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This chapter describes a new video-coding tool, Edthena, and how two teacher preparation programs adopted and implemented this technology. We present our successes and our missteps to help other teacher preparation programs learn from our experiences.

Multiple stakeholders were involved in the implementation of Edthena: teacher candidates, cooperating teachers, university supervisors, and university course instructors. Each of the authors of this chapter fills at least one of these roles. Each author reflected on his or her use of this tool, and we collaboratively analyzed our reflections to ascertain successes and lessons learned in the implementation of a new tool.

We found that Edthena provided many enhancements to traditional teacher candidate field experiences and internships, most notably more consistent and richer reflection on and communication about instruction.

When implementing a new technological tool, teacher educators need to be very strategic and intentional in introducing the tool. All stakeholders need to know the benefits of using a new tool and also require clear guidelines for its use to reduce the natural tendency of resisting change.

Purpose – Although it is acknowledged that the dissemination of financial information to stakeholders is a communications process, the main focus of prior research has been on the documents themselves rather than the context in which the information is generated, selected and disseminated. This paper remedies this deficiency by drawing on communication theory to construct a substantive model of the annual financial reporting exercise. Design/methodology/approach – A longitudinal study employing grounded theory was conducted in a non‐market corporate in the U.K. This involved documentary analysis, non‐participant observation and in depth interviews. Findings – The research identified three distinct functions of financial reporting which are formed through the inter‐action of four major determinants: producers' objectives, stakeholders' objectives, the political determinant, the environmental determinant. The level of satisfaction of producers and stakeholders with the perceived function of the annual corporate report leads to an aftermath. This may be either a reinforcement aftermath or it may be a destabilizer aftermath that will necessitate changes in the four determinants. Research limitations/implications – The study was conducted in a non‐market corporate in the UK and caution should be used in attempting to generalize to market corporates. Originality/value – The substantive model offers a diagnostic framework to further explore the nature and dynamics of the annual financial reporting exercise with the evidence of an aftermath being a key finding from the research.

Since the early 1990s, the so-called government-to-government relationship between the United States and tribal nations has increasingly been executed pursuant to laws and executive orders requiring “meaningful dialogue between Federal officials and tribal officials” before taking actions that impact tribal matters. Thus, the legal claim at the bottom of the political action taken by Standing Rock Sioux and their allies against construction of the Dakota Access Pipeline is that the Army Corp of Engineers failed to engage them in “meaningful tribal consultation” prior to fast-tracking their approval of the required permits. But what should “meaningful” mean in this context, particularly when it is learned that while agencies are required to conduct such dialogues, they are not required to heed them in making their final decisions? This chapter explores this question through an ethnography of legal language in one tribal consultation between the Hopi Tribe and the US Forest Service, arguing that the humanistic empiricism of such an approach affords an evidence-based, context-sensitive rule for how the meaningfulness of a federally mandated “tribal consultation” should be evaluated and enforced.

The purpose of this paper is to examine how 15 graduate students enrolled in a US school leadership preparation program understand issues of social justice and equity through a reflective process utilizing audio and/or video software.

The study is based on the tradition of grounded theory. The researcher collected 225 weekly audio/video reflections in addition to field notes and participants' written narratives.

Findings from the data analysis indicate participants perceive the use of audio and video as a valuable tool to increase their awareness and responses to addressing oppressive school practices as leaders for social justice.

Those who prepare school leaders might consider the use of audio/video reflections as an effective tool to examine the evolution of school leadership identities in an effort to interrupt oppressive school practices.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.