Melina Lesus and Andrea Vaughan
This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy.
Abstract
Purpose
This study aims to explore how youth poets wrote in a community of practice and how their out-of-school poetry writing contributed toward developing disciplinary literacy.
Design/methodology/approach
In this qualitative case study, the authors studied youth’s writing by drafting narrative field notes, collecting student writing and process drawings and interviewing participants.
Findings
The authors found that the poets in this study maintained ownership of their writing and engaged in writing processes in ways that reflected Behizadeh’s (2019) conception of authenticity as writing that connects both to students’ experiences, and to the purposes and audiences of their writing context.
Practical implications
This out-of-school context provides implications for how English Language Arts teachers can rethink what disciplinary literacy looks like in classroom writing instruction.
Originality/value
By maintaining ownership of their writing, the youth agentively positioned themselves not only as students accumulating disciplinary knowledge but also as participants in a community of practice.
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Kara Michelle Taylor, Evan M. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha and Emily Machado
This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity…
Abstract
Purpose
This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).
Design/methodology/approach
Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.
Findings
Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.
Research limitations/implications
Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.
Practical implications
Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.
Originality/value
Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.
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Emily Machado, Rebecca Woodard, Andrea Vaughan and Rick Coppola
This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in…
Abstract
This study examines how writing teachers manage linguistic ideological dilemmas (LIDs) around grammar instruction and highlights productive strategies employed by one teacher in an instructional unit on poetry. We conducted semi-structured interviews with nine elementary and middle-school teachers to better understand how they conceptualized and enacted writing pedagogies in urban classrooms. Then, we documented the teaching practices of one teacher during a 9-week case study. We describe three LIDs expressed by the teachers we interviewed: (1) a perception of greater linguistic flexibility in speech than in writing; (2) a sense that attention to grammar in feedback can enhance and/or inhibit written communication; and (3) apprehension about whether grammar instruction empowers or marginalizes linguistically minoritized students. We also highlight three productive strategies for teaching grammar while valuing linguistic diversity employed by one teacher: (1) selecting mentor texts that showcase a range of grammars; (2) modeling code-meshing practices; and (3) privileging alternative grammars while grading written work. We describe how teachers might take up pedagogical practices that support linguistic diversity, such as evaluating written assignments in more flexible ways, engaging in contrastive analysis, and teaching students to resist and rewrite existing language rules.
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This chapter examines the effect of changes in the public debt–gross domestic product (GDP) ratio on long, 10 year, interest rates in a panel of 17 countries over the period…
Abstract
This chapter examines the effect of changes in the public debt–gross domestic product (GDP) ratio on long, 10 year, interest rates in a panel of 17 countries over the period 1870–2016 controlling for other variables, in particular the world interest rate. Over this long period, one can argue that most of the big changes in public debt were the product of factors largely exogenous to national interest rate determination, such as war, depression or financial crisis. The issue is of current relevance since the Covid-19 pandemic has caused large increases in the ratio of public debt to GDP in many countries. The estimates suggest that it is the change in debt, rather than the level of debt or the deficit that matters for long interest rates. World interest rates have long- and short-run effects on interest rates which are very well determined and close to one. Current inflation has a small but significant effect.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Ilaria Galavotti, Andrea Lippi and Daniele Cerrato
This paper aims to develop a conceptual framework on how the representativeness heuristic operates in the decision-making process. Specifically, the authors unbundle…
Abstract
Purpose
This paper aims to develop a conceptual framework on how the representativeness heuristic operates in the decision-making process. Specifically, the authors unbundle representativeness into its building blocks: search rule, stopping rule and decision rule. Furthermore, the focus is placed on how individual-level cognitive and behavioral factors, namely experience, intuition and overconfidence, affect the functioning of this heuristic.
Design/methodology/approach
From a theoretical standpoint, the authors build on dual-process theories and on the adaptive toolbox view from the “fast and frugal heuristics” perspective to develop an integrative conceptual framework that uncovers the mechanisms underlying the representativeness heuristic.
Findings
The authors’ conceptualization suggests that the search rule used in representativeness is based on analogical mapping from previous experience, the stopping rule is the representational stability of the analogs and the decision rule is the choice of the alternative upon which there is a convergence of representations and that exceeds the decision maker's aspiration level. In this framework, intuition may help the decision maker to cross-map potentially competing analogies, while overconfidence affects the search time and costs and alters both the stopping and the decision rule.
Originality/value
The authors develop a conceptual framework on representativeness, as one of the most common, though still poorly investigated, heuristics. The model offers a nuanced perspective that explores the cognitive and behavioral mechanisms that shape the use of representativeness in decision-making. The authors also discuss the theoretical implications of their model and outline future research avenues that may further contribute to enriching their understanding of decision-making processes.
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Nagamani Nagaraja and Benny Godwin J. Davidson
Two essential components, a robust information technology (IT) infrastructure and faculty training in student-centred pedagogies and technology usage, are necessary for effective…
Abstract
Two essential components, a robust information technology (IT) infrastructure and faculty training in student-centred pedagogies and technology usage, are necessary for effective blended learning designs. Many universities invest in IT infrastructure such as bandwidth, high-end subscriptions, servers, SMART boards, projectors, Wi-Fi enhancement, learning management systems, IT support, and other tools. Faculty training is crucial and includes instruction on using the new infrastructure and adopting pedagogical methods associated with blended learning. This study’s primary objective is to explore the challenges and pedagogical transformation towards blended learning designs in India. The research also investigates the impact of social context and emotional support on blended learning. It examines the mediating role of technostress among teachers between hybrid mode transformation and blended learning. The study’s results will provide critical insights for academic institutions’ higher management to encourage the adoption of learning designs and blended techniques by their employees during unforeseen events in the future, utilizing effective leadership and management skills. The study aims to assist academic institutions in meeting the demand for experiential learning in the classroom by incorporating blended learning. It acts as a bridge between industry expectations and academic outcomes. The study uniquely addresses the need for increased student engagement in the classroom.
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Adriano O. Solis, Janithra Wimaladasa, Ali Asgary, Maryam Shafiei Sabet and Michael Ing
The COVID-19 pandemic has changed many facets of urban life and operations, including emergency incidents. This study examines how COVID-19 has brought about changes in, and…
Abstract
Purpose
The COVID-19 pandemic has changed many facets of urban life and operations, including emergency incidents. This study examines how COVID-19 has brought about changes in, and shifting patterns of, emergency incidents in the City of Vaughan, Ontario, Canada. This study aims to derive insights that could potentially inform planning and decision-making of fire and rescue service operations as further stages of the pandemic unfold.
Design/methodology/approach
Standard temporal analysis methods are applied to investigate the changes in the number and nature of emergency incidents, as recorded sequentially in the city's fire and rescue service incident report database, through various phases or waves of the pandemic and the associated public health measures that have been introduced.
Findings
The study analyses show a decrease in the number of emergency calls compared to previous reference years. Vehicle-related incidents show the highest decline, and changes in daily and hourly pattens are consistent with public health measures in place during each stage of the pandemic. The study concludes that the COVID-19 pandemic has had a significant impact on demand for emergency services provided by the fire department.
Originality/value
The authors believe this is the first study applying temporal analysis on a city's emergency incident response data spanning various phases/waves of the COVID-19 pandemic. The analysis may be replicated for other municipal fire services, which can generate further insights that may apply to specific local conditions and states of the pandemic.