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This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors have in helping student-teachers to learn the skills of ‘reading’ the classroom. It will also discuss how lesson study can support student-teachers and their school-based mentors in their collaborative planning, execution and discussions so that their reflections can be used to further their professional development. Finally, suggestions will be made to support the reflective development of student-teachers.

The television series The Americans succeeds as a family drama, crime drama, and political drama. Criminal law offers a useful perspective for interpreting the series. By examining the post-finale criminal liability of two key characters, daughter Paige Jennings and FBI agent Stan Beeman, this chapter provides some novel insights into the characters, their motivations, and the events in the last season of the series. The legal analysis also uncovers some ironies. Most notably, Paige’s legal vulnerability will put her in a moral dilemma because her best way of avoiding a lengthy prison term is to provide evidence against Stan, punishing him for letting her and her parents go.

Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time, the original model of lesson study, originating in Japan, has been adapted to fit into the work contexts of different national systems and ITE provider structures. This chapter classifies the different emerging models of lesson study into three main groups, university and hybrid approaches, practicum approaches and heterodox approaches. Learning study is also considered, due to its developing popularity, as a practice development approach. Having outlined the different models of lesson study used in ITE, the authors go on to outline some of the main challenges and advantages of participating in lesson study which have been identified in the literature.

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

As a growing literature points out (Aronowitz, 2009, pp. 165–213), HT becomes criminal because it involves displacing, exploiting and commercializing a human being, all of these necessitating transportation, trade and torture to varying degrees to survive and succeed (Nair, 2010, pp. 12–19). John T. Picarelli informs us, these began ‘in the Americas’ from 1502, ‘when Portuguese traders brought the first African slaves to the Caribbean’ (Picarelli, 2011, p. 180, but see all of Chapter 9). African slaves continued to be imported into the United States until 1808, but by the time the 13th Amendment ‘outlawed’ indentured servitude in 1865, the 645,000 slaves shipped from Africa had multiplied beyond 4 million, to whom were added (a) Chinese women, ‘to work in brothels … to serve both the Chinese and white communities’ after the 1860s; (b) Europeans, through collusion between ‘criminal syndicates’ and ‘U.S. [law enforcement] officials’, in what was called ‘the white slave trade’ from the 1880s (Shelley, 2010, pp. 235, 237); and (c) Hispanics (Alba & Nee, 2003; Gordon, 1964; Suárez-Orozco, 1998), in tandem with the dominant U.S. migratory inflows and economic needs after the 1960s (Borjas, 1999; Huntington, 2004, pp. 30–45), and the emergence of sex tourism after the Cold War (Clift & Carter, 2000; María Agustin, 2007; Rogers, 2009; Thorbek & Bandana Pattanaik, 2002).

Purpose – This chapter presents a close examination of how manufacturing managers respond to environmental pressures by formulating and implementing operational strategy.

Methodology – The analysis is based on interviews and observations in 31 manufacturing firms in the US Midwest.

Findings – The study reveals that competitive market pressure is only so effective at penetrating the institutional layers of inter- and intra-firm relations. Even in the highly competitive manufacturing sector, operational strategy is consistently implemented in suboptimal ways. Relatively inefficient routines are commonly institutionalized and inefficient arrangements appear to be able to persist for an indefinite period of time. To the extent that firms with variable capabilities and internal socio-technical systems must process, interpret, and react to complex external pressures and often-ambiguous signals, the sociology of work provides essential insights for the sociology of markets.

Originality – While the findings are subject to the standard caveats regarding nonrandom qualitative samples, the rich data produced and the in-depth analysis of real-world organizational pressures and managerial decision-making provide distinctive insights into how managers must balance external market pressures with internal labor process problems. Individual motivation appears to be at least as important in true organizational innovation as market discipline. While adaptation and learning certainly occur in organizations (and selection also operates through the death of extreme laggards) there exists sufficient institutional space within markets for a range of variation in organizational performance. The findings suggest that the analysis of internal organizational dynamics provides an essential part of a realistic theory of markets.

The TARGET approach aims at establishing a reflexive gender equality policy in research performing and research funding organisations. Monitoring has enormous potential to support reflexivity at both the institutional and the individual levels in the gender equality plan (GEP) development and implementation context. To exploit this potential, the monitoring system has to consist of meaningful indicators, which adequately represent the complex construct of gender equality and refer to the concrete objectives and policies of the GEP. To achieve this, we propose an approach to indicator development that refers to a theory of change for the GEP and its policies. Indicator development thus becomes a reflexive endeavour and monitoring a living tool. This requires constant reflection on data gaps, validity of indicators and the further development of indicators. Furthermore, we recommend the creation of space for reflexivity to discuss monitoring results with the community of practice.

This chapter discusses the unique role that public libraries can play to (re)build our Republic by centering the lived experiences and voices of marginalized communities. As robust sites for out-of-school time learning and community-based information spaces, public libraries have long played a key role in promoting the health and well-being of our nation’s democracy. Public libraries’ inclusivity efforts, though, have not always been evenly balanced, and these efforts have often been underdeveloped, poorly articulated, and undervalued by other key civic actors. Bringing together a Learning Sciences scholar of youth development and civic engagement, Library and Information Sciences scholar on free speech, and an Assistant Director of a public library in the Southeast, this chapter will offer interdisciplinary research-practice insights into both the challenges and opportunities that exist for public libraries as they grapple with the serious question of how to serve the public in the complex reality that is this third decade of the twenty-first century. In particular, this chapter explores questions like: how can public libraries balance the constraints of the status quo to hear, share, and amplify the voices of marginalized communities? And in what ways can library staff encourage opportunities that bridge librarians’ expertise and libraries’ resources with the lived realities and needs of marginalized communities? In this chapter, the authors expand upon these questions and collectively dream about the ways in which public libraries might be reimagined to more authentically and equitably serve the many faces of the contemporary American public.

Governments worldwide have adopted the Sustainable Development Goals (SDGs) and are committed to attain them by 2030. Moreover, they recognize that they cannot mobilize the necessary resources and capabilities for this purpose alone. Hence, they have called for cooperation from all stakeholders including multinational enterprises (MNEs) to assume responsibility and strive to contribute to the SDGs. However, since co-partnering with the state for inclusive development is outside the traditional mandate of MNEs, this chapter explores the ways in which policy can nudge MNEs to contribute to the first pillar of sustainable development, namely SDG1—to end poverty in all its forms everywhere. A two-stage methodology is applied to address the research queries. First, a conceptual framework on impact of MNE interventions on SDG1 is developed. Second, the framework is validated through a meta-analysis of the abstracts of articles selected via a scoping review of the economics and management literature. This leads to an in-depth understanding of policy design features that can nudge MNEs to make positive contributions toward poverty alleviation. Four distinct pathways foreign direct investment (FDI), public–private partnerships (PPP), corporate social responsibility (CSR), and knowledge transfer are identified for nudging MNEs toward SDG1. Nevertheless, the potential impact may not be realized due to the inappropriate strategies of the MNE, the drawbacks of the policies of the host government, and/or systemic challenges of the host country context. This chapter further explores the positive and negative impact on these pathways as a step toward exploring how MNEs can contribute to all the SDGs.