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The Retrofit State of the Nation Survey has tracked the perceptions of social housing sector professionals’ views of retrofit since 2010. It has taken the form of three surveys conducted in 2010, 2013 and 2015. Here, the authors bring together the three surveys to specifically address the adoption and perceived effectiveness of retrofit technology in social housing projects. The purpose of this paper is to identify the changing perceptions of social housing professionals over a period of significant policy change within in the sector.

The research takes the form of a cross-sectional attitudinal, self-completion survey, covering sections considering the adoption levels and perceived effectiveness of different retrofit technologies. The target sample was medium to larger scale registered social housing providers. The surveys were conducted in 2010, 2013 and 2015.

In terms of effectiveness, the reliance on tried and tested technologies is apparent. Emerging or more complex technologies have declined in perceived effectiveness over the period. It is clear that social housing has adopted a wide range of technologies, and the larger providers, with whom this survey is undertaken, potentially represent a significant pool of UK retrofit experience.

The survey provides a record of the changing attitudes of social housing providers to specific technologies over the period of 2010-2015, which has seen significant changes in the energy and social housing policy. The findings show the link between policy instruments and adoption, with policy instruments mapping to adoption in the sector. Perceived effectiveness reflects a preference for more established technologies, an issue that is highlighted in the recent Bonfield Review.

The study was designed to assess the attitudes, strategic readiness and drivers and barriers to the adoption of sustainable retrofit within the UK social housing sector.

The study was undertaken using a structured questionnaire that was completed by 130 providers of social housing.

The study showed that social housing providers were aware of the sustainable retrofit agenda, but with varying levels of strategic readiness. Immediate benefits to residents were seen as important drivers, as opposed to more remote issues such as climate change. The emerging nature of the sustainable retrofit market was seen as a major potential risk for residents.

The study represents a snap-shot of adoption and effectiveness issues, therefore does not show the trajectory of adoption which should be addressed in a follow-up study.

The social housing sector has been viewed as a market maker for the sustainable retrofit market. The study shows the attitudes of the sector to this role.

The study has implications for the understanding social housing providers’ engagement with the sustainable retrofit market to address fuel poverty and climate change. Social housing's role as market maker has implications for policies such as Green Deal and Energy Company Obligation.

The study covers approximately 20 per cent of the social housing stock under management and gives a robust perspective of current views on adoption and effectiveness of retrofit technologies within the social housing sector. This is useful for both other social housing providers and policy makers.

The field of educational leadership is very much dominated by studies of process. That is, discourses of best practice, effectiveness, efficiency, accountability, and so on, dominate the landscape. This then feeds into those working in schools in leadership positions and leadership teams coming to value style over substance. Whether a leader is working according to a particular adjectival leadership model matters little if the purpose of schooling and education is not the priority and shared. In this chapter, I argue that leaders need to have issues of social justice and equity as central to the purpose of their work, for those in disadvantaged areas and schools, and also those working in more privileged sites. Schools have unfortunately often been sites where forms of racism and social injustices have been perpetuated. A key aspect then for leaders is to work redress these practices. However, when working with large diversities in many schools, some leaders feel they are often unprepared for such challenges. In this chapter, I explore the difficulties and challenges of this kind of leadership with a particular focus on the Australian context and examine ways that leaders can think about and act in ways that recognize and acknowledge the diversity in their schools and communities, challenge their own assumptions and beliefs, and also work toward alleviating socially unjust practices.

There are many beliefs about how additional languages are learned, several of which have informed some of the most tenacious pedagogical constructs. In this chapter, additional language teachers working with additional language students in high schools are asked to challenge some widely accepted beliefs about language learning and methods of teaching language, and consider a technique that better aligns with constructivist theories of learning and the inquiry-based learning (IBL) approach. This chapter includes a brief discussion on IBL, its constructivist roots, and its many permutations. It also explores some constructivist-based additional language teaching approaches and discusses to what extent they align with IBL. Also provided is a six-step inquiry language-learning process, specifically designed to teach additional languages, with discussion on how each stage builds upon the other, optimizing language learning. In addition, a series of lessons are described which show how the inquiry language-learning process can be employed to teach additional languages to students who are not yet fully proficient in the school’s language of instruction. The chapter concludes with a discussion on some of the challenges of using IBL with additional language students, citing some of the psychological, cultural, and cognitive needs often present in these students. The chapter ends with a call for further research into the use of IBL to teach additional languages.

