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This chapter explores the concept of annotated lesson plans. Teacher candidates annotated why modifications were made to their lesson plans to support emergent bilinguals. They included the research and theory to support such modifications. This research demonstrates the impact of annotated lesson plans on candidates in connecting their understanding of learning and language acquisition theories to actual classroom practices. Two questions guided the research: (1) Would annotated lesson plans assist teacher candidates in connecting language and learning theories to the modifications made in their lesson plans? (2) What was the impact of creating the annotated lesson plan on the teacher candidates, as expressed through their self-reflection of the process? Founded on the base of naturalistic inquiry (Lincoln & Guba, 1985), the data collected was contextualized within the frame of a teacher candidate course. Annotated lesson plans and accompanying reflection papers were gathered as data. These items were analyzed based on the guidelines established by Lincoln and Guba (1985) and Spradley (1980). Teacher candidates connected theories to their planned lessons. They demonstrated and expressed better understanding of related theories and methods. While a minority of the candidates expressed concerns with their overall preparation to educate emergent bilingual students, the majority of the candidates felt the lesson plans provided them with greater confidence in meeting the needs of such students. The implications of the study are that annotated lesson plans can better prepare preservice teachers for teaching emergent bilinguals.

The purpose of this chapter is to provide an overview of African American children’s oral language skills with the intention of building the understanding of how these skills translate to classroom contexts. The chapter also summarizes the goals of the Common Core that are specifically related to speaking and listening and describes how African American children might meet these goals.

We started our exploration of the notion of excessive teacher/faculty entitlement with the metaphor of digging. In this final chapter, we assemble the major themes that the international scholars in this book unearthed. This comprehensive review helps us take stock of where we started (came from) and to position us where we are at. It also opens up for further consideration where we are going. A plotline emerges for thinking about teacher support in ways that eschew entitled feelings and promotes a beneficial sense of self-esteem, moral value and professional responsibility that needs nurturing as new challenges in the field unfold.

Possibilities for self-representation for transgender (trans) and gender non-conforming (GNC) youth must be conceptualized in relation to youths’ placement within frames of power. Powerful institutional forces in youths’ lives include schools and policing and, as is evidenced by youths’ statements, extend to mass media portrayals. Library approaches that reify the inclusion of representative texts do not adequately meet the needs of trans and GNC youth. As a profession, librarianship must reflect on ideological approaches to gendered embodiment to push against an ongoing repetition of institutional harms done to trans and GNC youth.

This chapter offers examinations of information needs, complex online worlds, and incorporation of histories made invisible by power alongside critical literacy skills as crucial aspects of providing services to all possibly or actually trans and GNC youth. It critically situates the circumstances of trans youths’ lives in relation to the effect that adult perceptions have on trans and GNC youths’ ability to access resources. It provides a framework for reflection on how young adult librarians often unconsciously limit library access by enacting gendered expectations that do not always match the possibility or actuality of youths’ experiences or self-conceptions. The chapter outlines modes of communication – through library materials, programs, community resources and partnerships – that convey deeper understandings of trans and GNC experiences to possibly or actually trans and GNC youth.

Purpose: The development of service automation continues to underpin the travel, tourism and hospitality sectors providing benefits for both customers and service companies. The purpose of this chapter is to showcase the practice of self-service technology (SST) usage in the contemporary tourism and hospitality sectors and present a conceptual framework of customer SST adoption.

Design/Methodology/Approach: This chapter offers an examination of theory, research and practice in relation to SST usage in tourism, highlighting the benefits and drawbacks arising for both customers and service providers. Since the benefits are achieved only if SSTs gain effective adoption with customers, this chapter focuses on concepts underpinning the study of customer SST adoption. Drawing on SST adoption factors and SST customer roles, a conceptual framework of SST adoption is discussed.

Findings/Practical Implications: This chapter examines the principles and practice underpinning the usage of self-service technologies in the travel, tourism and hospitality sectors, with specific reference to customer SST roles in co-creation. The customer SST roles provide a more detailed and nuanced picture of the customer perspective on SST usage. These nuanced roles are captured in a conceptual framework which seeks to further refine the understanding of customer SST adoption.

Research Implications & Originality/Value: The framework provides a useful foundation for further research with a focus on customer empowerment in SSTs. The future development of service automation will require a balance between the delivery of a personalised and smarter customer experience and technology applications that are unobtrusive and which do not pose any ethical or privacy concerns.

During the tendering process for most major construction contracts there is the opportunity for bidders to suggest alternative innovative solutions. Clearly clients are keen to take advantage of these opportunities, and equally contractors want to use their expertise to establish competitive advantage. Both parties may very well benefit from the encouragement of such innovation and the availability of cheaper methods of construction than have been contemplated by the tendering authority. However recent developments in common law have raised doubts about the ability of owners to seek alternative tenders without placing themselves at risk of litigation. This common law has recognised the existence of the so‐called “tendering contract” or “process contract”. Since the tendering process is inherently price competitive, the application of the tendering contract concept is likely to severely inhibit the opportunity for alternative tenders. The “tendering contract” is automatically brought into being upon the timely submission of a conforming tender. This is contrary to the traditional view that an invitation to tender was considered to be no more than an invitation to treat, therefore submission of a tender creates obligations for neither party. Under the “tendering contract”, the owner becomes obliged to treat all tenderers equally and fairly. This paper is primarily based on the literature review. The aim of this paper is to highlight the problems with the competitive tendering process in relation to contractor‐led innovation and explore ways in which owners can develop procurement procedures that will allow and encourage innovation from contractors.

Investigation of family firm radical innovation is burgeoning but far less prevalent than studies of family firm innovation in general. Concurrently, studies repeatedly report that family firms exhibit mostly conservative and incremental innovation rather than more radical ones. This is unfortunate because without radical innovation, family firms risk a competency trap in which long-term competitiveness is lost to more innovative rivals. This situation has led to urgent calls among scholars to explicitly acknowledge the heterogeneity of family firm innovation and to understand the conditions for family firm radical innovation.

A systematic review of 51 papers categorized into four scholarly conversations build the foundation for a critical discussion of each line of inquiry.

The authors analyze 51 leading articles and identify four persistent theoretical positions: (1) RBV and capabilities, (2) agency and stewardship, (3) behavioral agency and socioemotional wealth, and (4) the ability and willingness paradox. The authors identify key research problems and research questions needing urgent scholarly and present a framework that captures their complementary and competing assumptions to enable rigorous future research.

To galvanize and spearhead future research efforts, this paper provides a critical analysis of our understanding of family firm radical innovation with a specific emphasis on the theoretical assumptions at the core of existing investigations and the eight most important research questions in need of answers.

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.