Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

Background We investigated the efficacy of hyperbaric oxygen (HBO), low‐intensity laser (LIL), and platelet‐rich plasma (PRP) in the management of medication‐related osteonecrosis of the jaws (MRONJ). Methods A literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses statement. Two examiners independently assessed eligibility and risk of bias and extracted data. Results There was improvement in 75.6% of the 41 patients submitted to HBO, with positive effects on pain relief and decreased size and number of lesions at a faster rate, with better effects when the drug was discontinued. For LIL, 158 (64.2%) of the 246 patients/sites improved the symptoms and 98 (39.8%) healed completely. Fourteen (17.3%) of the 81 patients treated with PRP significantly improved the symptoms and 65 (80.2%) completely healed. Conclusions These therapies served as safe and effective adjuvant modalities for MRONJ treatment. The lack of randomized clinical trials evidences the need for more high‐quality investigations on the subject.

Understanding the structure of staff advice relationships and the factors that facilitate (and hinder) the flow of resources within schools is key to school improvement. Our study examines school staff advice networks for supporting vulnerable learners using Exponential Random Graph Models (ERGMs). We investigate the individual and structural mechanisms that shape these networks in six secondary schools and find evidence for the importance of mutuality, clustering and individual similarities. Also, educators tend to ask for advice from those in formal leadership or support positions, although informal hierarchies are also present. The study contributes with a novel application of an inferential social network approach to study patterns of advice relations among teachers, support staff and formal leaders in schools.

The gender gap in mathematics outcomes, where women are most affected, is well documented internationally and is particularly high in Chilean secondary education. This study explores the educational inclusion of girls in mathematics classrooms. The coding of videos from 79 school lessons, involving 2,295 students, allowed us to compare how and how much teachers interact with male and female students, analyse the moderating effect of academic achievement in these interactions and explore the differences among classrooms with regard to the inclusion of girls. Teacher-student interaction networks were represented via sociograms and modelled with multilevel Poisson regression. We found that girls interact less frequently with their mathematics teachers in interactions of diverse content, and this is the case in interactions initiated by the teacher as well as those initiated by the student. Academic achievement moderates these differences only in pedagogical interactions initiated by students. There is also significant variation in the inclusion of girls among classrooms, which is not consistently explained by the gender of the teacher or the gender composition of the class. RESUMENLa brecha de género en resultados en matemáticas, en detrimento de las mujeres, se encuentra bien documentada internacionalmente y es particularmente alta en educación secundaria en Chile. Este estudio investiga la inclusión educacional de las niñas en las aulas de matemáticas. La codificación de videos de 79 aulas, con 2,295 estudiantes, permitió comparar cómo y cuánto interactúan los docentes con las y los estudiantes, analizar el efecto moderador del logro académico en estas interacciones y explorar las diferencias entre aulas respecto a la inclusión de las niñas. Las redes de interacciones profesor-estudiante se representaron mediante sociogramas y modelaron con regresiones de Poisson multinivel. Se encontró que las niñas interactúan menos frecuentemente con su profesor de matemáticas en interacciones ARTICLE HISTORY

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This paper is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. It also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools.We deploy the theory of socio-genesis developed by LS Vygotsky and the sociology of pedagogy developed by Basil Bernstein in order to study the consequences for students of different trajectories of transfer between different designs and pedagogic cultures of primary and secondary schools in England.Our intention is to contribute to current debates about the effects of new school designs and the enduring concerns raised by difficulties that some students encounter in transitions between schools.

This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (three time-points, four cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students' growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).

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