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This paper aims to show the results from a pioneering primary care‐based extended scope physiotherapist (ESP) led service, which placed patients directly onto the surgical waiting list of secondary care orthopaedic consultants over a two‐year period.

A retrospective data review was performed on all referrals from community‐based ESPs for direct listing at the secondary care hospital between 2 January 2008 and 31 December 2009.

A total of 130 referrals for direct listing were made by the ESP team during the two‐year period. Of these, 127 (98 per cent) went on to undergo a THR. Three patients (2 per cent) did not ultimately have a THR.

This process has continued over the two years of the direct listing service, with ongoing evaluation and refinement of the pathway, so referral criteria and clinical/administrative pathways have been changed in the light of experience.

Patients who were directly listed did not require a hospital orthopaedic outpatient appointment until attendance at preoperative assessment clinic shortly before their surgery. In addition to the reduction in inconvenience and travelling costs incurred by patients, there was an approximate saving of £145 to the primary care trust per directly listed patient.

The authors believe that this service evaluation is the first publication to show that direct listing by primary care based ESPs is a safe and effective process for some patients requiring primary THR.

The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to assist them with this task. The purpose of this paper is to gain insight into how a collaborative partnership reframed professional development to increase counselors’ capacities and enrich their role in addressing educational inequities in a local context.

The authors employed an action-oriented qualitative case study through the lens of social justice to critically consider how urban school counselors took action to address local educational inequities in the postsecondary process. Data were collected over a ten month period and consisted of semi-structured interviews, 17 hours of meeting transcriptions, meeting notes, field observations, numerous field notes, researcher reflections, weekly e-mail correspondence, electronic data, counselor demographic surveys, and document analysis.

The inter-agency networked learning community model encouraged the school counselors to take ownership for their professional development, starting small led to greater collaboration, the counselors engaged in collective learning and counselors took a responsibility for the broader school community.

Inter-agency partnerships can address social inequities and initiate transformative change but further research is needed to explore how to address what happens as actors move in and/or out of the partnership. Acknowledging and validating the experience of the school counselors empowered them to take risks, invite new ideas, and adapt the new idea to their local school site. Reframing professional development began to transform how the counselors were viewed by the broader school community. Further research is needed to explore how educational systems can be empowered to engage in conversations to embrace change.

This study illustrated the transformative power of school counselors in building community, collaborating, and constructing bridges between each other, school administrators, and postsecondary researchers. Unless the current devaluing of school counselors shifts, the benefits associated with networked collaborative partnerships will likely go unrealized. We call on policymakers to reconsider the role of school counselors and call on them to ensure these positions are mandatory in all K-12 schools.

This study demonstrated how an inter-organizational collaboration between a university and a K-12 local education agency initiated transformative change. The collective action of the network equipped counselors with tools to build community with each other, within their individual school sites, and in the local community. Many studies provide models regarding what school counselors should do but few explore how to empower them to use the models to enact change. The action-inquiry approach provided an opportunity to explore how urban school counselors experienced and understood the process of engaging in professional development designed to help them try something new in addressing educational inequities in underserved communities.

Increasingly, schools are embracing action research as an innovative strategy to develop collective teacher efficacy and expertise in a bid to improve learner outcomes. In this chapter, what follows is an exploration of the challenges frequently faced by middle leaders implementing and facilitating action research in schools. These include low levels of collective autonomy, clouded evaluative thinking, and the siloing of success. To support middle leaders in overcoming these challenges, Sarah and Pamela offer an array of practical solutions they have witnessed working successfully in varying contexts. In doing so, they spotlight the work of educational thought leaders, Michael Fullan, Professor Emeritus Helen Timperley, Dr Kaye Twyford, and Simon Breakspear.

Government policies in many countries are trying to accelerate conservation of energy as part of wider carbon management or energy security strategies. This paper aims to describe a trial that tested a behaviour change strategy that combined three different influencing components designed to motivate home owners to invest in energy‐saving measures in the UK.

The research design was based on the findings from an earlier phase of the project and was further supported with a comprehensive literature review. Data collection was carried out using survey strategies, interviews and capturing the actions of the participating households. Data analysis was undertaken using descriptive statistical methods and the most appropriate software.

The project results reflected that a combination of information delivered at key moments in the decision‐making process, incentives, and norm‐based influences have the potential to help motivate owners of domestic property to invest in energy‐saving measures. However, this strategy needs to be delivered within the context of affordable materials and installer costs.

The trial was designed to be a limited sample experiment that was commissioned as a proof of concept study. However, policy‐makers may require a larger sample and an extended period before the proposals are rolled out on a national scale.

Although there are many behaviour change studies, there are far fewer on pro‐environmental behaviour in relation to climate change. This study places an emphasis on non‐cash incentives as the central proposition and this cannot be found within the relevant knowledge domain. The trial was also original in the way it incorporated other influencers including norm‐based tactics and facilitation in a combined strategy with incentives.

