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This study investigated a mentor academy that was co-created within a school–university partnership (SUP) to support continuity in high-quality mentoring for teacher candidates, student teachers, novice teachers and teachers new to the school. We explored growth in the mentors and aspects of the academy that impacted that growth.

This instrumental case study included eight mentors and one administrator participating in six sessions of the mentor academy during one academic year. Data included surveys, an interview, artifacts and notes. Additional survey data were gathered from teacher candidates and novice teachers who were mentees and other administrators. The academy focused on identifying the needs of mentees at different levels of experience, approaches to communication, feedback and observation and building a sustainable and life-giving mentoring program. The constant comparative method was applied within and across sources to reveal themes. Numerical data from Likert scale survey questions were cross-referenced with qualitative data.

Mentors improved their ability to build trusting relationships with mentees, provide individualized support based on mentees’ developmental levels, confer and offer specific feedback. They learned to mentor for independence, and mentors grew in confidence, suggesting and enacting leadership roles.

This study is limited to data from only one cohort. Furthermore, studying the content of mentoring sessions could provide a more nuanced understanding of mentors’ growth. Therefore, future research will include analysis of mentoring sessions and mentees’ goals and progress.

The mentor academy spanned the school–university boundary by cultivating cohesive mentoring practices, which supported the clinical preparation of teacher candidates, the development of teachers and the professional learning of mentors. The tools, procedures and network created by the mentors contributed to a self-sustaining and life-giving mentoring culture in the SUP.

One significant trend in human resource practice that dominated the 1990s was the move away from traditional, full-time employment toward a variety of different forms of alternative work arrangements. Accompanying this trend was a growing concern about the effects of alternative forms of work for well being. We first review the different forms of alternative work arrangements, which vary in terms of temporal, numerical and locational flexibility. Thereafter, the effects of different forms of alternative work arrangements (e.g. part-time employment, job-sharing, outsourcing) on psychological and physical well being, and occupational safety and health are evaluated. We conclude by noting that alternative work arrangements do not necessarily exert uniformly negative effects on well being. Instead, the importance of the volitionality with which individuals assume alternative work arrangements must be considered: When individuals choose such arrangements because they want to, any potential negative effects are minimized. In contrast, when individuals assume such work arrangements because of a lack of perceived alternatives, there is a greater risk for negative effects. Finally, the need for future research which more rigorously accounts for the conceptual differences across alternative work arrangements is noted.

With connections to history, culture, and religion, many holidays have potential for inclusion in early grade social studies curriculum. However, opportunities for meaningful content are frequently passed over in favor of holiday crafts that can trivialize content and promote stereotyping, cultural appropriation, and false information. The purpose of this study was to explore teachers' perspectives about holidays in the curriculum.

Through questionnaires and interviews, 20 teachers identified which holidays they address and explained why and how they attend to these special days.

Most often, participants used holidays to teach history, impart values, and make connections to children's lives. Findings suggest that although holidays may provide avenues for transformative social studies, few early grade teachers may recognize this potential.

This study adds to elementary social studies research by promoting scholarly consideration of meaningful holiday lessons as avenues for robust social studies instruction.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

This paper sets out to describe a patient feeding intervention designed by a trust dietitian and a contract catering dietitian. Recent findings have indicated that many hospital patients are admitted to hospital in a malnourished state and that a greater percentage are discharged in a malnourished state. Clearly there is inadequate consumption of energy and protein by many hospital patients. The reasons are numerous but the outcome is disheartening. Something must be done to improve the consumption of food in hospitals. During the trial several simple incidents arose which challenged our intervention. This paper provides a simple method of increasing energy and protein intake and practical information regarding the challenges of this trial.

The current study aims to examine stress mindset as a moderator of the relationship between the work–family interface – work–family conflict (WFC) and enrichment (WFE) – and two work outcomes: job satisfaction and turnover intentions.

To examine these relationships, a cross-sectional online survey was conducted in Ireland (N = 314). Bootstrapping in SPSS was used to test the proposed hypotheses.

In addition to direct relationships between WFC/WFE and job satisfaction and turnover intentions, analyses showed that stress mindset is a moderator of the relationships between WFC and job satisfaction and turnover intentions, as well as of the relationship between WFE and job satisfaction, but not WFE and turnover intentions.

Providing general support of the propositions of the conservation of resources theory, stress mindset was found to act as a personal resource affecting the relationships between WFC/WFE and most outcomes. The study findings indicate a need to further examine stress mindset in relation to employees' work and family interface.

In line with other research, this study recommends organizational efforts to reduce WFC and increase WFE. Further, as stress mindsets can be altered, practitioners may consider implementing stress mindset training to encourage employees' view of stress as enhancing rather than debilitating to reduce the negative impact of stress on employees in the workplace.

Beliefs about the enhancing aspects of stress may allow employees to more effectively navigate transitions between work and family domains and maximize beneficial aspects of participating in both work and family roles.

This is the first paper to investigate the role of stress mindset as a moderator of the associations between the work–family interface and employee work-related outcomes. The findings are relevant to work–family researchers, managers and human resource professionals.

This study examined educators’ self-perception as practitioners of inquiry-based math and science instruction, their motivation to produce videos to share that practice, and the impact of video production on their use of inquiry and role in the professional development community. Semi-structured interviews were used to address the research questions. Participant responses indicated a high level of self-reflection and a keen understanding of the nature of inquiry-based math and science teaching. Participants were motivated to share their practice largely by their desire to help other educators develop as inquiry practitioners. Articulating how and why they used inquiry-based techniques for the videos deepened their already reflective teaching. The positive aspects of participation also increased their confidence in their ability to engage in professional development as teacher-leaders. Overall this study indicated that videos created for the purposes of professional development had a transforming effect on those who produced them in addition to their benefit for others.

This paper explores how racial neoliberalism is the latest evolution of race and global capitalism and is analyzed in the example of global tourism in Costa Rica. Racial neoliberalism represents two important features: colorblind ideology and new racial practices.

Two beach tourism localities in Costa Rica are investigated to identify the racial neoliberal practices that racialize tourism spaces and bodies and the ideological discourses deployed to justify racial hierarchical placement that perpetuates new forms of global and national inequality.

Three neoliberal racial practices in tourism globalization were found. First, “neoliberal networks” supported white transnational actors’ linkage to national and global tourism providers. Second, “neoliberal conservation” in beach land protection policies secured private tourism business development and impacted current and future racial community displacement. Third, “neoliberal activism” exposed how community fights to change local tourism development was demarcated along racial lines.

An inquiry into the mechanisms and logics of how racism contemporarily operates in the global economy exposes the importance of acknowledging that race has an impact on different actor’s global economic participation by organizing the distribution of material economic rewards unevenly.

As scholarship exposes how gender, ethnicity, and class are constituted through global economic arrangements it is imperative that research uncovers how race is a salient category also shaping current global inequality but experienced differently in diverse geographies and histories.

We introduce the construct of loving one's job as an overlooked, but potentially informative, construct for organizational research. Following both empirical findings and theoretical developments in other domains we suggest that love of the job comprises a passion for the work itself, commitment to the employing organization, and high-quality intimate relationships with coworkers. We also suggest that love of the job is a taxonic rather than a dimensional construct – one either loves their job or does not. In addition, we propose that loving your job is on the whole beneficial to individual well-being. Within this broad context, however, we suggest that loving one's job may buffer the effect of some stressors while at the same time increase vulnerability to others. These suggestions provide some initial direction for research focused on the love of one's job.