Purpose Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice. Design/methodology/approach This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework. Findings Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver. Research limitations/implications This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus. Practical implications Findings suggest that districts should focus on equity framing as the foundation for principal support and development. Originality/value This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.

Radical violent extremism is a growing concern for the Nordic countries. In this interest, we examine how traditional criminological theories can help to explain the difference between violent and non-violent radical extremist individuals. We analyse the Profiles of Individuals Radicalized in the United States (PIRUS) dataset, with information on 2148 radical criminals in the United States, using a logistic regression, wherein violence was the dependent variable. The independent variables corresponded to aspects of social bonds and social learning. Results indicate that social bond theory has little predictive value for violence among radical criminals. Social learning perspectives were somewhat more predictive, with radical peers having a significant positive effect on the likelihood of radical violence. Socio-economic status, ideology and criminal history had significant positive effects as well. We conclude by exploring theoretical explanations, further research implications and discuss a Nordic version of a database.

A busy GP will encounter patients with liver function tests (LFTs) outside the normal range very frequently. Some LFTs may be raised physiologically, for example in pregnancy, or for reasons not associated with liver disease. However, suboptimal investigation of LFT abnormalities may lead to important treatable causes of liver disease being missed. This article should help to provide a rational approach for interpretation of LFTs, further investigation and management of various abnormalities.

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