is an increased risk for people with ASD developing chronic conditions compared to those without a diagnosis. This also resulted in higher body mass index and blood sugar levels linked to diabetes and hypertension. Mental health problems were common in people diagnosed with ASD especially anxiety disorders. Smoking was problematic for people with ASD but mainly in non-Aboriginal and Torres Strait Islanders. Alcohol use was not an increase risk in ASD.

Little is reported on the health and lifestyle experiences of people with ASD in rural/regional settings, especially from Aboriginal and Torres Strait Islander communities. This paper gives an initial insight to the presentation of chronic conditions and harmful lifestyle choices. Possible insights into adapting or modifying care for people with ASD in rural/regional Australia are given.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.