Teaching is emotional, especially when teachers must change their practices. Past research on emotions and change in the general population has been predominately quantitative. Research about teachers' emotions, however, has been predominately qualitative. To draw on both these approaches, this mixed methods study examined 50 elementary teachers' emotions during eight workshops on the writing process, by using repeated questionnaires with scale and open-ended questions, follow-up questionnaires 4 months later, and participant interviews. Quantitative data revealed that teachers' emotions became more positive, but returned to initial levels 4 months later. Quantitative data analysis found no relationships between emotions and change in practice. Interviews, however, revealed mixed emotions related to changes found in the quantitative data.

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Sustainable diets are an increasingly debated policy concept to address many of the environmental, social, and economic issues in the food system. The role of ultraprocessed foods in sustainable diets has received less attention than meat, dairy, and eggs but is deserving of examination given the high environmental impacts and negative health outcomes resulting from consumption of these foods. Big Food companies that make ultraprocessed foods have focused their attention on sustainable sourcing as a significant sustainability strategy. This article argues that sustainable sourcing as a central strategy for Big Food firms has implications for the achievement of sustainable diets. First, sustainable sourcing lends legitimacy to specific discourses of sustainability that align with a growth imperative. Second, it perpetuates weak and fragmented governance, which can enhance the legitimacy of Big Food when participating in coordination efforts. These dynamics of sustainable sourcing are important for consideration given the legitimacy claims of these companies, which situate them as a key part of the solution in working toward food security and sustainability.

During the 1990s and early 2000s, federal and state policies encouraged the implementation of zero-tolerance policies across the country, which helped fuel an overall increase in the use of suspension and expanded racial disparities in suspension. Recent changes in policy and practice have begun to shift educators away from exclusionary discipline, and we review those changes and trends in this report. We examine out-of-school suspension data from the Civil Rights Data Collection (CRDC), tracking trends over time. We also assess differences in suspension rates of students based on their race and ethnicity, school level, and disability status. We present data at national and state levels, and because out-of-school suspensions are concentrated in secondary schools, we focus our state-level findings on secondary school students. We explore the ways in which changes in suspension rates may be related to changes in policy, and we make recommendations for additional strategies to reduce school exclusion for all students, and in particular for those who have disproportionately experienced its negative effects.

Experiences in and around aid agencies suggest that the results agenda militates against a culture of learning and improvement to which evaluations should usefully contribute. In this article, I argue that this is an issue with both ethical and operational dimensions. The reductionist and simplifying effects of quantitative indicators of achievement as instruments of performance management, which I see as characteristic of audit culture, are having a pernicious effect in many aid environments. The technical and instrumental ways monitoring and evaluation is understood within the everyday culture of aid agencies preclude the space and time necessary for an ethically premised culture of learning. These social effects of audit culture detract from our capacity as a sector to deliver positive change, and should be of concern to evaluators, commissioners and consumers of evaluations