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This chapter discusses the development of evidence-informed practice in Australian education. It highlights growing system-wide aspirations and support for Australian teachers, school leaders, and jurisdictions to be engaging productively with research and evidence. Our aim here is to step back from these developments and consider them in the context of: (1) the nature and distinctive characteristics of the Australian school system; (2) what is known (and not known) about Australian educators' use of research and evidence; and (3) recent insights into enablers and barriers to research use in Australian schools. We argue that the development of evidence-informed practice in Australia needs to take careful account of the complex history and fatalist nature of the wider school system. This will make it possible to identify and work with the productive places that exist within a system of this kind. It is also important to recognize that research use in schools is a topic that has been investigated surprisingly little in Australia relative to other countries internationally. Current policy aspirations around evidence-informed approaches therefore need to be matched by greater efforts to understand the dynamics of research engagement in Australian schools and school systems.

This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher education; Young Social Innovators (YSI), a social justice education programme for 15‐18 year olds; and a study of Irish students' levels of moral reasoning. Four commonalities are identified between the projects: critical thinking, active and participatory learning, knowledge skills and social justice. Discussion highlights features of the Irish education system that contrast with these commonalities and impact on their long‐term objectives, which may in fact hinder the development of engaged learners.

Four commonalities were identified at the roundtable discussions at the Irish Aid Sustainable Global Development Conference. Each commonality is discussed from the perspective of the projects described and contrasted against core features of Irish education.

All four education projects make positive contributions to civic engagement in Irish education, acknowledging education as central to active citizenship, social awareness, and empowerment of learners.

Discussion centres on how Irish education provision is adapting to meet social and economic changes. The paper argues that distinctive features of the Irish education system and the prevailing culture of Irish education do not lend themselves to social justice concerns such as education for sustainable development, moral reasoning or civic engagement.

Research on Traveller education in Ireland is limited. Internationally, studies on the education of the Traveller, Roma or Gypsy community tend to focus on educational participation and exclusion, discrimination, identity and belonging with little focus on the representation of Traveller student across different types of schools and educational settings. This chapter examines the distribution of Traveller students across mainstream and alternative education settings in Ireland, and how this distribution varies across different types of schools and centres. Using data from the Growing Up in Ireland principal survey and survey data from Irish alternative education providers (The National Youthreach Programme), it explores the concentration of Travellers in mainstream provision, in designated disadvantaged schools (Delivering Equality of Opportunity in Schools [DEIS]) compared to non-DEIS schools, and alternative education in Ireland. Findings show a higher representation of Traveller students in schools designated disadvantaged compared to non-disadvantaged settings and greater numbers of Traveller students in large primary and, to a lesser extent, secondary schools. The findings for alternative education show that Traveller young people make up 15% of learners which is higher than their representation in the general population or the school system. There is marked regional variation with higher representation of Travellers in alternative education settings in the West of Ireland compared to other regions.

With increasing policy emphasis on inclusive education and the need to increase retention of students from Traveller backgrounds, it is perhaps an opportune time to explore the distribution of Traveller students across different school and alternative educational contexts so that educational supports can be targeted more effectively.

In this chapter, we explore an actual incident of cyberbullying that occurred at a large Canadian university. In our analysis, we frame cyberbullying as part of the more general phenomena of classroom incivility. We focus on the sociocultural context and demonstrate how the structures and processes within the classroom environment can enable incivility as well as cyberbullying.

The purpose of this paper is to understand the relationships Generation Y females have with fashion brands online. Specifically, it examines the role of the internet and social networks in these relationships.

Narrative interviews were employed to gather data from Generation Y women. Analysis was conducted using inductive thematic analysis.

Two main themes emerged from the data: the importance of social media and the influence of the internet. Findings suggest social networks have a significant influence on the dynamics of brand consumption and inform our understanding of females' online shopping behaviours.

A qualitative methodology was utilised to elicit insights from consumers. This allowed participants to express their thoughts in their own words, which provided rich data for analysis.

We provide guidance for marketing managers seeking to harness social networks to market brands. Findings illustrate the role of social networks in driving brand consumption among Generation Y women, and highlight the criticality of the social network as a source of information and reassurance for brand choices. Further, we identify concerns about online shopping, and provide suggestions for online retailers seeking to augment consumers' shopping experiences.

This study offers insights into Generation Y females' use of the internet and social networks for brand consumption. To date such research has been mainly quantitative. Further, Generation Y has been neglected in the marketing literature. This paper addresses these gaps and illustrates the significant impact social media has on the behaviour of female consumers.

Operating as a promising regional university well into the 1960s, Stanford witnessed a “great leap forward” in the 1970s and 1980s. Guided by the visionary leadership of its president, Wallace Sterling, and provost, Frederick Terman, Stanford began its meteoric climb into the ranks of the nation's top tier universities. This more general history has been told and retold in numerous publications (e.g., Lowen, 1997; Gillmor, 2004) and need not be recounted here.

Despite opposition from housebuilders, the Nationally Described Space Standard (NDSS) was introduced in 2015 amid concerns about shrinking home sizes. This paper examines Planning Appeal cases to examine how the standard has been enforced.

This paper considers how the NDSS has informed the regulation of housing size, based on an overview of post-2015 Planning Appeal Decisions in England where the gross internal area of the home was below the NDSS.

Appeals by developers have tended to fail where homes are “significantly” – i.e. 10% or more – below the NDSS. However, in some instances – especially where local authorities have not adopted the NDSS – the Planning Inspectorate rules considerably smaller homes “adequate”. These discrepancies appear related to (subjective) judgements about who might occupy the space, alongside consideration of layout, light and fenestration.

This paper is the first exploration of how the NDSS has been enforced, highlighting important contradictions in the adjudication of space standards. Many of these contradictions emerge because the NDSS is discretionary rather than mandatory, with the paper suggesting the need for clearer guidance on their application.