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This study aims to use culturally responsive pedagogy as a model to examine teachers’ views of the equity implications found within virtual instruction.

The researchers used a descriptive methods design based on survey research employing both fixed (quantitative) and open response (qualitative) options to curate teachers’ perceptions of their students’ abilities to engage in online learning.

Teachers articulated anxiety for student engagement based on access as well as concerns for student engagement and social emotional learning (SEL) connection. Data point to disparate views of students’ abilities to engage in remote learning based on demographic markers. Teachers also noted their own limitations in providing engaging online instruction that was culturally responsive and included social emotional learning (SEL) learning.

This study provided a unique opportunity to explore teachers’ perceptions of their students in online learning contexts as well as teachers’ perceptions of their own abilities to support diverse students in remote learning. Teachers’ responses indicated deficit views of their culturally and linguistically diverse students and signaled awareness of their own limitations in providing online instruction that was culturally responsive and student centered. Study findings point to a need to equip teachers with tools to mitigate systemic inequity in online contexts.

The purpose of this paper is to explore how workers experience planned and unplanned change(s), how the effects of change endure in organizations and the entanglement (Gherardi, 2015) of materiality, affect and learning.

Research design is ethnographic in nature and draws from 30 semi-structured interviews of workers in an Australian organization. Interviews were designed to elicit narrative accounts (stories) of challenges and change faced by the workers. Desktop research of organizational documents and material artefacts complemented interview data. Analysis is informed by socio-material understandings and, in particular, the ideas of materiality, affect and learning.

Change, in the form of a fire, triggered spontaneous and surprisingly positive affectual and organizational outcomes that exceeded earlier attempts at restructuring work. In the wake of the material tragedy of the fire in one organization, what emerged was a shift in the workers and the practices of the organization. Their accounts emphasized challenges, excitement and renewal, which prompt reconsideration of learning at work, in particular the entanglement of affect, materiality and learning in times of change.

Much workplace learning research identifies change as conducive to learning. This paper builds on this research by providing new understandings of, and insights into, the enduring effects of change.

Reports on total quality management at the University of Wisconsin‐Madison, as espoused by the University′s chancellor, Donna Shalala. Considers the prospects for the resurgence of the quality movement in US federal government now that Shalala is Secretary of Health and Human Resources.

The purpose of this column is to explore the relationship between the increasing presence of computers and communication technologies during the twentieth and twenty-first centuries on the changed perception of the level of personal time available to individuals.

In recent years, there is considerable writing in research journals and the popular media around a cluster of time-related issues which is sometimes referred to “the time crunch”, “time poverty”, “time famine”, “overwork”, “time scarcity” and countless other similar phrases.

A predominant contemporary struggle is that we seem to lack the time. We cannot seem to do everything we should and want to do.

The issue of time poverty is likely to remain with us in both our professional and personal lives. The question “where did the time go?” has been growing in importance since the mid-twentieth century, and it appears reasonable that even if some of the other causes of time poverty such as gender and class inequality, lack of new experiences in later life and cultural tolerance of obsessive attitudes toward work were to be miraculously reversed, the growing persistence and invasiveness of technology in our lives are not likely something that will diminish.

Heavy metal music has had a long relationship with environmental and ecological concerns, one that can be traced as far back as Black Sabbath’s ‘Into the Void’ (1971). Academic work has, however, been slow to recognise the entanglements of metal, environment and ecology in either the global or an Australian context. More recently, however, popular music scholars have begun to acknowledge how the sonic anger of black, death and other genres of extreme metal might be an appropriate medium for social and environmental commentary and protest (Lucas, 2015, p. 555). Therefore, according to Wiebe-Taylor (2009), metal’s ‘darker side is not simply about shock tactics and sensory overload…’, because, ‘metal also makes use of its harsh lyrics, sounds and visual imagery to express critical concerns about human behaviour and decision making and anxieties about the future’ (p. 89). Taking an ecocritical approach, this chapter will map and analyse the environmental concerns and ecological anxieties of Australian metal across a range of different bands and metal genres, as they emerge through three ‘dead-end’ discourses-misanthrophism, apocalypticism, Romanticism – which offer little or no hope of survival.

The purpose of this paper is to compile a set of articles tackling supply chain issues in BOP contexts that address both demand and supply. Solutions are needed for global sustainability problems from medical aid and food availability to the ability to participate in supply chains for the global poor.

The accepted articles in the special issue used a range of qualitative and quantitative methodologies to answer research questions in a variety of base of the pyramid (BOP) contexts. These approaches and results distinguish between demand (BOP market) and supply, or base of the chain (BOC), perspectives.

The findings in the eight accepted marticles are interesting and applicable across different BOP contexts. Compilation of the articles into the special issue and the accompanying editorial led to a comprehensive future research agenda that addresses demand-side issues by investigating the customers in BOP markets, and supply-side issues focusing on the suppliers and intermediaries (BOC) who supply BOP markets. Future research ideas include a focus on supply chain design issues situated at the intersection of the demand (BOP) and the supply (BOC) concerns that address the needs of the world’s poorest populations.

All of the selected articleshave societal implications related to addressing the needs of BOP populations. Many of these articles also have economic and environmental implications, the other two pillars of the triple bottom line. The detailed future research agenda developed in this editorial presents implications for researchers working in emerging and BOP communities to push research forward and further develop the foundational literature in the BOP context.

From a practical standpoint, each of the eight articles presents ideas for businesses that help address the needs of the global poor while enhancing global sustainability performance. The editorial summarizes these implications and provides new directions and examples of success in the BOP context. Managers are provided with techniques to address the supply and demand side of these growing markets.

The overall conceptual framework and positioning of the final papers into the BOP market, BOC suppliers and a combination of the two is novel and helps provide guidance to both scholars and managers.

The purpose of this paper is to describe the topics covered by coaches assisting teachers implementing a research‐based drug prevention program and explore how coaching affects student outcomes.

The All Stars drug prevention curriculum is implemented by 16 urban teachers who received four coaching sessions. Two coaches participated. Coaches are interviewed by investigators to assess topics covered. Students completed pre‐test‐post‐test measures of mediators and substance use behaviours.

The average teacher is coached on 11.7 different topics, out of a total of 23 topics. Coaching topics most heavily emphasized include: introduction and wrap up; time management; general classroom management; teacher's movement around the class; asking open‐ended questions; using students' questions, comments and examples to make desired points; general preparation; engaging high‐risk youth; reading from the curriculum; implementing activities correctly; focusing on objectives and goals; maintaining a focus on the task; and improving depth of understanding. Seven coaching topics are found to relate to changes in student mediators and behaviour.

The current study is exploratory. Future research should explore how teachers develop the particular skills required by prevention programs and how coaches can assist them.

Five levels of skill development are postulated, which coaches may address: fundamental teaching skills, mechanics of program delivery, development of an interactive teaching style, effective response to student input, and effective tailoring and adaptation.

The paper is one of a very few studies that explores how coaching impacts outcomes in substance abuse prevention.