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Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.

The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.

In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.

In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow (Marchitello & Trinidad, 2019; Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs.

This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model.

Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches.

A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

Artist residencies comprise a unique accommodation type and a form of cultural entrepreneurship which remains overlooked from a hospitality perspective. This exploratory study aims to examine the phenomenon of artist residencies as specialist accommodation, as well as their operators’ motives as cultural entrepreneurs during the COVID-19 pandemic. Creation theory is used to explore how artist residency operators create entrepreneurial opportunities.

Asynchronous email interviews were conducted with 20 artist residency operators from 18 countries. Purposive sampling was used to select interviewees and thematic analysis to analyze the primary data.

The results showed that with few exceptions, artist residencies address all criteria of specialist accommodation, and that social interactions among artists and operators are fundamental in running an artist residency. From a cultural entrepreneurship perspective, most of the operators declared that their priorities were to promote artistic creativity and cultural knowledge exchange, confirming the main elements of creation theory.

Managerial implications are discussed to enhance the resilience of artist residencies and strengthen their financial viability, as well as to support them to overcome the devastating impacts of the COVID-19 pandemic.

This study extends the hospitality literature by adding the artist residencies to the existing types of specialist accommodation. It also examines creation theory and concludes that artistic creativity and cultural networks are prominent in artist residency entrepreneurial activities.

Proponents of police officer residency requirements maintain that police officers who live in the area they serve contribute to the local tax base, provide better information dissemination, and represent community interests in their agencies. However, little research has been conducted to assess the extent to which residency requirements affect public perceptions of the police. This paper explores the relationship between police residency requirements at the municipal level and citizen satisfaction with law enforcement – specifically, the connection between residency requirements and reported confidence in the abilities of the police to prevent crime, solve crime, and protect citizens. Data derived from a national survey of citizen satisfaction with criminal justice institutions conducted during 1995 and from the 1993 Law Enforcement Management and Administrative Statistics survey of agencies with more than 100 sworn officers reveal, among other things, that residency requirements affect citizens’ perceptions of the police in a negative way.

This instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.

The study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus group. The data were analyzed through inductive and deductive data analysis techniques.

Using inductive and deductive data analysis techniques, three themes emerged on the benefits of being a mentor teacher: (1) extra support in the classroom, (2) professional learning and growth opportunities, and (3) investing in the future of education. The teachers’ perceived benefits were related to the connectedness of their personal and professional growth, the growth of the resident teachers and their students’ learning.

Mentor teachers play a vital role in teacher residency programs, as they are the primary influence on their resident teachers’ pedagogical praxis. In a residency program, mentor teachers support resident teachers’ sustained teaching experience by hosting them for one full academic year in their classrooms; therefore, exploring the benefits they receive from serving in this role is essential.

This chapter estimates the impact of a transitory reduction in hours during physicians' early career on their long-term labor supply, using the work-hour regulations on medical residents as the source of exogenous variation. The results show that exposure to the regulations significantly decreases practicing physicians' labor supply by about 4 hours per week on average, with female physicians being more responsive to a given reduction in early career hours. Distributional results using a changes-in-changes model confirm that the regulations primarily affect the upper end of the work-hour distribution. To reveal potential mechanisms of these effects, this study finds that the reform increases the probabilities of marriage and having a child, as well as the total number of children, for female physicians. In contrast, it does not have a significant impact on marriage and fertility outcomes for male physicians. These findings provide a better understanding of physicians' hours of work in response to the reform over time and the role of gender with respect to labor supply behavior and family formation decisions.

This paper aims to take the lead from the United Nations Sustainable Development Goals (SDGs) 9 and 10 – foster “resilient infrastructures and inclusive innovation” and “reduce disparities of opportunities, income and power” – as key for digital sustainability. Moving beyond existing research, here this paper conceptualise “digital sustainability” as a framework for analysing the sustainability of digital services.

Combining different works, this paper identifies five dimensions: social, economic, institutional, environmental and technical. The framework is then tested on Estonia’s e-residency program, of which, in this way, this paper explores the potential digital sustainability. By allowing anyone to run location-independent businesses as if virtually in Estonia, the e-residency program aligns to what SDGs 9 and 10 prescribe in terms of socio-economic inclusiveness and inclusive innovation. As such, the program is particularly valuable for citizens from developing countries in that it gives them access to European markets. Hence, to explore e-residency’s digital sustainability, this paper focuses on the experiences of African e-residents.

In-depth interviews highlight a series of criticalities involving one or more dimensions of the framework. This is because of the program having a global outreach by default but not accommodating contextual diversity by design.

Suggestions for improving the program are provided, alongside the recommendation to also include the cultural dimension into the conceptualisation of digital sustainability.

This study investigates computer science (CS) students' perceived needs for support in an array of academic and nonacademic areas prior to entering college and relates these findings to their subsequent performance in the core CS curriculum. This study specifically explored how students' perceived needs vary by gender and residency and how these perceived needs relate to students' academic performance in CS courses.

Data included survey responses and academic performance measures from 718 CS students. Approximately 14 percent of the participants were female students, and 86 percent were male students. Also, 24 percent of students were international, 46 percent out-of-state, and 30 percent were in-state students. To address research questions, multiple regressions and analysis of covariance were conducted. For all analyses, students' ACT scores were used as covariates.

Results show significant main effects for both gender and residency, but interaction is not significant. Female students, on average, selected more perceived needs compared to male students. Also, international students selected more needs compared to domestic students. Also, the number of perceived needs for different categories is unique across students of different residency and gender. Results also indicate that the perceived need for assistance with STEM content is associated with lower CS academic performance. In contrast, perceived needs for professional skills and support services are not related to CS performance. Finally, students' ACT score is a good predictor of their academic performance.

This study provides important contributions to higher education and CS education literature. This is the first study with CS students focusing on their perceived needs. Also, this study includes an almost complete data set (94.6 percent survey completion rate) from CS students.

The current study focused on five female offenders who completed the only female‐specific therapeutic community (TC) for drug addiction in the UK prison system. The aim of the study was to investigate the effect that such residency had on individuals' emotional management skills compared to when they were active drug users.

The study was based on a qualitative design, and interpretative phenomenological analysis (IPA) was used to produce idiographic results.

Results suggested that before TC residency all participants displayed problematic emotional management skills. However, during TC residency individuals witnessed elements of emotional healing and increased emotion connection. Additionally improvements were noted in emotional consideration, emotional communication, outward emotional displays and self‐worth.

Further developments in TC treatment are suggested concerning treatment length and further development of individuals' independent emotional management strategies.