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School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Because of the chosen research approach, the research results may lack generalizability.

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

Machiavellian, narcissistic, and psychopathic traits are often viewed as negative or undesirable personality traits. However, recent research demonstrates that individuals with these traits possess qualities that may be personally beneficial within the business contexts. In this chapter, we conceptualize a balanced perspective of these traits throughout the entrepreneurial process (opportunity recognition, opportunity evaluation, and opportunity exploitation) and discuss human resources management strategies that can be employed to enhance the benefits, or minimize the challenges, associated with Machiavellian, narcissistic, and psychopathic traits. Specifically, we propose that Machiavellian qualities are most beneficial in the evaluation stage of entrepreneurship, and Machiavellian, narcissistic, and psychopathic qualities are beneficial in the exploitation stage of entrepreneurship.

This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers working with refugee and Turkish students in Syrian refugee schools in Ankara. Adopting a qualitative methodology, we explore the experiences, challenges and strategies of the educators in these new school types. In order to investigate this this phenomenon, we adopted the post-migration ecology framework proposed by Anderson et al. (2004) and the conceptualization of five dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, equity pedagogy and empowering the culture and organization of the school) developed by Banks and Banks (1995). The relevant policy, despite its focus on full integration, is still developing and lack clear technical guidelines for specific issues at school level. The data revealed three themes: perceptions towards the refugees, policy into practice in the schools and the consequent challenges, strategies and needs. Although humanistic ideals are manifest in all the participants’ experience with the new phenomena of refugee education, their needs are multifaceted. They are motivated by a pedagogy of compassion, containment and humanistic universal commitment. The principals employ a style of encouraging social justice and moral leadership, whereas the teachers practise the multicultural pedagogy dimensions with trial and error. Incorporation of Syrian educators and their experience and assistance to the Turkish school staff is also discussed.

This chapter focuses on Guided Entry into New Teaching and Learning Experiences (GENTLE), a reception centre designed to welcome student refugees and facilitate their early integration into schools in the Thames Valley District School Board in Ontario, Canada. Our examination focuses on the values and policies that guided leaders’ decision-making, the practices educators employed, as well as the allocation and use of resources to ensure Syrian refugee students were integrated successfully; each issue constitutes a noted gap in the related academic literature. This chapters draws from direct accounts of the eight education leaders, working at each level of Ontario’s educational governance structure, who played a role in the integration of Syrian student refugees in Ontario. The case underscores that fulfilling humanitarian visions, such as welcoming and integrating thousands of refugees, requires a nimble, well-coordinated, strategic and adequately resourced response; the response must be grounded in a wide range of evidence, including local/anecdotal insights, to achieve an inclusive vision for education. Aspirations to fulfil such a vision must be nurtured, learned, shared and collectively earned by educators operating at all levels of the system, which remains a perpetual work in progress. Implications for leader practitioners and researchers include the need to critically interrogate educational programming for refugees offered at all levels of the school system, inspire educators of varying perspectives to commit to a particular vision of inclusion for newcomers and manage resources morally, strategically, sustainably and flexibly.

The attention of all concerned is drawn to the need for guarding against the effects of poisonous fumes when using chemical fire extinguishers of the types usually carried in civil aeroplanes. One of the dangers to be guarded against is that at low concentrations the fumes may have no smell, or such smell as there is may not be unpleasant, and may not suggest that breathing the air is in any way dangerous. Exposure for half an hour or so to such fumes may nevertheless produce subsequent ill effects, though none may be noticed until some hours after the exposure has ceased.

The choice overload (CO) phenomenon, whereby having many options leads to negative consequences, has been studied widely in psychology and marketing. However, empirical evidence of CO in the tourism context is limited, even though people often encounter numerous choices (e.g., vacation destinations, airfares, hotels, tours) at different stages when planning their holidays. Investigating CO in tourism and hospitality is important because (online) travel advisors are providing tourists with numerous choices, yet they do not know whether or not these decision makers are content after choosing from these large choice sets. This chapter proposes to review and apply insights garnered from the CO literature to tourism research. Accordingly, the chapter proposes five groups of solutions for tourists and travel advisors to avoid CO effects: reducing decision task difficulty, reducing choice-set complexity, reducing preference uncertainty, focusing on decision goals rather than the means to achieve those goals, and adopting appropriate decision-making styles.

Through a review of historically famous cases and a chronicle of neurotechnology development, this chapter discusses brain structure and brain function as two distinct yet interrelated paths to understand the relative contributions of anatomical and physiological mechanisms to the human brain–behavior relationship. From an organizational neuroscience perspective, the chapter describes over a dozen neuroimaging technologies that are classified under four groupings: morphologic, invasive metabolic, noninvasive metabolic, and electromagnetic. We then discuss neuroimaging variables that may be useful in social science investigations, and we underscore electroencephalography as a particularly useful modality for the study of individuals and groups in organizational settings. The chapter concludes by considering emerging science and novel brain technologies for the organizational researcher as we look to the future.

Brings together the different strands of the divestment literature – industrial organization, finance, and corporate strategy – which have been developing over the last 20 years. Points to be increased resort to divestment by corporate managers and suggests that this adaptive activity should now be accepted as a normal phase of company development. However, such acceptance is made difficult by factors which fall within the domain of managerial psychology. Provides an overview which should be useful to practitioners confronting divestment decisions and to academics embarking on new research in the area.