Negotiating the challenge of collaborative writing: learning from one writing group's mutiny

With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are inevitably present in writing groups and collaborative writing exercises but are seldom written about. We explore these tensions via a collaborative autoethnography, drawing on published literature on writing groups and collaborative writing. The mutiny revealed three key dynamics. Experienced voices can have an important role to play but these voices need to be moderated so that other voices might be recognised and valued. Pleasure and productivity are two necessary components for sustaining writing groups and writing collaborations. Finally, hierarchies in the academic context are inescapable but they can be renegotiated so that more enabling power relations can be generated.     

Blinded by the sun: The role of prosumers as niche actors in incumbent firms’ adoption of solar power during sustainability transitions

While extant research discusses how niche innovations develop in protected market niches and trigger regime shifts along sustainability transition pathways, we know less about the direct role of different niche actors as competitors in affecting regime incumbents’ investments in niche innovations. This study addresses this gap and builds on Strategic Niche Management and the Multi-level Perspective to distinguish two different niche actors: prosumers on the demand-side applying a niche innovation in a disruptive way to regime incumbents’ business model, and new entrants on the supply-side applying the niche innovation symbiotically with the regime. We examine incumbent responses to these different niche actors in different competitive and policy environments. Studying the United States’ electricity industry's sustainability transition toward solar from 2010-2017, we find that as more niche actors enter, regime incumbents are more likely to invest in the niche innovation, but the effect is influenced by policy and competitiveness of the environment. In competitive environments, incumbents are more likely to respond to disruptive niche actors (prosumers), while in traditional monopoly-like markets they are more likely to respond to symbiotic niche actors. We also find that the prosumer effect is stronger when the time that policies in support of the niche innovation have existed is shorter, indicating a potential substituting relationship of niche actors and policy. Our work contributes to the extant literature by demonstrating that the interplay between different niche actors needs to be understood within the context of policy, and that considering policy without accounting for the competitive environment may omit an important aspect of how regime actors become active participants in sustainability transitions.     

An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations

Teacher–student interactions in 17 inclusive classrooms were examined using a mixed‐methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow‐up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.     

Advocacy leadership and the deprofessionalising of the special educational needs co-ordinator role

The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely to reduce SENCos' capacity to exercise ‘advocacy leadership’ in support of students at risk of marginalization and social exclusion. We reject a neoliberal political discourse of continual improvement that neglects the need for critical literacy and research-informed inclusive practice on the part of SENCos, and suggest that endemic exclusionary practices in English schools are more likely to go unchallenged. The move towards nonaccredited SENCo status risks their deprofessionalisation, and this proposal is linked to an academisation agenda and efforts to normalize a trichotomised education system (comprising mainstream, ‘special’ and ‘alternative’ provision) by presenting such changes as an improvement.     

"This compendious language": mathematics in the world of Augustus De Morgan

Mathematics is the most chameleon of subjects, whose meaning is differently defined in different circumstances. This essay considers the mathematics of Augustus De Morgan as an illustration of the ways that the essence of the subject, the very objects that are included within it, has been adjusted in response to cultural factors. Since these cultural factors are the same ones that shape scientific development, the argument is that the history of mathematics and the history of science are always inextricably bound to one another.     

Yet Another 'Crisis' in Primary Education? Anatomy of an Aborted Unpublished Enquiry 1948–1951

In the period since 1944 English primary education has been subject to recurring criticism. Official enquiries, surveys of attainment, individual causes-célèbres and the pronouncements of pundits have drawn attention to purported 'rises' The paper discusses the background, procedures and findings of the earliest of the post-war official enquiries – an unpublished and previously uncited investigation by the Central Advisory Council for Education (England).     

Effectiveness of Explicit Phonological‐Awareness Instruction for At‐Risk English Learners

This article examines the effects of intensive phonological‐awareness (PA) instruction for kindergarten English learners. One intact kindergarten class was provided 300 minutes of intensive instruction in PA. Results indicate that students who received intervention made significant growth in word reading when compared to a cohort of kindergarten students who received general kindergarten instruction. The article also discusses ability‐group differences in performance among high‐, middle‐, and low‐performing students and the implications of these findings for instructional practice.