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There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

In these notes at the beginning of our last volume we expressed the hope that its conclusion would see at least the approach of peace. That hope has not been fulfilled, and only an unreasoning optimist could say that at present the cessation of hostilities is anywhere in sight. The year has been marked by success and tragedy; tragedy in the losses we have sustained of some of the leading young men of the profession who have died in all parts of the world for the Flag; success in the fact that the moral of the nation has grown rather than diminished, that the Empire is more determined than ever to secure a world in which free men may live, that the course of events have proven to our American brethren that our cause is and has been just. As librarians we share in all the feelings created by these facts. Perhaps the most significant social fact of the year has been the gradual awakening of the people to educational opportunities, and the need of them. There has been a wave of interest in things intellectual, from the utilitarian point of view mainly. The need of meeting German after‐the‐war competition is frankly the impetus to interest in education among many public men; but there are educationists with somewhat higher views whose voices are receiving attention; and, it is obvious, alas, that there were never so many cranks in full volubility as now. Whatever may be the causes of the new interest, it is undoubtedly the duty of librarians and library organizations to take full advantage of that interest to press the claims of libraries to a public hearing. How that is to be done is the business (theoretically) of the Library Association to determine, and we understand that of late it is devoting attention to the problem.

The goals of a mentoring relationship are important to the development of mentees. The purpose of this paper is to focus on the specific needs of students and junior faculty in counseling programs.

The authors used a psychological phenomenological research approach to understand the role and significance of a mentor and the mentoring relationship. In this qualitative research study, pre-tenured faculty, doctoral- and master’s-level students in counselor education programs in the USA were interviewed (n=30), to explore the mentorship needs.

In the study, the authors identified 28 codes that emerged from the participants’ lived experiences, which then were organized into seven meta-codes. The seven meta-codes were: relationship between mentor and mentee; communication style or patterns; preferred gender of mentor; introduction to the relationship; mentee needs; mentee benefits; and experiences as a mentee.

In the paper, the authors sought to explore the mentoring needs of students and junior faculty in counselor education programs and how these needs can begin to be addressed effectively.

This article explores officer use of suspicion before informal police-citizen encounters as a method to further understand police officer decision-making. There is a body of research focused on officer decision-making before formal “stop and search” encounters, yet, while the more informal “stop and chat” encounters are ubiquitous, they are a comparatively under-researched part of policework.

The research takes an ethnographic approach to explore police decision-making. It used participant observation (800 h over 93 patrol shifts) of front-line first response officers from New Zealand (n = 45) and South Australia (n = 48). Field observations were complemented with informal discussion in the field and 27 semi-structured interviews.

It reveals that officers applied three situational “tests” to assess the circumstances or actions observed before initiating an informal encounter. Officers then weighed up whether the circumstances were harmful, contrary to law, or socially acceptable to determine the necessity of initiating a police-citizen encounter. This process is conceived as suspicioning: deciding whether circumstances appear prima facie suspicious, how an officer goes about collecting more information to corroborate suspicion to ultimately inform a course of action.

The findings present a new perspective to understanding how and why police officers decide to initiate encounters with members of the public. Moreover, as the first ethnographic cross-national research of officers from New Zealand and South Australia, it provides a rare comparative glimpse of Antipodean policing.

The purpose of this paper is to examine different aspects of Chinese immigrants' perceptions in San Francisco.

Survey data gathered from 198 Chinese immigrants were utilized to assess respondents' evaluations of the local police.

It was found that Chinese immigrants' satisfaction with police contact and perceptions imported from countries of origin were significantly associated with ratings of the police in the city. In addition, length of residence in the USA was inversely associated with evaluations of the police.

The sampling method adopted in this study, not a probability procedure, to some extent may possibly reflect the perceptions of Chinese immigrants who were in need of cultural support and services from various social and community organizations in San Francisco. It should be noted from the descriptive statistics that the average education level for this sample is comparatively lower than it is for the overall Asian population in the USA. Also, only 11 percent of the respondents were under 24 years old. It is acknowledged that this sample may under‐represent the constituency of younger people or more established immigrants who do not need as much ethnic support or various types of services.

There is no other empirical research that specifically examines the Chinese community's perceptions of the police in San Francisco. The findings thus provide police administration a clear strategy to improve Chinese immigrants' perceptions of the police. Training in cultural sensitivity and communication skills, as well as professional attitudes of enforcement, may improve immigrants' satisfaction with the police during the contact, which can enhance Chinese immigrants' perceptions of the police.

The current study aims to examine problematic behaviors of college students who identified policing as their career of choice.

A self‐report survey was administered and behaviors such as alcohol and drug use, arrest histories, and self‐reported criminality were identified in a sample of 874 undergraduate students, 171 of whom identified policing as their career goal.

Findings indicate that over 60 percent of students (including those interested in becoming police officers) engage in some level of problematic behavior. While policing students engaged in more excessive recent binge drinking, they had a lower rate of arrests and less other‐than‐marijuana drug use than other students.

This research relies on self‐reported data and therefore under‐ or over‐reporting may occur. While the sample of policing students has similar characteristics to those of current police officers in terms of sex and race, generalizability issues from the entire sample may be present.

Findings suggest the importance of identifying and conveying information to students about problematic behaviors that may prohibit gainful employment. Recruitment implications are discussed for police departments as well as implications for areas of inquiry important for background hiring investigations.

The current research explores problematic behaviors of college students in the context of vocational restrictions that students may face from law enforcement agencies. Findings can better prepare students for such vocations and inform hiring agencies of the range of issues from this population of applicants.