The terms ‘curriculum’, ‘pedagogy’, ‘assessment’ and ‘reporting’ are often heard. Each of these terms has been interpreted in different ways and, throughout the history of formal education, one or another has been often at the forefront of educational thinking and practice. We consider that these four areas are inextricably interwoven and changes in policy or practice in one area influence each of the others. This chapter introduces some of the literature, research and practice to help develop an understanding of curriculum, pedagogy, assessment and reporting. We will discuss the interrelationship and alignment of these four areas, enabling reflection on how changes in each of these areas at a national, system or school level impact the day-to-day work of teachers.

As discussed in earlier chapters, a company has the legal powers and capacity of an individual, in addition to any specific powers conferred by law. The two key decision-making organs that can act as the company in exercising these powers are the board of directors and the members in general meeting. The general law and Corporations Act divide the company’s powers and responsibilities between these two groups. This chapter discusses this division of powers. It also discusses how meetings of members and directors are held, and the requirements on companies to prepare and disclose key information, including financial reports.

Assessment is a key aspect of teaching and fundamental to student and teacher learning. As a teacher, you will use syllabuses, Australian Curriculum content and the local cultural knowledge that is valued in your community to develop tasks and provide classroom experiences that foster quality learning. You will need to understand that there are a range of assessment types, with different purposes and tools available that you can use to assess student learning and progress. As you grow in your career, you will continue to develop the skills and knowledge required to activate a collaborative classroom culture that promotes student ownership of learning and enables students to foster each other’s learning through classroom assessment. You will work in partnerships with students, colleagues and parents/caregivers to curate authentic evidence of learning. In this chapter, we examine forms of assessment, the most effective types of feedback and how teachers use assessment data in teaching, planning and reporting practices.

This personal chapter reflects the experience and observations of a clinical and forensic psychologist that has treated victims and worked in the legal system for decades. The chapter describes the myriad of decisions and barriers victims face when reporting and the unanticipated consequences of reporting.

As scholars and activists seek to define and promote greater corporate political responsibility (CPR), they will benefit from understanding practitioner perspectives and how executives are responding to rising scrutiny of their political influences, reputational risk and pressure from employees, customers and investors to get involved in civic, political, and societal issues. This chapter draws on firsthand conversations with practitioners, including executives in government affairs; sustainability; senior leadership; and diversity, equity and inclusion, during the launch of a university-based CPR initiative. I summarize practitioner motivations, interests, barriers and challenges related to engaging in conversations about CPR, as well as committing or acting to improve CPR. Following the summary, I present implications for further research and several possible paths forward, including leveraging practitioners’ value on accountability, sustaining external calls for transparency, strengthening awareness of systems, and reframing CPR as part of a larger dialogue around society’s “social contract.”

This chapter assesses the mechanisms of reporting, impact measurement, and certification. I first examine the actual reporting practices of the social enterprises in common law Asia, and then analyze the reporting requirements of the public benefit corporations, social purpose corporations, and community interest companies. Next, I examine whether social enterprises in common law Asia have disclosed impact and I explain why so few of them have done so, and I analyze whether social enterprises should be required or incentivized to do so. Subsequently, I propose a three-step framework to guide social enterprises on impact measurement. Finally, I critically assess three types of certification regime in the US, Hong Kong, and Malaysia.

This chapter focuses on grammatical resources for construing logical relations between clauses. The chapter begins by clarifying the distinction between a clause simplex and a clause complex and the distinction between a clause complex and a verbal group complex. Subsequently the basic oppositions between parataxis and hypotaxis on the one hand and between projection and expansion on the other are introduced and relevant resources are then presented, section by section, in more detail. A sample analysis of a longer clause complex rounds off the discussion.

Like Chapter 7, this chapter also discusses the sequencing of case study designs. Here we particularly focus on the deductive–inductive sequencing. Using an exemplar case study, we discuss how prediction outliers (deviant cases) identified during the initial study can guide the sequencing of designs in further stages. In the context of the example, we discuss the research question, theoretical sampling, cases, levels of analysis, and the potential requirement for additional data collection. Furthermore, we discuss the issue of omitted variable bias and internal validity in the context of sequenced case study designs. We end the chapter with a discussion on how to report sequenced case studies following deductive–inductive reasoning.

In this chapter, we move on from the archetypical to the sequenced case study designs. First of all, we discuss what sequencing case study designs entail. Using an illustrative example, we discuss one type of sequencing in detail (i.e. the inductive-deductive sequencing). In the context of the example, we discuss the research question, theoretical sampling, controls, cases, embedded units, and the levels of analysis involved in the sequenced design. Lastly, we briefly discuss how to report the sequenced case study design.

There is a paradox in the American narrative of Mass Incarceration. In theory, making criminal laws more severe should not lead to large prison populations in the long term. That’s because as laws become more severe, crime becomes increasingly unattractive. That should lead, over time, to less crime and shrinking prison populations. No crime is worth the punishments currently on the books. And by now, decades into “tough on crime” policies, everyone should know that crime doesn’t pay. There should be no drug dealing, no unlawful weapons possession, no violence, no repeat offenders. It may sound silly, but if you look at the claims politicians made about why they were increasing criminal severity, this was the idea.

This chapter explores the various aspects of planning for effective implementation and enactment of the Australian Curriculum: Health and Physical Education . Most Australian, states and territories are now working with this curriculum or their own version of it.

Recently, the Chinese government has advocated a shift in focus from quantity expansion to quality promotion in the field of higher education, with a specific emphasis on enhancing the research competence of higher education institutions. Since 2012, a new state-held “National College Student Innovation and Entrepreneurship Training Program” has pushed undergraduate research (UR) in China to its peak. Tsinghua University, a leading university in science and engineering in the country, is one of the first higher education institutions to promote UR in China and is China’s flagship endeavor. In the future, it is likely there will be a disciplinary balance that maintains the emphasis on science and technology but increases the proportions of humanities and social sciences. Formative assessment is needed for the management and reporting of UR programs. Moreover, further actions must be taken to grant Chinese higher education institutions more autonomy to design UR programs consistent with their own academic strengths.