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This chapter presents an integrated model of principal preparation featuring full-time internships and enquiry-based coursework. The development of the full-time internship component is the result of an award of a US DoE School Leadership Program grant in 2008 to expand and enhance the Ritchie Program for School Leaders, a collaborative principal preparation program between University of Denver and Denver Public Schools. The integration of Shulman’s (2005) model of practical, cognitive, and moral apprenticeships for professional education provided the foundation of the design and implementation of full-time internships through this collaborative partnership for principal preparation. Collaboration among interns, host principals, district leadership, and university faculty provides the focus, means, and structures of learning. This chapter describes the evolution of the Ritchie Program for School Leaders through features and initial impact of full-time internships and offers lessons learned about mentoring aspiring leaders.

This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns’ cross-cultural experiences in schools in Alaska Native villages. The chapter explores the interns’ descriptions of the schooling contexts related to school-based instruction of Indigenous languages and cultures and considers pedagogical implications for preservice programs that aim to prepare culturally sustaining/revitalizing educators. Findings include accounts of instructional practices in classrooms teaching Indigenous languages and cultures and themes presenting the schooling contexts as crisis, struggle, and hope. Implications for teacher education are discussed consisting of pedagogical responses to the contexts interns described and considerations for supporting preservice teachers’ transformative learning.

Notwithstanding the emergence of hospitality education around the world, the hospitality industry itself has struggled to establish a talent pipeline of young ambitious managers. Typically, only 30% of hospitality students are predicted to develop their careers within the hospitality industry, while the remainder will relocate to other industries such as retail, banking and consulting. Although this manifestation has been globally documented, most studies have simply adopted a quantitative approach in defining this phenomenon; hence, despite its scale being appreciated, less attention has been paid to defining the underlying causes which drive this concern. This study contributes to this issue by interviewing 18 students at three key stages of their practical placements, namely, pre-, during and post their placement, drawing on the ‘Principles of a Sustainable HRM ROC framework’. This chapter concludes with significant findings from which some recommendations have been formulated.

To demonstrate how applied projects integrated within master’s level graduate programs in the organizational sciences provide students with experiences that facilitate the translation of classroom concepts into practices that positively impact individual, organizational, and societal level outcomes.

We discuss how the scientist-practitioner model guides our thinking regarding the development of cocurriculum options for master’s level students. To give context, we provide thumbnail sketches of two applied programs — a master’s of science degree program in industrial-organizational psychology and a master’s of business administration (MBA) program — that serve as exemplars for linking practice with science.

We demonstrated, with specific examples, how practicum courses can bridge curricular and cocurricular offerings in stand-alone master’s programs, thus offering a glimpse into the range of activities completed by master’s students with little to over 20 years of work experience: job analysis, interview protocol development, program evaluation, talent acquisition, performance management, coaching, as well as training strategy ideation and delivery. We conclude the chapter with final reflections on the use of practicum classes in master’s level training.

The practicum courses detailed serve as unique exemplars of how to apply theory and research to organizational problems, thus bridging science and practice in the organizational sciences.

This paper analyzes the beginning of the journalistic career of the youngest members of Página/12 and Tiempo Argentino newspapers from Buenos Aires, Argentina. The ethnographic research took place in the newsrooms between 2011 and 2015 to study the socialization process of young reporters and interns in media press. With this goal in mind, it explores how they learn the values and practical rules of the journalistic world, starting with the interactions they engage on with other members of that environment, such as their colleagues and editors, as well as how they deal with the sources. The research was structured in five dimensions of analysis that contributed to explain the socialization process: (1) The channels and strategies to enter the journalistic field, (2) the newcomers' rites de passage, (3) the forms of socialization within the newsrooms, (4) the identification processes, and (5) the strategies that these young people implement in the medium term to stay in the journalistic world.

This chapter documents the steps taken in one teacher preparation program to foster culturally sustaining practices (Paris, 2012) in pre-service Alaska Native teachers, as well as in their non-Native peers. For pre-service teachers to develop the skills, understanding, and dispositions necessary to respectfully gather, honor, and use local knowledge in their future classrooms they must first recognize the value and significance of locally relevant curriculum; second, understand how to respectfully gather and document current “living” local knowledge; and third, become empowered with the skills and knowledge to purposefully integrate local knowledge into the curriculum. This chapter uses one semester-long assignment, and data gathered from work samples from that assignment, as the foundation of an exploration into how these three steps can be enacted in the teacher preparation process. The accompanying data show that living Indigenous knowledge exists in abundance in young Alaska Native pre-service teachers, and when appropriately supported, pre-service teachers can develop powerful curriculum that is rooted in local knowledge and also aligned with the academic goals of the curriculum.

To describe how combining a working definition of reflection with a framework for applying this definition can lead to a greater consistency in the manner with which reflection instruction is implemented in educator preparation programs.

Cultivating the habit and practice of reflection has been a long-standing goal of educator preparation programs. However, much of the research literature indicates a lack of consistency in the way that reflection is defined and taught in these programs, particularly in the context of video-reflection. This chapter examines how a workable definition of reflection based on Dewey’s phases of reflection can be used to make reflection instruction more consistent and meaningful for pre-service teachers.

The authors discuss the video-reflections of four different pre-service teachers, providing examples from their reflections to demonstrate how a workable reflection definition can assist teacher educators in developing the reflective capabilities of pre-service teachers.

By instituting a workable definition of reflection consistently across an educator preparation program, teacher educators can increase the likelihood that pre-service teachers will be prepared to engage in meaningful reflection when they begin to lead a classroom on an extended basis.