Much research has explored high levels of son preference in India, finding that parents often report a desire for more sons than daughters. While scholars have noted that a nontrivial portion of respondents claim to have no sex preference, little is known about (1) the characteristics of this group and (2) how such parental preferences relate to child outcomes. We use data from a representative study of rural South Indian households (n = 7,891 adults) to address these gaps. Descriptive results show that a sizable portion of respondents – one in four – indicated that, at the start of their marriage, they had no preference for the number of daughters or sons they wanted. Further, multinomial regression results show that those who reported no sex preference at the time of marriage were more likely to be female, older, and less likely to be sterilized than those who reported equal or son preference, with additional distinctions across educational attainment and religion. Turning to child-level outcomes, we examined whether parents’ sex preferences related to adolescent mental health through ordinary least squares (OLS) regression models (n = 1,245 adolescents). Adolescents whose mothers stated no sex preference reported significantly fewer anxiety and depressive symptoms than their peers. Fathers’ sex preferences were not significantly related to adolescent mental health. These findings suggest that a lack of sex preference may hold meaningful and positive implications for adolescent mental health. Further, although son preference is a widespread phenomenon, singular attention on those with son preference may mask important nuances among Indian families.

The study was designed to assess the knowledge, adoption and perceived effectiveness of sustainable retrofit technologies within the UK social housing sector.

The study was undertaken using a structured questionnaire that was completed by 130 providers of social housing.

The study showed that social housing providers were evenly split in their reliance on internal or external information for sustainable retrofit knowledge. In terms of adoption identified that this was strongly driven by government‐funded programmes, leading to widespread adoption of low technology solutions. The respondents identified that many leading edge technologies were perceived to be less effective.

The study represents a snap‐shot of adoption and effectiveness issues, therefore does not show the trajectory of adoption which should be addressed in a follow‐up study.

The social housing sector has been viewed as a market maker for some of the newer technologies. It indicates that some of the newer technologies, such as heat pumps are viewed as less effective than more established technologies.

The study has implications for the adoption of technology to address fuel poverty and climate change, as well as informing future policy such as Green Deal.

The study includes 130 responses from the social housing stock and gives a perspective of current views on adoption and effectiveness of retrofit technologies within the social housing sector. This is useful for both other social housing providers and policy makers.

This study examined the impact of varying levels of authentic pedagogy on student learning in select 9th and 10th grade history classrooms. The sample included four junior high and four high school teachers. During the initial phase of the study, instructional artifacts (tasks) and classroom observational data were collected and analyzed to determine the level of authentic pedagogy students experienced in their classes. Participating teachers were assigned an authentic pedagogy score based on this analysis that was used as the primary independent variable in subsequent statistical analyses designed to evaluate student learning outcomes. The findings suggest that the use of authentic tasks and instruction has a small, but positive correlation with student performance on the Alabama High School Graduation Exam in use at the time the study was done. A performance benefit was also noted for students who experienced multiple courses at the moderate authentic pedagogy level. The benefit, however, could be attributed to an advanced placement effect since advanced placement students in the sample were more likely to receive moderate authentic pedagogy.

Motivation theory in the 20^th century has evolved to meet the changing social, political, and economic environment. The purpose of this paper is to examine the developmental path of modern motivation theory from the perspective of the Tao and the cyclical nature of Yin and Yang. We review motivation theory from the Industrial Revolution to the present. The developmental path during the past 100 years consists of seven distinct stages, each stage representing a significant shift in theory as well as a shift in the social, political, and economic environment in the United States. The dominant theme that emerges from the analysis is the discourse between science and humanity, and the revolving cycle of these fundamental theories throughout the century.