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If there are truly impermeable walls between objective research purity, applied science research and development, and advocacy for social justice, then the current system of education, tenure, rewards and recognition should be serving society well now and into the future. However, the world has dramatically changed due to three shaping forces in society: (1) technological flattening of the landscape of opportunity, (2) the rise of the inseparable role of technology in creating knowledge and culture, and (3) the development of complex systems science. These three game changers imply a dramatic rethinking of the foundations of knowledge and practice in all fields because they exert new constraints and open up new opportunities for education concerning the knowledge and skills needed to prepare the next generation of leaders for the global competition of ideas, creativity, and human potential. The 21st century educator capable of transforming learning environments is a person who is a master of these three core concepts. This chapter articulates a vision that is aimed to generate thinking and debate, and like an attractor, pull mental models toward the future as scholarly communities in education grapple with their own next steps and the challenging conversations needed for advancement and innovation in response to the globally changing landscape.

The effective use of student data has gained increasing attention in the past 10 years. Although district leaders would like to support data use and improvement, exactly how to go about such work systemically is often unclear. Accordingly, the aim of this chapter is to illuminate the inner workings of data use throughout a mid-sized school district. In doing so, we highlight issues in how data were used and supported, and provide discussion about how districts such as this one may improve data use throughout the district.

The nexus where law, social movements, and organizations meet demands further explication. This research adds to our understandings of these dynamics by examining the case of the central Appalachian anti-strip mining movement. After developing a social network technique to analyze over thirty years of newspapers, we find a period of reduced movement activity following the passage of the Surface Mining Control and Reclamation Act of 1977. Conversely, we observe a reinvigoration of the movement following the passage of the Clean Air Amendments of 1990 and the perverse incentives they created for mountaintop removal mining. Finally, we see that joint participation in lawsuits is a primary tie that binds these groups together.

Opinion polls show that contributions to judicial candidates create an appearance of corruption. This perception damages the institutional legitimacy of the courts. This chapter explores the relationship between integrity ratings of Illinois trial judges and campaign contributions. Specifically, it examines the Illinois State Bar Association judicial poll integrity scores of 253 elected judges seated in 101 Illinois counties during 1994–2012. Regression analysis reveals that judicial candidates’ integrity scores declined as (a) the amount of attorney contributions increased; (b) the number of reported attorney contributors enlarged; and (c) the number of large attorney contributors grew. This chapter also discusses the efficacy and limitations of four policies meant to diminish the appearance of corruption: recusal and disqualification rules; anonymous contributions; public financing; and the elimination of the election of judges. Although a radical solution, the policy of abolishing judicial elections is more likely to overcome the appearance of corruption than the other reforms.

Despite the breadth of knowledge on self and identity formation across the study of organizations, the field of organizational development and change has limited research on the construction of professional identity. Much has been written to describe the “self-concepts” of those practicing and researching in the field, but there have been no investigations that have explored how these “self-concepts” form. In addition, although women have contributed to defining the “self” in the field, men have held the dominant perspective on the subject. Thus, in this chapter, we address a disparity in the research by exploring the construction of professional identity in the field of organizational development and change, and we give voice to the renowned women who helped to build the field. Using the profiles of 17 American women included in The Palgrave Handbook of Organizational Change Thinkers, we perform a narrative analysis based upon the concepts and models prevalent in the literature on identity formation. By disentangling professional identity formation of the notable women in the field, we can begin to see the nuance and particularities involved in its construction and gain deeper understandings about effective ways to prepare individuals to work in and advance the field.

Of all the major, global professional sports where women have made inroads, striving toward equality in terms of status, earnings and media attention, tennis stands at the forefront. This chapter traces this historical development, outlining the sport's earliest socio-cultural features that afforded the inclusion of female players and charting the progress of notable women who thrust tennis into the limelight and turned themselves into commodities – the essence of professionalisation. Suzanne Lenglen blazed the trail by becoming, in 1926, the principal attraction in the sport's inaugural professional tour. Female players were encouraged to cast aside the shackles of restrained femininity and chart their own courses in a sport still dominated by men and played according to male standards. The rise of ‘Open Tennis’ in 1968 removed the playing restrictions and stigma of professionalism, but by opening up to the male-dominated corporate world, unsurprisingly it was the male players who initially competed for the lion's share of new money. Billie Jean King's efforts to galvanise her fellow female professionals to compete on a rogue tour sponsored by Virginia Slims left them ousted by the sport's main officials, but the tour's commercial success propelled them toward equality in terms of prize money and status. Still more or less a white, middle-class-dominated pursuit, the arrival of Venus and Serena Williams in the late 1990s turned tennis toward new markets, and the sport's significance for women remains apparent in the fact that its leading players are the most recognisable and well-paid of all professional female athletes.

Much of the discussion surrounding the antivaccine movement focuses on the decision of parents to not vaccinate their children and the resulting danger posed to others. However, the primary risk is borne by the child left unvaccinated. Although living in a developed country with high vaccination rates provides a certain amount of protection through population immunity, the unvaccinated child is still exposed to a considerably greater risk of preventable diseases than one who is vaccinated. I explore the tension between parental choice and the child’s right to be free of preventable diseases. The chapter’s goal is twofold: to advocate for moving from a dyadic framework – considering the interests of the parents against those of the state – to a triadic one, in which the interests of the child are given as much weight as those of the parent and the state; and to discuss which protections are available, and how they can be improved. Specific legal tools available to protect that child are examined, including tort liability of the parents to the child, whether and to what degree criminal law has a role, under what circumstances parental choice should be overridden, and the role of school immunization requirements in protecting the individual child.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

The transition services requirement was added to the Individuals with Disabilities Education Act (IDEA) in 1990. Congress included this mandate in the IDEA to ensure that students with disabilities would be prepared for post-school life. The mandate charges school district personnel with planning and implementing transition services as part of special education programming provided to all eligible students with disabilities when they reach age 16 or earlier if required by state law. The purpose of this chapter is to review the legal requirements regarding transition services and the delivery of transition programming to students with disabilities.