In this article, we discuss peer coaching as a relatively new form of coaching practice that expands the relational resources available to individuals focused on change. Peer coaching is a helping relationship that facilitates mutual learning and development to accomplish specific tasks or goals. It is most effective when participants establish high-quality relationships and connections by focusing on both content and process. To enhance such capability we integrate the theory of coordinated management of meaning, a relational communication approach that emphasizes how meaning and learning are created through interpersonal interactions. Coordinated management of meaning models applied in our three-step model of peer coaching demonstrate the value of their application. We then assume a balcony perspective to deepen understanding by incorporating conceptual and empirical work. We conclude by inviting scholars and practitioners to adopt our integrated model to enhance positive outcomes for both individuals and organizations.

Historically, professional identity was viewed as a singular construct, and the boundary-spanning dynamics of subidentities remained unexamined. More recently, identity scholars have paved the way to consider the multiple personal and social identities that comprise an individual's professional identity. These dynamics are exemplified by the unique challenges that scholar-practitioners regularly encounter. To deepen understanding of variations in how scholar-practitioners enact their professional identity, we interviewed young scholar-practitioners who completed their doctorates in the past 7 years, as well as seasoned scholar-practitioners with at least 20 years of experience. We elicited metaphors from the interviewees to explore the complexities of their professional identity and subidentities and the challenges that scholar-practitioners face at different stages of career development. We offer implications for the future socialization of scholar-practitioners and others in boundary-spanning roles.

An essential part of Edgar Schein's legacy is his modeling of the role of scholar—practitioner. To better understand this legacy, the authors explored how being a scholar—practitioner is defined by those who ascribe to this role and the challenges and opportunities these individuals face as they go about their work. Their inquiry consisted of 25 interviews, a systematic reflection on their own professional journeys as scholar—practitioners, and a review of others' related work. The authors confirmed that scholar—practitioners identify with the primary tasks of generating new knowledge and improving practice, yet how they prioritize and go about their work varies with where they are on the scholar—practitioner continuum. The authors highlight five themes to clarify the complexities of the role, stimulate further inquiry, continue dialogue, and ultimately lead to the creation of new venues in which scholar—practitioners can thrive and enhance their contributions to the world.

Perceived interactions between the dream division of consciousness and waking consciousness were investigated by asking subjects to attribute their moods to one of ten possible causes and to rate the influence of their dreams for twenty-eight days. Over time, some subjects occasionally evaluated dreams as the dominant cause of their moods. Across subjects and days, 11 percent of recalled dreams were perceived by subjects as the most influential cause of their moods as compared to other causes and 35 percent of recalled dreams were considered moderately influential. The present findings present preliminary evidence for modest perceived interactions between the dream division of consciousness and waking consciousness in natural settings as well as modest individual and sex differences in either the ability or practice of utilizing these perceived interactions.