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This paper aims to describe the Recovering Citizenship Learning Collaborative (RCLC), a training, consultation and implementation effort for 13 local mental health authorities and two state hospitals.

The learning collaborative used a Recovering Citizenship approach, which holds that recovery occurs in the context of people’s lives in their communities and society, that is, their citizenship. The RCLC was implemented by the Connecticut Department of Mental Health and Addiction Services (DMHAS) in the USA and the Yale Program for Recovery and Community Health along with lived experience leaders. The RCLC supported system change through training DMHAS staff on concepts of recovery and citizenship and developing agency action plans, with the long-term goal of improving citizenship-oriented care at the agency-level and recovery and citizenship-related outcomes for people receiving services.

Lessons learned include the importance of assessing organizational readiness for change, addressing leadership investment and attention to systemic barrier, and offering tools to promote structure and accountability. Next steps are supporting agency action plans through technical assistance, state-wide educational offerings and a resource library.

Systemic barriers are considerable and must be addressed before system transformation is possible.

The authors are hopeful that the RCLC has been part of overcoming those challenges and can be a tool for building foundations for improving citizen practices and people’s citizenship-related outcomes.

Next steps are sustaining agency action plans, ongoing agency-specific technical assistance, ongoing state-wide educational offerings and a resource library.

The RCLC has provided tools and supports to build the foundation for improved citizenship practices and client outcomes at the multiagency system level.

Existing research argues that repression hindered the ability of local civil rights movements to influence the development of local War on Poverty programs; however, the Virginia civil rights struggle defies this pattern. This comparative county-level study melds institutionalist accounts of welfare state development with an analysis of movement repression in order to explain this paradox. A distinction is made between situational and institutional repression. While scholars focus on the former and its negative impact on mobilization, this study suggests that institutional repression can have the opposite effect, unifying movements and facilitating their influence on the formation and implementation of poverty policy.

The purpose of this paper is to propose and support a model to predict the effectiveness of teams.

The literature provides a wide variety of variables or constructs to measure the effectiveness of a team. The article proposes a mathematical model to predict the effectiveness of a team. A priori comparisons are used to develop a mathematical model of the optimum team.

The study expands on the theory of team effectiveness and demonstrates that a theoretically developed empirical model can predict team effectiveness quantitatively. A mathematical model was developed as an empirical function of performance, behavior, attitude, team member style and corporate culture.

There has been little effort to standardize the measurable variables of team effectiveness. Additionally, the means to evaluate the individual's influence on team effectiveness has not been documented in relation to the effectiveness of the team. This paper uses a specific set of constructs, which might be the optimum set of variables to measure performance, behavior, and attitude.

By considering the model suggested here, managers will be able to select individual team members to enhance team performance.

Few models have been proposed to predict the effectiveness of a team based on team member selection. This model provides anyone selecting team members with a model to use when choosing among technically qualified candidates.

Suitable for both MBA- and undergraduate-level courses such as “Integrated Marketing Communications,” this case series traces a product from idea to established, successful brand. In this A case, a spirits industry executive perceives a gap between the under-$10 and the $25-and-up vodkas. Could a midpriced vodka capture some volume from each of those markets? Decisions on pricing, target, distribution, branding, and promotion are considered.

This article examines the literature related to the marginalization of social studies through the lens of elementary social studies teacher education. This study presents the case of two different states wherein one state, Virginia, tests social studies in elementary schools and another state, North Carolina, where social studies is not tested until middle school. The data gathered from both states were originally analyzed to shed light on the question of testing's effect on teacher preparation and subsequent curriculum enactment. Data collected from the study suggest that factors such as field experiences, programs of study, and methods instruction impact teacher education in elementary social studies in more important ways than student testing.

The purpose of this paper is to demonstrate that an implication of Holcombe’s (2002) model is a “revolution trap.” This paper extends Holcombe’s model adding Klein’s concept of entrepreneurship as judgment concerning the use of heterogeneous political capital. The authors use the case of the USA presidential election of 1800 to demonstrate the utility of the extension, and to discuss how political entrepreneurship served to prevent a revolution trap. The political entrepreneurship of 1800 established the precedent of peaceful transition of power in the USA, which opened the door to the rapid economic development of the early nineteenth century.

This is a historical case study using letters, newspapers, pamphlets, and other pieces of empirical evidence to highlight an important moment of political entrepreneurship.

Many contemporary observers predicted that the USA would devolve into continuous revolution, which the authors argue Holcombe’s (2002) model predicts. However, political entrepreneurship ended the revolutionary period in the former British North America. Moreover, the political entrepreneurship ending the election crisis established the precedent of peaceful political succession. This precedent comparatively elevated the returns of productive, market entrepreneurship (Baumol, 1990). As a result, the USA experiences a prolonged period of entrepreneurially driven economic growth.

To the authors knowledge, no one has developed the implication of a “revolution trap” from Holcombe’s (2002) model, nor has anyone applied Klein’s (2008) model to extend Holcombe’s model of political entrepreneurship. Although the disputed presidential election of 1800 has been extensively researched, no one has analyzed the election and its resolution from the perspective of political entrepreneurship.

The purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.

The article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.

The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.

The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.