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Recognizing the importance of developing professional identities and valuing the work of school-based teacher educators, this chapter outlines a specific context in which teacher leaders self-identified and worked across contexts to support teacher development within their schools. This chapter’s primary focus includes the perceptions and experiences of teacher leaders in school–university partnerships connected to one university in one identified role: liaison-in-residence. Three themes resulted from analysis of transcripts, journals, and memos: teacher leader identity developed within democratic leadership; teacher leader positionality stirs tensions in professional identity; and service and equity as key guideposts for leading and learning.

Qualitative data from a sample of urban UK councils is used to present a longitudinal analysis of the problems of maintaining service quality in local government parks and open spaces. Service quality has evolved through several distinct reform eras in parks management: traditional management (pre‐1988), compulsory competitive tendering (1988‐1997), and best value (post‐1997). The characteristics of these stages and the implications for service quality are explored in the paper. These stages have built upon each other in a processual manner of conditions, causes, consequences, strategies, and behavioural actions and reactions. Thus, service quality is a dynamic concept impacted by both the outer (legislative and sectoral) and inner (organisational) contexts of evolving reform scenarios. As such, the paper stresses that service quality cannot be divorced from the contextual, historical and political realities and legacies bound up in unfolding organisational change programmes, and these issues are analysed in the paper.

Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions. The purpose of this chapter is to assist providers, educators, and administrators from the mental health, education, child welfare, justice/corrections, and adult service system sectors understand (a) a practice for improving the progress and outcomes for young people in transition, and (b) how this practice model is implemented in communities to impact the lives of youth in transition to adulthood. This is accomplished in two major parts in this chapter. The first part provides an overview of the Transition to Independence Process (TIP) model, a description of its status as an evidence-supported practice, and tools and strategies that support its implementation in communities and regions across North America. The TIP model is further illustrated through a description of how it is applied with a young person. The second part of the chapter provides an overview of implementation science, a description of how its strategies and tools can guide the implementation of an intervention or model; and an illustration of a large-scale TIP implementation initiative with collaboratives of agencies and schools. This chapter concludes with implications regarding the importance of having effective transition-to-adulthood models; and ensuring the implementation and sustainability of these to improve the progress and outcomes of youth and young adults with EBD.

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.

Mental health providers will be increasingly called on to lead psychiatric efforts to improve care and care redesign. The Accreditation Council for Graduate Medical Education (ACGME) in the USA requires residency programs to teach quality improvement (QI) and systems-based practice (SBP) to all trainees as part of training requirements. However, teaching QI and SBP concepts without a clinical context can be challenging with low trainee engagement. The paper aims to discuss these issues.

The authors describe curricular redesign with a specialized educator faculty task force that aimed to create a longitudinal curriculum that integrated abstract QI concepts into clinical practice settings, and helped trainees apply SBP concepts throughout residency. In addition, the authors describe the utilization of resident prescriber profiles to contextualize clinical practice habits, and the implementation of an educational case conference series with emphasis on QI-specific educational tools such as root cause analysis (RCA).

Formal resident feedback from 2016 to 2018 has demonstrated improved trainee satisfaction. The resulting curricular change has also led to a new chief resident role and sustained engagement in QI and SBP education by trainees.

The faculty task force and curricular design changes described in this paper were implemented at one large academic institution. Thus, additional assessment and research is necessary to address the generalizability of the interventions described.

Since QI and SBP are becoming more prominent requirements for medical education accrediting bodies such as the ACGME, the innovative curricular design can benefit other residency and medical student education programs that attempt to integrate clinical practice with education incorporating QI and SBP concepts.

This chapter examines the process of ongoing planning and changing of an innovative urban school leadership development and preparation program at California State University Dominguez Hills. Currently in its fourth consecutive year, the five-year Urban School Leaders (USL) program is the result of a partnership with Local Districts 5, 6, 7, and 8 within Los Angeles Unified School District (LAUSD) and California State University Dominguez Hills (CSUDH). The program is intended to prepare, place, and retain leaders for high needs schools and provide staff development to these leaders with the ultimate outcome resulting in student achievement gains. LAUSD Local Districts 5–8 are contiguous and in close proximity to CSUDH. These districts encompass some of Los Angeles’ poorest neighborhoods, including East LA, South LA, South Central LA, and the Harbor area. In this chapter, we outline the various components of the USL program and share reflections on the planning and improvement process in our efforts to strengthen and improve the community of professional practice within the program.

Service-learning implementation in higher education classes provides positive value to the undergraduate students as well as to the community organization being served. Opportunities for personal and professional growth allow students to develop their cognitive, interpersonal, and intrapersonal skills (Barnes, 2016; Myers, 2020). In addition, the curriculum and content connections to real-world situations encourage a deeper understanding of concepts and an application of meaningful critical thinking and problem-solving scenarios. Including the reflection component as part of the service-learning project enriches the experience and authenticates learning connecting theory to practice. The organization benefits with creative and innovative ideas from the volunteers as resources are shared and the student cultivates relationships in a culturally responsive manner (Schneider, 2018; Schvaneveldt & Spencer, 2016). Guidelines for the effective implementation of the service-learning project ensure a successful experience for all parties involved (Lee, Park, & Chun, 2018). The mutual beneficial relationship is healthy for all who are involved. Service-learning is an opportunity to further develop the student in areas of personal growth and teacher efficacy as well as helping the organizations and schools they serve (Barnes, 2016; Moore et al., 2016). In conclusion, service-learning advances many components of an engaging course and fosters experiential learning for the undergraduate student.

The purpose of this paper is to understand more precisely the culture and interpersonal behaviours associated with stress.

The research was conducted using a qualitative approach through an ethnographic methodology in relation to three companies. The greater part of the data collection period was structured into observations that ranged between 2 and 4 hr per day, 1–3 days per week, for a period of six months. A total of ten sites were explored; and on each site, the observations involved activities by 5–20 people.

The results showed the pivotal importance of interpersonal relationships in coping with the uncertainty of working conditions, the coordination of teamwork and managing responsibilities and power interactions. It was found that the impact of stress is multifaceted, affecting the physical status, interpersonal relationships, work performance and emotional well-being of construction workers. The workers who were studied emphasised five sources of support that help moderate work-related stress: additional tools such as communication systems and software, a facilitated access to professional help (e.g. psychological services), organisational changes in leadership, provision of resources for the well-being of personnel (e.g. job training) and better teamwork.

The study underlines the importance of dedicated services for stress management and specific training-related abilities devoted to reinforcing positive person–organisation dynamics. In particular, the abilities should relate to managing the impact of stress in terms of physique, interpersonal relationships, work performance and emotional well-being.

This is one of the first studies to adopt a psychological perspective for understanding construction scenarios and phenomena and was conducted by a qualified psychologist.