Merchants and manufacturers have it in their power to minimise in some degree the extent to which we are becoming indebted to foreign countries in respect of the large excess of imports over exports, by obtaining, as far as possible, their imported supplies of food products and raw materials for industries from countries within the Empire. Take, for example, meat and cheese. The prevailing high prices are no doubt encouraging the home production of these commodities. Nevertheless a large quantity must necessarily be imported. In 1914 meat to the value of 62 million pounds was imported, and cheese to the value of 8 million pounds. Of the imports of meat 26 per cent. came from within the Empire, and of cheese 82 per cent. Clearly it is better under existing circumstances that we should buy meat from Australia and New Zealand than from Argentina, and cheese from Canada and New Zealand rather than from Holland and the United States. Many other examples may be mentioned of products which can equally as well be obtained within the Empire as from foreign countries, such as maize from South Africa, where a large increase of production is expected this year; oats from Canada rather than from Argentina and the United States; barley from Canada; peas from New Zealand; butter from Australia and New Zealand; canned salmon, of which 2½ million pounds' worth was imported in 1914, from Canada rather than from the United States; apples from Canada and Australia; wine from Australia; tea from India and Ceylon rather than from China and Java; cocoa from the Gold Coast and the West Indies; copra from Malaya, India and Australia; rubber from Malaya and Ceylon; fibres from New Zealand, Mauritius, Ceylon, etc.; wood pulp from Canada and Newfoundland; wool from Australia, New Zealand, South Africa and the Falkland Islands rather than from Argentina, Chile and other foreign sources; tanning materials from India, Natal, Australia and British East Africa; dyewoods from the West Indies; timber from Canada; hardwoods from India, West Africa, the West Indies and Australia; copper and copper ore from Australia and South Africa; tin and tin ore from Malaya, Nigeria, South Africa and Australia; manganese from India; plumbago from Ceylon; hides from India, Africa and Australia, and so forth. It has been stated that the result of the war may ultimately depend largely on financial strength. In that case the country which is to the greatest extent self‐supporting as regards supplies of the necessaries of life and materials for the manufacture of munitions of war will be in a position to carry on the longest. Undoubtedly the British Empire contains within itself the power to produce all such materials, and the Dominions, Colonies and Dependencies are in fact already supplying a large proportion of the food products and raw materials for industries, which are imported into the United Kingdom. There are a few notable exceptions, e.g., for our supplies of cotton and sugar we have always been largely dependent on foreign countries, but Uganda and the Soudan are capable of producing in the future very large quantities of cotton of the quality required by Lancashire spinners, and sugar production in our Colonies could, with proper encouragement, be expanded so as to meet the whole of the requirements of the Mother Country. If the British capital and energy which have in the past gone every year to the development of enterprises in foreign countries had been devoted for a tew years exclusively to exploiting the resources of the Dominions and Colonies, the British Empire would, by this time, have become practically self‐supporting, and the bulk of our imported foodstuffs and raw products required for our manufacturing industries would now be obtained from within the Empire and paid for by increased quantities of our own manufactures. It may be hoped that one of the lessons which we shall learn from the war will be definitely to encourage the development of the vast resources of our overseas Empire. — The Chamber of Commerce Journal.

The UK Government is spending an increasingly large sum on flood protection to protect communities and businesses. Flood events are predicted to become more frequent and severe as a result of global warming, and the government is seeking to find ways to ensure that individual householders are prepared for this. Attitudinal studies have shown that there is an interest by homeowners to respond to motivational behaviour change strategies and accept incentives such as non-cash rewards in return for investing in flood protection measures for their houses. This paper builds on a study trialling the measures suggested in the earlier attitudinal studies in a flood-threatened community in North West England.

The hypothesis of the research has been formulated from the findings from the earlier phase of the project and was further supported with a comprehensive literature review. The data collection was carried out using survey strategies. During the data analysis, the research adopted descriptive statistical methods. The information gathered by the survey of 50 householders in the study area was analysed using statistics software.

Policymakers in the UK are beginning to consider the theories and methods that have been proposed by behavioural economists and social psychologists when designing strategies to influence action on climate change. The Timperley Green Homes trials and the attitudinal work that underpinned it are examples of how some of this thinking can be applied in the field. A combination of information delivered at key moments in the decision-making process, incentives and norm-based influences have the potential to help motivate the owners of domestic property to invest in flood protection measures. However, this strategy needs to be delivered within the context of affordable materials and installer costs. In addition, regulators and local government will need to devise more effective ways to communicate both the likelihood and the significance of a flood incident on householder’s properties because, at present, there is little evidence to suggest that the population thinks that flooding is a high priority concern.

The Trial was designed to be a limited sample experiment that was commissioned as a proof of concept study. However, policymakers may require a larger sample and an extended period before the proposals are rolled out on a national scale.

The study was commissioned by the UK flood management regulator and a local authority to help design future strategies to influence householders who are sceptical or are underactive to messages about the effects of climate change. The study provides evidence for some fresh thinking on how to mount future-influencing strategies by government bodies.

There have been some attitudinal studies around flooding and behaviour, but the authors know of none that have used non-cash incentives as the central proposition to be tested. The Trial was also original in the way it incorporated other influencers including norm-based tactics and facilitation in a combined strategy with incentives.

The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education.

The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education.

The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme.

It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.

Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts. Indigenous children that live in poverty often have fewer resources, are segregated, and continue to be marginalized in the classroom. The vicious cycle of low education levels for Indigenous peoples confines them to low paying employment or unemployment that results in ongoing poverty or being a statistic categorized as the working poor. The purpose of this research was to gain a better understanding of the strategies that teachers have animated in their classrooms, which they perceived to be successful in encouraging Indigenous students to attend school, remain in school, complete course credits, and persevere to graduate from high school. The intent was to discover the how-to strategies and advance working knowledge of pedagogical practices leading to improved educational experiences and achievement levels for Indigenous students. This chapter will present the observations and qualitative findings of the case studies conducted in New Zealand and Canada, wherein 14 teachers described what they did and what it looked like in their classrooms. A constructivist approach was utilized to make meaning and gain the interpretations from the participants. This was achieved by first viewing the interactions in the classrooms and, through the interview process, being able to garner a better understanding of what was witnessed from the point of view of the participants.