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Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of responsibility (GRR) model. Particularly, the authors seek to understand how students used their language(s) in this lesson, how they described particular linguistic decisions, and how language could be further conceptualized in such events.

Design/Methodology/Approach – The authors develop a telling case (Mitchell, 1984) from the guided instruction portion of a lesson to make salient theoretical connections between metacognitive strategies taught in early literacy and metalinguistic knowledge theorized from the field of linguistic anthropology. The lesson was video recorded for interactional analysis. The video recording was also used to stimulate recall and allow students to reflect on their own language use.

Findings –Through the telling case, the authors use language socialization as a lens to understand the way students represent story retell with physical objects. Though some students do not use the school-based conventionalized form of retelling, they do engage in retelling by using a variety of other forms. The authors highlight through the case that the metacognitive strategy of story retell is distinct from the abstract linear, left-to-right representation of sequencing of events.

Research Limitations/Implications – This study suggests that further attention is needed to theorize the relationship between reading strategies and forms of representation in multilingual preschool contexts. In particular, the very notions of literacy and language need to be nuanced through conversations among multiple disciplines.

Practical Implications – Practitioners are encouraged to attend to the differences between metacognitive strategies that are useful for reading comprehension and the expected styles of representation. Teachers can consider leveraging the communicative repertoires of emergent bilingual students as they accomplish early literacy activities, thereby, potentially offering further scaffolds for learning reading strategies.

Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.

The purpose of this paper is to review the literature on female faculty and administrators working in higher education, past and present.

Materials were selected based on scholarly impact and reputation of the author. Selections were then examined to assure varied perspectives and wide period coverage.

Throughout the past century, women have made tremendous strides in the pursuit of equity in the academic working environment. However, statistics and personal experiences indicate that much progress is still needed.

This bibliography is limited to literature on working female faculty and administrators in the USA. It is intended to provide a broad overview of their past and present working conditions. Materials cover the Colonial period though the present. As such, a brief selection of materials available are included. Although there are much fewer resources that include the women of color experience, whenever possible materials are included. For the purpose of this review, the female student demographic is omitted. As there is a plethora of materials on this subject, it should be examined in a separate bibliography.

This bibliography provides students and scholars a brief introduction to research women in higher education which encompasses diverse voices, a wide historical range and contemporary materials.

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983), but has seen far less application within the teaching of writing. As such, a framework for further incorporating the GRR model into comprehensive writing instruction is presented.

Design – This chapter describes a recursive writing process that includes four iterative and connected steps: we study, we write, we share, and we react and revise. From direct modeling needed to build efficacy (Bloomberg & Pitchford, 2017), prompting in the “we do it together phase” (Fisher & Frey, 2016), and peer collaboration offering students the opportunity to move from the solve it together to the self-regulated stage of learning, the GRR model of writing supports students as they move recursively between the phases of learning.

Findings – The recursive nature of the GRR model of writing offers scaffolded support calibrated to each student’s phase of learning. The gradual release model of recursive writing provides an opportunity for students and teachers to engage in a feedback cycle and permit teachers to pass the pen to students at an ideal time, often encompassing many opportunities to write, react, and revise with their peers serving as an authentic audience.

Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.

Beatrix Potter is best remembered as the creator of the notoriously naughty bunny, Peter Rabbit. Peter and his circle of friends grace the pages of the little books, so called because they measure less than six inches tall. These children's classics have been delighting readers since The Tale of Peter Rabbit was first published in 1901. During Potter's lifetime the little books were read in the United Kingdom, America, and Canada. Foreign language translations of her work introduced her characters to children of other nations. Note the 1987 publishing event, the “new editions from the original watercolors,” which Warne used to great advantage! A flurry of books accompanied this event, by biographer Judy Taylor plus reprints (e.g., Linden). Today sales of the little books show no sign of abating. An industry of Peter Rabbit spinoff products has existed for almost as long as Peter has. Toys, games, videos, and collectibles of the Potter characters can be found on store shelves worldwide.

Comparative consumer research is one of the neglected areas of marketing and consumer behaviour. This article advocates the importance and contribution of comparative consumer research to the field of consumer behaviour. Following a brief discussion of the “emic”, “etic”, and hybrid approaches to comparative consumer behaviour, the article focuses on the major considerations in the design of comparative consumer studies. It concludes with a brief discussion of the consumer behaviour and marketing areas which can benefit most from a comparative perspective.