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Electronic texts are an essential component of any e‐learning environment. This paper extends previous research on navigation and learning with electronic texts by examining the effects of a novel approach to navigation: allowing the learner to create their own navigation aids. We present two experimental studies investigating the effects of creating versus using A‐Z indexes and graphical maps on knowledge development and feelings of ownership for learning. Findings revealed that using a graphical map for navigation has advantages for knowledge development and for feelings of ownership, whereas creating a graphical map offers no significant benefits over plain hypertext; there were no benefits to using or creating A‐Z indexes over plain hypertext. It was also found in comparisons of using vs. creating graphical maps that high feelings of ownership were correlated with higher quality knowledge development. These findings have three major implications for designers of e‐learning environments: including graphical map navigation aids should be considered; designers should not assume that allowing learners to create their own navigation aids will improve learning; feelings of ownership for learning should be encouraged in learners.

State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.

The purpose of this paper is to offer a more integrative and inclusive conceptualisation of reflexivity as a way of identifying, understanding and managing some of the risks associated with reflexivity's potentially solipsistic “inward turn”.

The paper draws on the authors' experience of empirical qualitative research with working carers. This experience is grounded within the traditions of interpretative phenomenology and critical epistemology.

Two reflexive risks: an unintended focus on researcher rather than participant; and process at the expense of substance are discussed and the first of these, reflexive narcissism, is associated with the recognition of biographical similarity between researcher and participant, and the second, a kind of reflexive “process‐ism”, with certain research designs involving meta‐reflection with participants on the research experience. The paper advocates the use of multiple reflexivities and an intrinsic sensibility to reflexive possibility throughout the duration of a research programme.

The paper offers an alternative model of reflexivity and some practical guidelines, which may be of value to researchers working across a range of different qualitative methodologies.

The paper makes some preliminary observations about the phenomenon of the working carer, which may be of value to organisational practitioners.

The approach to reflexivity outlined in this paper helps to clarify some of the issues and difficulties associated with the reflexive thesis, and in particular, will help less experienced qualitative researchers to avoid some common pitfalls of reflexive practice.

The purpose of this paper is to explore the links between forced marriage, running away/going missing and child sexual exploitation.

An extensive research review and interviews with experts and practitioners across the three fields identified a total of 22 cases in which young people (aged 18 and under) had experienced some combination of all three issues. Of these, nine case studies involving South Asian young people were explored in depth using a case study methodology.

Through adopting constitutive intersectionality as an analytical framework, the power of “community” emerged as a distinct theme within the cases. Concern about both family and community “honour” impacted young people’s decision making and help seeking processes. “Honour” also impacted parental responses to the young people as well as how they engaged with the professionals seeking to support them.

The safety of mothers also emerged as an issue, suggesting that this is an area for further research.

Practical implications for practice included: the need to address barriers to young people disclosing abuse and entering into the criminal justice process; difficulties associated with finding safe spaces to work with young people; the need to identify effective ways of working with abused young people who are unable to draw on relational and social support; and dangers associated with accessing support services.

An extensive review of the relevant research literature failed to uncover links between forced marriage, going missing and child sexual exploitation. This led the author to assert that the risk of child sexual exploitation as it relates to young South Asian young people who run away from home to escape forced marriage has been both under-acknowledged and under-explored (Sharp, 2013). Empirical research undertaken by the author over a 15-month period confirmed this assertion.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

IN July we sugggested that one outcome of the formation of a European Work Study organisation could be a standard certificate of competence, recognised by all the participating countries. That opinion is confirmed after reading carefully through the various memoranda compiled for the conference by representatives. They showed a wide variance in training methods and in the subjects regarded as important.

In this chapter, we explore to what extent storylines about the internet and social media are absent or marginal in The Archers. In particular, we examine these storylines to better understand how the inhabitants of Ambridge interact online and how their online activities intersect with their real-world experiences. We compare what happens in The Archers with the moral panic that often characterises narratives of technology use and find a striking contrast that we argue supports a broader way of understanding and characterising practices of online safety and security. We analysed four social media-related Archers’ storylines from the last 24 months. Our analysis shows that The Archers storylines enable us to look at human–computer interaction in relief so that instead of only looking at how people use technology we can also see the context in which it is used and the usually unseen support structures. The Archers narratives also provide a rich picture of how the fixed space of the physical world interacts with virtual space. In the broader context, the social media storylines provide us with an understanding of how connecting, care receiving and care giving take place in both fixed space and virtual space, and how these co-connected relationships of care receiving and care giving contribute to a form of security more expansive than technologically enabled data protection.

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.