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To describe the role of teaching “the paragraph” in furthering literacy goals. The study considers one concept, the Claim-Support-Conclusion Paragraph (CSC) as a curricular and pedagogic intervention supporting writing and academic success for the marginalized students in two classrooms.

While this study corresponds to a gap in the literature of writing instruction (and paragraphing), it takes as its model the development of comprehensive collaborations where researcher-scholars embed themselves in the real practices of school classrooms. A fully-fledged partnership between researcher, practitioners, is characteristic of “practice embedded educational research,” or PEER (Snow, 2015), with analysis of data following qualitative and case study methodology.

Practice-embedded research in this partnership consistently revealed several important themes, including the effective use of the CSC paragraph functions as a critical common denominator across rich curricular choices. Extensive use of writing practice drives increased literacy fluency for struggling students, and writing practice can be highly integrated with reading practice. Effective writing instruction likely includes analytic and interpretive purposes, as well as personal, aesthetic writing, and teaching good paragraphing is intertwined with all of these genres in a community that values writing routines.

Greater academic success for the marginalized students in their classroom necessitates the use of a variety of scaffolds, and writing instruction can include the CSC paragraph as a means to develop academic literacies, including argumentation. Collaborative and innovative work with curriculum within a PEER model may have affordances for developing practitioner and researcher knowledge about writing instruction.

State-owned enterprises’ (SOEs) goals are perceived as two-sided blades, providing goods or services to the public on one side and escalating the government’s wealth on the other side. Treating the SOEs, government encounters the problem of injection strategy or privatize them. At the same time, managers have the option to formulate the SOEs strategy to boost performance. By using Miles and Snow’s typology strategy and the above factors, this paper investigates those impacts on Indonesia’s SOEs’ performance. This study aims to propose strategic typology as the main predictor with other variables such as the size, ownership structure, market competitiveness and capital subsidy on SOEs.

The study uses archived SOEs’ financial data from 2014 to 2018 to predict the financial performance using ordinal logistic regression analysis. The additional factors, such as firm size, ownership structure, market concentration and capital subsidy, are incorporated.

The result demonstrates that SOEs strategic typology, market concentration, size, ownership structure and capital subsidy significantly affect Indonesia’s SOEs’ performance.

To the best of the authors’ knowledge, this paper is the first elaborating government policies for SOEs, such as capital subsidy and state ownership, on the perspective of Miles and Snow’s strategy-performance relationship. Correspondingly, the paper contributes to examine the Indonesian characteristic SOE type with the performance. No single study has previously explored this relationship in the context of SOE in Indonesia.

A collaborative community is an organizational form that is increasingly being used in knowledge-intensive industries to accelerate innovation via collaboration. This study examines key design issues faced by a bilateral broker collaborative community at the point of its formation: (1) whether a critical mass of members is required for community survival, (2) the nature of the match between member skills and community challenges, and (3) how the mix of member skills needs to be adjusted over time to sustain community growth. Findings from our agent-based simulation study indicate that, contrary to suggestions in the literature, a critical mass of members is not necessary for a bilateral broker community to survive early on. The literature also suggests that there should be a match between the skill levels of community members and the skill requirements of the challenges that the community must solve in order for it to grow. We find that a match between skill levels and challenge requirements is necessary but not sufficient: the skill levels of community members must significantly exceed the skill requirements of the challenges. Lastly, we find that the appropriate amount of heterogeneity in member skills is contingent on several factors associated with how the community adapts over time. Implications of these findings for the theory and practice of organization design are discussed.

ON 24TH APRIL 1971, a new library building was opened by the Rt Hon Lord Snow cbe. Taken by itself, that bald news items does not seem particularly surprising; new libraries are not uncommon and C P Snow a most appropriate choice as a distinguished guest for such a function. However, the significance lay in the fact that this was a polytechnic library, and may well be the first of many as the polytechnics receive building funds to allow them to expand in their official role as a distinctive sector of higher education.

This descriptive study of 184 small firms identified strategies most frequently used by their managers. These strategies were identified using the Entrepreneurial Strategy Matrix, a situational model in which the identification of levels of innovation and risk lead to prescriptions of appropriate strategies. Concurrently, this model was empirically tested and its validity supported. Of the strategies used, the five most common were: “work to create a competitive advantage,” “maintain innovation,” “lower the costs of developing and/or maintaining one’s venture,” “defend product/service as it is now,” and “create a first mover advantage.” In addition, there were no differences between the use of strategies by entrepreneurs in service and manufacturing industries.

This chapter develops a conceptual framework to explain variance in the functioning of multinational work teams. We draw upon existing theories of multinational teams (MNTs) looking at the core internal dynamics that provide critical building blocks for understanding team functioning. These dynamics are then examined in terms of the cultural intelligence of team members and how it interacts with the core features of an MNT. We discuss the ramifications of these results for structuring and running global teams in the field.

Artifacts are rarely used today to visualize thoughts, insights, and ideas in strategy work. Rather, textual and verbal communication dominates. This is despite artifacts and visual representations holding many advantages as tools to create and make sense of strategy in teamwork. To advance our understanding of the benefits of visual aids in strategy work, I synthesize insights from cognitive psychology, neuroscience, and management research. My analysis exposes distinct neurocognitive advantages concerning attention, emotion, learning, memory, intuition, and creativity from visual sense-building. These advantages increase when sense-building activities are playful and storytelling is used.

In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in the education of ASRs including how to address the achievement gap that emerges between proficient readers and a variety of poor reader subgroups predicted by the Simple View of Reading. The authors present current research in the components of reading comprehension (e.g., text structures, vocabulary, prior knowledge, cognitive strategies, and motivation) and explicit pedagogical practices associated with improving outcomes for ASRs, including a school-wide framework called the Content Literacy Continuum. Two specific interventions with supporting research are presented as model practices to improve outcomes for ASRs.