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This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

Our preoccupation with the Repertory Grid Technique has left little time and attention to the core ideas articulated in Kelly’s (1955) Theory of Personal Constructs. After more than 20 years engaging with the method, I have (re)discovered his theorizing about man’s quest for knowing, to be the most insightful. This chapter shares my reflections/reflexions about the crucial role he placed on the notion of “anticipation.” I position this importance within the context of the challenges of our times and advocate that his “psychology of the unknown” is just as important today as it was 62 years ago.

A small start-up company must make additional investments to maximize its firm value. But the company owner will not make this investment unless she can renegotiate outstanding debt claims. Solving this “debt overhang” problem through negotiation is the focus of the case. In this context, students are exposed to a variety of issues: the nature of financial claims, bargaining and negotiation fundamentals, and agency costs of debt.

Americans are increasingly aware that international business affects their lives. Consider the furor over foreign automobile imports or the concern about foreigners buying up U.S. farmland. Remember how excited U.S. soft drink manufacturers got about diplomatic recognition of China's teeming millions of thirsty citizens? Overseas sales by U.S. firms have been growing in both developed and underdeveloped countries. On the other hand, involvement of foreign businesses in the U.S. economy has been increasing at a “significant pace” recently. Given that knowledge has been equated with money and with power, the need for information on international or multinational business should be apparent. But what is the best source or sources of such information? Two directories of international business, Kelly's Manufacturers and Merchants Directory and the Who Owns Whom (WOW) directories, are in their ninety‐third and twenty‐first editions respectively. In addition there is Bottin International: International Business Register, less well‐known to Americans but equally venerable, now in its 182nd edition. Dun and Bradstreet's Principal International Businesses (PIB), in its seventh edition, is the relative newcomer to the field. This review will compare and contrast the above‐named directories, pointing out areas where they overlap and suggesting to what segment of library users each might appeal.

It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom.

This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases.

Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning.

This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom.

This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

I review the 2019 film Bombshell, directed by Jay Roach. The film presents a fictionalized account of Fox News CEO Roger Ailes’s sexual harassment of his employees. Bombshell’s focus on the experiences of three women illuminates that sexual harassment affects individuals but that collective action can combat it.

Proposes an alternative approach to understanding personal selling performance based on personal construct psychology, a cognitively based personality paradigm, originally formulated in clinical psychology by George Kelly. Explains how personal construct psychology theory (PCT), which reflects a constructivist epistemology, provides a conceptual framework for understanding and predicting sales performance. Demonstrates how PCT can be integrated with existing theoretical models of sales performance by suggesting a series of research propositions which can be tested using a number of different research methodologies. Considers research and practical implications.

This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

Through a 10-month ethnographic study of one afterschool program that teaches teens how to make documentaries, I demonstrate that the confluence of blurred organizational goals; weak relational trust among staff; and funding pressures may have the unintended consequence of exploiting students for their work products and life stories.

The study finds that, while not all organizations function with student work at its center, many afterschool organizations are under increasing pressures to document student gains through tangible measures.

Implications from these findings reveal the need for developing strong relationships among staff members as well as establishing transparency in funding afterschool programs from within the organization and from foundations in order to provide quality programming for young people.

This study informs organizational theory, specifically in terms of measures of variation in relational trust within an organization and its influence on young people. This chapter includes student accounts of experiences with staff to enhance the significance of relational trust.