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In the early stages of the animated film Aladdin, the main character finds himself in a hidden cave full of treasures and artefacts beyond his wildest dreams; a ‘Cave of Wonders’. This chapter explores how annotated documentary evidence collected by early childhood teachers as part of the Proficient Teacher accreditation process in New South Wales (NSW), Australia may be a ‘Cave of Wonders’ for evidence-informed practice (EIP) in the early childhood education (ECE) sector. This is needed as most evidence currently comes from academic research and big datasets. While valuable, these types of evidence do not convey the whole picture as they miss the nuances that can be captured in teacher-generated evidence – the yet untapped ‘Cave of Wonders’. The chapter begins with a discussion of the narratives influencing the NSW early childhood sector. This information is then used to classify the ECE system according to Hood's (1998) social regulation/cohesion matrix. What follows is an exploration of the role teacher accreditation can play within this fatalist system to support ECTs engage in EIP by using and generating evidence. The chapter closes with key lessons for policy and practice.

Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.

In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.

Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.

Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.

A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

The purpose of this paper is to show how material gathering and elicitation can induce metacognition and metaemotions in interviewees and its usefulness for the study of affective phenomena.

The author will draw on the exploratory study on sound affects conducted with five individuals in Lisbon’s metropolitan area in order to discuss these aspects. After presenting the methodology, the author will address the concepts of metacognition and metaemotion. Afterwards, the author will explain how these occur during the gathering of data by ordinary people and the use of elicitation of materials during interviews.

Metacognitive and metaemotional experiences can be triggered through material gathering and their elicitation during interviews with the purpose of identifying aspects of the everyday experience that are usually unnoticed. Furthermore, they are instrumental to obtain empirical data that illustrates subjects in their everyday lives as simultaneously affective-reactive and reflexive, meaning-making individuals.

The interview has often been disregarded as a method for interpreting affective phenomena. However, the author argue that this method remains very useful to address the distinct interpretations that subjects make of themselves and their emplaced experiences, by calling for attention to the role of metacognition and metaemotions, an instrumental yet unrecognized tool for interpreting affective phenomena.

While educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.

Using the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.

The authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.

This study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.

The purpose of this paper is to understand which factors and resources free-range egg consumers believe are important for hen welfare.

An online survey was distributed via the mailing list of a UK free-range egg brand receiving 6,378 responses. The survey was mostly five-point Likert-scale based. The same survey was also distributed to a group of animal welfare specialists receiving 34 responses.

Respondents bought free-range eggs because hens are “happier” (74.2 per cent) and “healthier” (69.0 per cent) and because they believed such eggs to taste better (57.9 per cent). They rated all the suggested factors that might contribute to hen welfare as “important” or “very important” (on average) but believed outside access and fresh air to be most important. Respondents rated the suitability of resources relating to behavioural needs high (“suitable” or “very suitable”) indoors and shelter as the most suitable outdoors. Consumers differed from welfare specialists in their views on factors contributing to hen welfare, but their views on resource suitability were similar.

The sample was biased towards free-range egg consumers who had expressed an interest in a brand marketed as high welfare.

This is the first study to ask consumers what they consider to be important for hen welfare and how they think hen welfare can be improved. Because consumers can affect on-farm welfare through their purchasing habits assessing the degree of agreement between consumers and animal welfare specialists is important.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

On many occasions, organizational science research has been referred to as fragmented and disjointed, resulting in a literature that is, in the opinion of many, difficult to navigate and comprehend. One potential explanation is that scholars have failed to comprehend that organizations are complex and intricate systems. In order to move us past this morass, we recommend that researchers extend beyond traditional rational, mechanistic, and variable-centered approaches to research and integrate a more advantageous pattern-oriented approach within their research program. Pattern-oriented methods approximate real-life phenomena by adopting a holistic, integrative approach to research wherein individual- and organizational-systems are viewed as non-decomposable organized wholes. We argue that the pattern-oriented approach has the potential to overcome a number of breakdowns faced by alternate approaches, while offering a novel and more representative lens from which to view organizational- and HRM-related issues. The proposed incorporation of the pattern-oriented approach is framed within a review and evaluation of current approaches to organizational research and is supplemented with a discussion of methodological and theoretical implications as well as potential applications of the pattern-oriented approach.

The move towards a “person-centred” or “personalised” system of adult social care has been at the heart of policy debates in Great Britain. However, policy developments in Northern Ireland are more limited than in other parts of the UK, and less attention has been paid to reforming adult social care. The purpose of this paper is to examine the views and experiences of adult social care users who receive care at home, to explore if and how a person-centred approach might work for older adults in Northern Ireland.

Using a qualitative approach, semi-structured interviews were carried out with 12 people aged over 70 years who receive social care provision at home.

The empirical findings show that social care users experienced limited involvement in their care planning process, reflecting a predominantly service-led approach. The importance of care worker continuity and consistency was crucial for all participants, particularly for maintaining discreet routines and promoting personal dignity. However many experienced different care workers which presented challenges caused by the inconsistency of carers.

The majority of participants in the study were women, despite attempts to achieve greater gender diversity. It was also difficult to recruit a range of ethnic groups for the study. It would be important for future studies to include these groups and to ensure their voices are represented in further work in this area. Nonetheless, the findings offer valuable insight into the views of adult social care users and can form a useful basis for future studies.

The findings provide a more nuanced understanding of what people want and expect in social care to generate future policy debates and discussions in planning long-term adult social care provision in Northern Ireland. It also provides important and timely contribution to this area, where there is currently limited research and information available.