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This chapter describes a new video-coding tool, Edthena, and how two teacher preparation programs adopted and implemented this technology. We present our successes and our missteps to help other teacher preparation programs learn from our experiences.

Multiple stakeholders were involved in the implementation of Edthena: teacher candidates, cooperating teachers, university supervisors, and university course instructors. Each of the authors of this chapter fills at least one of these roles. Each author reflected on his or her use of this tool, and we collaboratively analyzed our reflections to ascertain successes and lessons learned in the implementation of a new tool.

We found that Edthena provided many enhancements to traditional teacher candidate field experiences and internships, most notably more consistent and richer reflection on and communication about instruction.

When implementing a new technological tool, teacher educators need to be very strategic and intentional in introducing the tool. All stakeholders need to know the benefits of using a new tool and also require clear guidelines for its use to reduce the natural tendency of resisting change.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

By asking questions and presenting creative problems for students to solve, faculty nurture critical thinking and creativity. This type of inquiry-based teaching and learning is at the core of design curricula and provides the backbone of student charrettes and competitions, rooted in the professional realities of the disciplines. This chapter provides a guide for faculty members through the steps of how to do assessment of inquiry-based education within an artistic discipline. It provides a path to improve both content and form: to integrate what is known about inquiry-based learning in the arts with assessment practices that have emerged over the past three decades, and to use that as a basis for discussing how using reflective and inquiry-based practices coupled with well-designed assessment practices can serve to improve teaching practice, student learning, and further the development of inquiry-based environments at the individual, program, and even institutional levels.

THE twenty‐eighth annual meeting of the Library Association was held for the second time at Cambridge, from August 21st to 25th, 1905, and proved to be well above the average for the variety and interest of its proceedings. No better or more appropriate meeting‐place could well be conceived than this venerable old University town, with its countless literary and historical memories and lovely college buildings, set in a maze of gardens and lawns. The local authorities did everything to make the meeting a success, and an attendance of over 200 members proved that the place was well chosen. A peculiar fitness attached to the selection of the meeting‐place this year, as it coincided with the Jubilee of the Cambridge Free Public Library and also that of Mr. John Pink, the librarian, who has long been a much‐respected and esteemed member of the Association. His courtesy and kindness to everyone at the twenty‐eighth meeting of the L.A., and in particular the trouble he expended, and the fatherly interest he bestowed on the younger members of the profession, will not soon be forgotten by those who profited by his attentions.

Understanding how health status and physiological factors affect performance is a daunting task. This chapter will discuss physiological, behavioral, and psychological factors that influence or determine the capacity to fight, and will consider metrics that can be used to measure their status. The premise of this discussion is that there is a set of physiological and psychological factors that intimately affect performance and that the relative contribution of these variables is individually unique. These factors can be identified and assessed, and are amenable to modification. A fuller understanding of these variables can lead the effort to maintain and improve performance in the adverse and challenging environments of military operations.

The expertise in the fields of science and special education are being blended in today's classrooms as a result of all students being expected to meet state standards. Having high standards can be positive, yet for many science and special educators finding ways to blend the expertise of these two fields has not been clearly defined. This chapter provides an overview of the status of both fields, as well as providing specific ideas related to the changes that need to occur for a more blended approach to instruction. The chapter concludes with an example of a co-taught lesson using the 5E Learning Cycle as well as future directions for these two fields to work together to meet the needs of all students.

The purpose of this paper is to briefly describe the role of lesson study in implementation of national curriculum reforms in Japan, identifying key features that may be of interest to policy-makers in other countries.

Literature review, observation, and artefact collection were used to study the role of lesson study in educational reform in Japan.

One key characteristic of implementation of national curricular reforms in Japan is that lesson study allows primary and secondary schools, universities, district and prefectural offices, and subject-matter associations to collaborate in implementation. Some key features of the lesson study-supported system of implementation of curricular reform in Japan includes: the ability of school-based lesson study groups to leverage regional and national subject-matter expertise; school learning routines that enable systematic study, refinement, and dissemination of practice (e.g. kyouzai kenkyuu, public research lessons, grade-level collaboration); and policy structures that support implementation (e.g. grants for designated research schools, a period to try out new standards before they are required by law).

While some features of lesson study transfer readily from Japan to other countries (such as the usefulness of curriculum study, live lessons, and interchange with more experienced teachers), comprehensive systems for using lesson study to support curricular reform are yet to develop outside Japan. This paper identifies the policy, cultural, and infrastructural elements of the Japanese system that allow lesson study to effectively support implementation of new curriculum.

Successful implementation of curricular reform at the classroom level is a persistent difficulty in many countries. Japan's system illustrates how the strengths of teacher leadership and research-based content can be joined to support curriculum implementation, through interlocking systems of lesson study.

To examine shopping orientation, information search, and demographics of multichannel customers in comparison to traditional single channel customers.

A questionnaire was used to assess research variables and mailed out to 10,000 individuals in South Korea who were randomly selected from a purchased national database. A total of 2,926 usable questionnaires were returned for a 29 percent response rate.

Shopping orientation, information search, and demographics differentiated shopper groups: single‐channel offline users, single‐channel online users, multichannel offline users, and multichannel online users.

A lack of theoretical approaches, a direct self‐assessment for store choice behavior, and duplicated measures for independent and dependent variables perhaps limit its usefulness.

Provides guidance to global retailers who plan to pioneer new markets with multichannel retailing strategies. Shopping orientations, perceived usefulness of information sources, and demographics can be effectively used to identify target markets in Korea.

This study first explored Korean consumer profiles in the context of multi‐shopping channels and added valuable empirical findings to the current limited literature in multichannel retailing in the international market and to help global retailers identify consumer segments based on channel choice behavior.