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Social space, the central construct in field theory, offers dialogic organization development a generative image similar to open systems for diagnostic OD. Social space imagery enables people to think, feel, and act in ways that exercise greater choice over the realities they construct and that construct them. This process is illustrated through a “transitional space” that enabled people with severe disabilities to overcome stigma and isolation. Social spatial imagery moves dialogic OD away from systems imagery and language, addresses ambivalence about self and mind, clarifies the meaning of reality, and reconnects it to its Lewinian roots.

Working to improve organizations is the mainstay of organization development (OD) practice and includes figuring out the sources of workplace disruptions and dysfunctions. Casting aside the focus of most change-management initiatives, the organization, organizing intelligence (OQ) relies on paying attention to what people actually do, making meaning of complex, messy human-social organizing activities, in the interests of fostering productive workplaces. Resting on dialog with and among participants “feeling their way” as they organize their work, OQ is an exercise in synthesis rather than analysis. A holistic understanding of organizing activities is helped by exploring the roles of a triad of closely interwoven factors – organizing structures, work-practices, and relationships – in how people get things done, while understanding how these are interconnected. This chapter examines why the capacity for OQ matters, why and how OQ differs from widely practiced, technically framed, organizational analysis, and what distinguishes people with OQ from those with a more conventional interest in organizational change. A case study of the Dutch home-nursing organization, Buurtzorg, illustrates OQ in practice. With small groups of nurses who self-organize, this is a structure that changes both the way people work and their relationships, to the benefit of nurses and the quality of life and care of their patients, while reducing costs; clearly an example of a more productive workplace.

Flooding is a frequent problem in the United Kingdom, with 1.8 million people living in homes that are likely to flood at least once in 75 years (Sayers, Horritt, Penning-Rowsell, & McKenzie, 2015). In 2015, the River Am burst its banks, resulting in up to 1 metre of flooding in Ambridge and causing significant damage and disruption to the village. A ‘4Ps’ approach is proposed to predict, prevent, protect from and prepare for flooding. Applying this model to evidence from Ambridge allows strategies for a flood resilient community to be explored.

From June 2017 to May 2018, the Prison Reform Trust partnered with Families Outside to identify the particular impacts on children of a mother's involvement in the criminal justice system. This included a literature review and extensive consultations with 25 children and 31 mothers with lived experience. This chapter presents the main findings of the research, which identified five key themes: ‘Children with a mother in prison are invisible within the systems that are there to protect them’; ‘Every aspect of a child's life may be disrupted when a mother goes to prison’; ‘Children feel stigmatised when a mother is involved in the criminal justice system’; ‘Children affected by imprisonment face many barriers to support’ and ‘With the right support, children can become more resilient and develop the skills they need to thrive’. The material presented in this chapter constitutes a compelling case for reform. The chapter concludes with recommendations for action at local and national levels to protect children from the harm caused by maternal imprisonment.

An educator’s goal is to create experiences that provide students with opportunities to learn. This goal is the same whether the opportunities are presented face-to-face, fully online or hybrid formats in both formal and informal educational settings. All of the examples presented in this chapter come from experiences in a R1 university, however, the information presented is just as valid in any educational setting. For more than a decade, the authors have used knowledge checking to help students test their understanding of the content whether it is using clickers in large-enrollment lectures or embedding questions directly into the course content online. Knowledge-checks and other types of low-stakes quizzing are examples of a learning strategy called retrieval practice. This chapter briefly reviews the rich history of retrieval practice and what the research says about it, mainly that students benefit when they take time as they learn to practice retrieving stored information (Roediger & Butler, 2011). Examples from current courses as well as a fictional case study illustrate how retrieval practice can be used in online courses to keep students engaged and give them opportunities to practice retrieving information that they have learned.

Good pedagogy is good pedagogy whether being taught in a traditional brick and mortar building, fully online using a course management system or leveraging the best of both formats using a hybrid model. Retrieval practice is an example of this. In this chapter, the authors will provide a brief history and literature review on retrieval practice. Following our literature review, the authors provide examples of how different retrieval practice options have been incorporated into the online courses they design at Penn State, as well as a case example of a course redesigned with retrieval practice in mind.

After the American Revolution, educational opportunities expanded with the growth of the new democracy, especially in New England and the Middle Atlantic states. For example, policymakers and the public responded to the broadening of white male suffrage in the early 19th century by increasing the number of public and private schools. Americans also believed that women also needed to be more literate so that mothers could help in the education of their children. By the eve of the Civil War, schooling was almost universally available for the white population everywhere except in the South. There, poverty and lower population density still hindered the expansion of schools (Kaestle, 1983; Kaestle & Vinovskis, 1980).

“Global education involves (1) the study of problems and issues which cut across national boundaries and the interconnectedness of cultural, environmental, economic, political, and technological systems and (2) the cultivation of cross-cultural understanding, which includes development of the skill of “perspective-taking,” that is, being able to see life from someone else's point of view. Global perspectives are important at every grade level, in every curricular subject area, and for all children and adults.(Tye & Tye, 1992)The literature generally suggests that the best way to infuse global perspectives into teacher education programs is by modeling pedagogy through the use of not just readings and lectures, but role plays, case studies, and collaborative investigation of useful resources among colleagues. Merryfield (1997) sets out methods for pedagogy for global perspectives that include exploration of self-knowledge, cross-cultural experiences and skills, perspective consciousness, values analysis, and authentic learning. Given the wide range and capacities for educating large numbers of new teachers in many countries, infusing global perspectives into otherwise technically oriented training programs is often poorly managed.