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The purpose of this paper is to examine the type of adjustments to delivery appropriate for students with dyslexia in a UK higher education setting.

A case study in a UK university department was conducted over a four‐year period.

It was found that a variety of adjustments may be required for students with dyslexia in a UK higher education environment including adjustments to teaching delivery, assessment and pastoral care. In addition it is necessary to provide a managed transition from school/college/work to higher education.

Although the case study reported here focusesd on only 22 students with dyslexia, the number of students entering UK higher education with dyslexia is likely to increase and institutions need to be aware of the adjustments that may potentially be required.

Previously few students with dyslexia had attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any, research has been conducted regarding the adjustments that may need to be made for such students.

This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts.

The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources.

Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising.

This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached.

The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.

The purpose of this study was to explore low-income women’s perspectives of the shared meaning of work and employment values in their intergenerational family context from a critical and systemic lens. Participants were rural and urban women from low-income contexts (N = 14). Semi-structured interviews were designed to elicit thick description of lived experiences of work and family. Analyses were conducted using Van Manen’s hermeneutic phenomenology coding process (1990).

Four emergent categories (Purpose to Work, What Work Is, Motherhood and Work, and Loss, Resilience and Work) with 16 themes described work–family integration. These narratives evoked a deep interconnectedness of work, family, and life. Because participants were recruited in locations where they were either already employed or seeking employment, these findings may not represent other women.

Effectiveness of programs and policies could be expanded by incorporating women’s values and motivations for employment and targeting family-level interventions. Programs could better empower women to seek employment and skills training for lasting financial sustainability, rather than just getting any job. Because participants distinguished between careers and jobs based on college education, many felt they could never obtain a career. Additionally, participants described work–family integration, not the prevalent idea of “work–life balance.” Participants described fighting to provide a better life for their children.

This study highlights under-represented perspectives of low-income women about work. Understanding the experiences of low-income women is essential for designing programs and services that will be practical and useful.

This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning.

A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies.

A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

The purpose of this paper is to further develop the recent discourse surrounding the mainstreaming of fairtrade (FT) products, particularly the concepts of “radical mainstreaming”, “clean‐wash” and “the Alternative High Street”. The research investigates the pros and cons of mainstreaming FT in the concentrated UK retail sector via the exemplar of The Day Chocolate Company.

The paper draws on a longitudinal case study of one of the original “trail blazers” for FT in the mainstream, the 100 per cent FT social enterprise, The Day Chocolate Company (Day). The authors possess special insight to this pioneering FT model due to their unique experience of working at Day and the lead author's research, which includes findings from a series of in depth semi‐structured interviews with key informants.

With particular reference to the concepts Clean‐wash/ “Fair Trade Lite” the paper critically analyses the advantages and disadvantages of mainstreaming FT. The paper demonstrates how radical mainstreaming by 100 per cent FT companies can actually strengthen the transformative message of FT and not undermine the original ethical interest. Their ability to communicate a more complex deep message to a wider audience via unique FT brands allows radical mainstreaming companies to raise the bar and avoid the dangers of Clean‐wash. Finally the paper illustrates the significance of the Alternative High Street for radical mainstreaming companies.

The radical mainstreaming innovation in the paper demonstrates the value of intangibles such as relationships and networks. This means companies such as Day, could be better positioned than their private sector rivals to take advantage of the new dominant logic of marketing as it uses more operant resources to co‐create value between producers, retailers and consumers. Further research will investigate in more depth the nature of those operant resources.

This paper will be of interest to all key stakeholders within the FT movement including marketing professionals and other “values‐driven organisations” such as social enterprises. This research shows that sales in the UK mainstream retail market are not enough in maintaining the original ethical interests of FT; you need business models such as Day, that share power and value added between Southern and Northern partners. Further development of such radical mainstreaming business models is key to strengthening both sales and the original transformative message of FT.

The era of high stakes testing often puts pressure on teachers and administrators to deemphasize creative activities, especially those involving the social studies, art, and music. Teaching strategies not perceived as directly related to improving test scores are often marginalized. Environmental text is essential for encouraging overall learning competencies in general and social studies in particular. Using environmental text such as real estate booklets can be helpful in generating learning activities in the social studies. Real estate booklets are colorful, rich in content, and readily available at no expense. Methods for integrating music and art strategies are presented also.

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS experiences, revenge, forgiveness, and the moderating role of emotional intelligence (EI). The key argument is that employees' EI can influence the AS experience through affective processes, countering supervisors' abusive behaviors.

A between-person scenario-based experiment was conducted with 366 participants divided into AS and control groups. The study explored the association between AS experience and revenge/forgiveness, mediated by core affect (valence and activation). EI abilities were measured as a moderator. Data analysis examined the relationships and interactions among AS, revenge/forgiveness, EI, and affective experiences.

The study reveals significant findings indicating that AS experiences were positively associated with revenge and negatively associated with forgiveness. The mediation analysis confirmed the role of core affect in these relationships. EI emerged as a moderator, shaping the association between AS experiences and revenge/forgiveness. Importantly, participants with higher EI exhibited lower revenge intentions, demonstrating the potential of EI to mitigate the adverse effects of AS. Unexpectedly, individuals with high EI also expressed fewer forgiveness intentions.

This study provides a comprehensive understanding of how employees can effectively counterbalance the impact of AS through higher levels of strategic EI. Examining core affect as a mediator offers novel insights into coping mechanisms in response to AS experiences and their consequences.

The study acknowledges several limitations, as the scenarios may only partially capture the complexities of real-life AS situations. The focus on a specific context and the sample characteristics limit the generalizability of the findings. Future research should explore diverse organizational contexts and employ longitudinal designs.

The findings have practical implications for organizations as enhancing employees' EI skills through training programs interventions and integrating EI into organizational culture and leadership conduct.