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Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

Expertise in designing organizations is an important construct for scholars interested in studying the micro-foundations of organizational performance. We investigate the existence and nature of this expertise in this chapter. Conceptualizing the designing of organizations as a problem-solving process, we describe the underlying structure of this problem space. Further, we propose that this process of problem solving should look different for “greenfield” design problems and for “brownfield” redesign problems. We test our arguments through a comparison of the think-aloud verbal protocols of 16 subjects with greater experience with organization design problems (experts) and 16 subjects with significantly lower experience with organization design problems (novices). The results suggest that the parts of the problem that experts focus on are different from those that novices focus on, and expertise matters differently for design and redesign problems.

Purpose – Driver education and licensing are two mechanisms used to reduce crash rates. The purpose of this chapter is to provide an overview of these countermeasures and consider how simulators can be used to augment more traditional approaches.

Approach – A literature review was undertaken evaluating key concepts in driver licensing including graduated driver licensing (GDL), the role of parents in licensing, compliance and enforcement, driver testing and how the driver licensing system impacts on levels of unlicensed driving. Literature regarding driver education for individuals who have and not yet obtained a licence was also reviewed.

Findings – GDL is a successful countermeasure for reducing the crash rates of young novice drivers as it limits their exposure to higher risk situations. The support for driver education initiatives is mixed. As there are big differences between education programs, there is a need to consider each program on its own merits. Driving simulators provide a safe environment for novices to gain experience. In particular, they may be bifacial for development of hazard perception and visual scanning skills.

Practical Implications – GDL systems should be introduced where appropriate. Existing systems should be strengthened where possible by including additional, best-practice and restrictions. When considering driver education as a countermeasure, the type of program is very important. Education programs that have been shown to increase crashes should not be introduced. Further research and development are necessary to ensure that driver education and licensing adequately equip novice drivers with the skills necessary to drive in the 21st century.

Developed and discussed in this chapter is a model for university–school partnerships in the Goodlad tradition, a model referred to as the Professional Development Center (PDC). This model is a unique apprenticeship-based partnership inspired from Goodlad, the Holmes Group, NNER, and others, and, has been sustained for nearly 25 years at a rural midwestern university in the United States. Though different in form from the professional development school model, the PDC functions conceptually similarly in that it seeks to renew and revitalize teaching and teachers, and to do so in a professional learning context predicated on inquiry aiming toward the improvement of practice.

This chapter proceeds by introducing the PDC, discussing its policies and practices, curriculum, competencies, and commitments of those in the program, and concludes by discussing the growth, leadership, and renewal experienced through the program. Inclusive in this chapter are observations from mentors and novices who have gone through the PDC programming.

Emotion work benefits service organizations, but high emotion-workloads lead to negative consequences for employees. We examined differences between employees highly competent in emotion work (Experts) and those who are less competent (Novices). We found that Novices conformed to organizational level display rules, used simple strategies and felt overwhelmed by their emotion-workload. In contrast, Experts followed interaction level display rules, used proactive strategies, and found emotion work to be effortless. This suggests that emotion work competence can act as a firewall buffering employees from negative consequences. Hospitality organizations can benefit from encouraging employees to increase their emotion work competence.

Disillusionment among novice teachers often sets in upon entering the teaching profession. Unfortunately, this disillusionment often leads to novice teachers leaving the profession at high rates, with underserved schools more adversely impacted by their departure. This chapter explores the sources of burnout via the lived experiences of three novice teachers and the impact that burnout had on their intent to remain in the profession. The “reality shock” teachers experience will be exposed through teachers' personal stories while examining the sources of support and strength teachers sought from both within their learning community and beyond, and how those served as a means to survive the novice years.

Evidence suggests habitual entrepreneurs (i.e. those with prior business ownership experience) are a widespread phenomenon. Appreciation of the existence of multiple entrepreneurial acts gives rise to the need to examine differences between habitual and novice entrepreneurs (i.e. those with no prior business experience as a founder, inheritor or purchaser of a business). This paper synthesizes human capital and cognitive perspectives to highlight behavioral differences between habitual and novice entrepreneurs. Issues relating to opportunity identification and information search, opportunity exploitation and learning are discussed. Avenues for future research are highlighted.

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.