<em>Book Review</em>

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today's schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today's classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.

Problem. The education system in this 21st century is faced with numerous challenges that, quite often, leave administrators and classroom teachers bewildered in their quest for effective solutions. In light of these challenges, this study investigated three exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how these are structured in different contexts of tertiary institutions and, in addition, to identify how these programs ensure that their graduates are prepared to function effectively in today’s schools. Method. A qualitative case study design was used in this study. Five categories of stakeholders in the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. Results. There are certain distinguishing features of exemplary/effective pre-service teacher education programs whether they are university- or college-based. Programs of this sort will bear eight basic features: (a) coherent program vision, (b) cultural competence, (c) collaborative partnership, (d) contextualization, (e) quality standards, (f) well- planned and implemented field experiences, (g) continuous assessment, (h) experienced committed faculty, and (i) a harmonious blend of theory and practice. These features enhanced the performance of graduates from these institutions. Conclusions. To be effective, pre-service teacher education programs have to prepare prospective teachers to adequately meet the challenges o f teaching in the schools and classrooms of today. The programs’ structure may vary according to their institutions’ guiding principles, beliefs, and vision o f teaching and learning. However, there are certain basic features that will characterize all programs that are operating to prepare the caliber of teachers that the society demands. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.

Successful leaders don’t rest on their laurels because leadership is not a title on a business card. Leadership is a living process and life means growth (Blanchard, 2012). The paper embodies a critical analysis of the book by Cashman (2017) which is meant to exemplify novel paradigms for Generation (z) leaders and beyond. This epic work invites leaders to become innovative and inventive in their practices and to dare to debunk the ideology of boxed leadership practiced in previous epochs. Its journey motif is reflective of the metamorphosing path that each leader must take as they seek to grow, develop and master the expectations of what it means to be an effective leader. Chapter one acts as a mirror which invites the leader to examine and acknowledge one’s own belief systems and ideologies while seeking to lead others. The thrust of chapter two challenges the leader to create stories which inspire the hearts and minds of those they lead to be spurred into action. Chapter three represents the plot in the story motif of chapter two. In chapter three, the leader must set goals, and develop a blueprint which delineates how these goals or actions will be set into motion towards a successful outcome or resolution. Chapter four illuminates the value of building and leading a team through collaboration; while chapter five propels the leader to embrace change in meeting the demands of altering world contexts. In chapter six the author implores leaders to practice a positive and healthy lifestyle which influence greater resilience and energy among those they lead. Being Mastery, in chapter seven, displays the symbiotic relationship between leadership and presence. The leader acts out the vision and mission of the organization and becomes the litmus by which the organizations’ success is gaged. Finally, in chapter eight, the author compels the cycle of growth and maturity in the leader by encouraging coaching and mentoring in order that they can become more efficient in their practice and generate efficacy in those they lead. This work is expected to guide future leaders in developing greater self- awareness in order to be equipped in rising to the challenges facing 21st century leaders in complex multicultural world.