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For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fostering students’ understandings about writing. The purpose of this paper is to explore several conversations from a young writers’ camp to examine how three high school students engaged in four different kinds of reflective talk during the writing process.

This paper draws from a larger qualitative study about how campers constructed and enacted their writer identities in a two-week young writers’ camp. Five researchers observed, video/audio recorded, engaged in interviews and collected artifacts with 58 campers for ten consecutive days. Qualitative analysis was used to examine how young writers (Grades 9-12) engaged in reflective talk to develop understandings about writing.

Data illustrated that students engaged in four types of reflective talk: prospective, reflective-in-action, introspective and retrospective. The paper provides one example for each kind of reflective conversation and provides analysis related to how those conversations shaped campers’ understandings about writing.

This paper illustrated how adolescent writers used prospective, reflective-in action, introspective and retrospective talk during conversations to tell their stories of learning about writing, a topic less studied in the field. This work offers insight into teaching students how to have such reflective conversations so that they are productive and supportive during writing practices.

This chapter features three personal reflections written by practicing teacher leaders from North Carolina, Kentucky/Missouri, and New Jersey. The first two reflections describe various challenges and successes of instructional coaches working with new teachers and experienced teachers in two different schools. The third reflection recounts one teacher’s frustrating experience trying to provide support for his school’s Parent and Teacher Organization. The chapter concludes with five questions for discussion and reflection.

This chapter synthesizes Chapters 13–17. After distinguishing teacher leaders as individuals who enact various functions of teacher leadership in today’s schools, the chapter describes three themes related to teacher leader preparation and development in professional development schools (PDSs): (1) teacher leaders are made not born, (2) school–university partnerships create the conditions for developing high-quality teacher leaders, and (3) PDSs have the potential to develop teacher leaders as teacher educators. The chapter concludes with recommendations on how teacher leadership in PDSs can be strengthened.

The purpose of the article is to examine the experiences of workers with intellectual disability (WWID) and subtle discriminatory practices that hold these workers back from thriving at the workplace.

The research design employs the Shore et al. (2011) framework of inclusion supported by optimal distinctiveness theory (ODT) (Brewer, 1991). These theoretical frames are used to examine the potential for WWID to become members of a work group and experience the opportunity to develop their unique selves, negotiate and thrive through their work for purposeful career outcomes. A qualitative case study approach was adopted through interviews and focus groups with a total of 91 participants: 41 WWID, 5 human resource (HR) managers, 5 duty/department managers (DMs), 24 colleagues and 16 supervisors.

The authors found that enhancing inclusion is underpinned by the positive impact of human resource management (HRM) practices and line management support for WWID feelings of belongingness and uniqueness that enable them to thrive through their work activities. The authors demonstrate that WWID need manager support and positive social interactions to increase their learning and vitality for work to embrace opportunities for growth. However, when WWID do not have these conditions, there are fewer opportunities for them to thrive at the workplace.

There is a need for formal HRM and management support and inclusive organisational interventions to mitigate discriminatory practices and better support WWID at work. There is an opportunity for HRM to design training and development around belongingness and uniqueness for this cohort of workers to maximise WWID opportunities to thrive through their work.

This study examines a cohort of WWID who are often forgotten and subtly discriminated against more so than other minority or vulnerable cohorts in the workplace, especially in terms of their development and reaching their full potential at work, which has an impact on their ability to thrive through their work. The paper makes an innovative contribution to the HRM literature through unpacking the processes through which Shore et al.'s (2011) conceptualisation of belongingness and uniqueness contributes to thriving for a marginalised and often overlooked cohort of workers.

The Ministry of Health Report, No. 39, upon the Determination of Benzoic Acid in Foodstuffs, which has just been issued, gives a review of the existing literature dealing with the determination of benzoic acid in foodstuffs, the analytical difficulties involved being fully discussed. The Report deals not only with fruit and vegetable products, in which benzoic acid is permitted under the Regulations, but includes also other foods such as milk, fats and meat products in which benzoic acid has, at times, been used as a preservative. In conclusion, a detailed description is given of a new method which has been employed for the determination of benzoic acid in certain fruits and vegetables.

Although there is a growing international movement toward the use of engineered or performance‐based fire safety design, current practice is dominated by prescriptive‐based design. In prescriptive‐based fire safety design, only those requirements prescribed by appropriate building regulations, installation standards, or approved documents tend to be applied. Because these requirements typically include fire protection measures, such as fire detection and signaling systems, automatic sprinkler systems, fire compartmentation, and emergency egress systems, there is often an assumption that occupants, employees, and users of a facility will be safe should a fire occur. However, there are a variety of factors that could affect the actual fire safety of a facility that comply with the appropriate regulations. Fuel type, loading, configuration, and location can change, leading to an increase in fire risk. Occupants may not see, hear or understand fire alarm signals as fire alarm signals. Fire detection and signaling systems, fire suppression systems, or smoke management systems may not be 100 percent functional at all times. Fortunately, many of these factors can be controlled for, if they are understood and addressed, within a fire safety management plan. To assist with such planning, this paper discusses various human behavior and response issues that may affect life safety during a fire or emergency, and provides suggestions for integrating these issues into a fire safety management plan.

State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers to meet these standards while also meeting the needs of diverse students. Primary sources serve as an additional curricular resource filling the gaps in information not covered by textbooks and trade books and allowing students to gain a more complete and accurate understanding of historical figures and events. Standards leave the selection and implementation of appropriate trade books, primary sources, and other curricular resources to the classroom teacher. In this research, I qualify and quantify how President Andrew Jackson, a very controversial historical figure, is portrayed in trade books. Misrepresentations within trade books concerning Jackson are reported and analyzed. Suggestions and a rationale for trade book and primary source selection and implementation in elementary, middle, and secondary school are addressed.