Search results

This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms.

This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews.

Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided.

This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports.

Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses.

This study aims to characterize the main research areas of published works, identify the disciplines that associated with the works and propose research agendas for future inquiries, based on a systematic literature review that encompasses 89 research papers from 2010 to 2020.

This review commenced with the definition of the three research questions, and subsequently three steps were followed: (1) defining criteria for research paper selection; (2) specifying the data bases and selecting the papers based on the criteria and (3) data analysis, conclusion and discussion of selected papers. The search was limited to the selection of research papers in English, focusing on “community disaster resilience” which is the subject of this review and referred to as keywords which were used for the online search for papers. All these three words must be present in the title of the selected papers.

The area “resilience management” and “disaster resilience assessment” accounted for 43% of the studies, and it indicates that research has emphasized the description of how community disaster resilience has been managed and assessed. Three disciplines relating to disaster resilience are disaster risk science, public health and environment, and it indicates that research has fostered core areas of community disaster resilience. Three key research agenda include a growing trend to describe successful efforts to avert a potentially catastrophic disaster through solution-based case studies; a paradigmatic shift and implementation of how communities could help the disaster victims recuperate from disasters.

This review is limited to the numbers of chosen papers, as only full papers were chosen. However, in order to establish more rigorous and inclusive results of the study, the numbers of citations of published papers to be chosen for future inquiry should be taken into account.

This present review originally investigated how the concept of disaster resilience has been applied at the community level and in related areas. As resilience is a multidisciplinary concept that has been investigated by several different disciplines, such as sustainability, psychology, economy and sociology, this study looked into how disciplines related to community disaster resilience to provide agenda for future inquiries. This study therefore characterized the main research areas of published works, identified the disciplines that associated with the works and proposed a research agenda for future inquiries.

There is growing interest from the global development community in the role of agricultural research and extension (AR & E) systems to achieve development targets. Despite this interest, many smallholders in developing countries continue to lack access to updated agricultural information and reliable services. In an effort to increase the effectiveness, impact, and reach of AR & E programs, many governments have attempted to reform their national systems. The paper aims to discuss these issues.

This paper systematically compares the systems and reforms of AR & E in China and India in order to draw out lessons applicable to developing countries. This paper first reviews the existing literature on AR & E systems and their role in agricultural and economic development. The authors then provide a detailed review and comparative analysis of the reforms and approaches implemented in the AR & E systems of China and India. The authors apply this comparative analysis to draw out lessons that can be applied to inform the reformation of AR & E systems in developing countries.

The authors find that although both countries face similar agricultural development challenges, each took a different approach in the reformation of AR & E to address these challenges. Each country’s approaches had different impacts on the effectiveness of the system. Lessons from the reformation of the AR & E systems in China and India can be used to inform and improve the impact of AR & E in developing countries.

The paper examines two systems together using a set of common indicators and factors. The paper’s value comes from its usefulness in informing future AR & E reforms in other developing countries in order to increase the impact of these reforms on development outcomes.

This paper aims to examine the basic determinant factors of human development using the theory of Maqasid al Shari’ah (TMS). It also identifies relevant demographic variables that may likely moderate the relationship among the identified factors.

An in-depth review of the TMS and human capital theory literature was conducted, with a specific attention on their impact to human development.

The extensive review of the relevant literature shows that human development is not only determined by education, health, income, human rights and social justice but also influenced by some demographic variables like educational attainment and gender composition.

This paper is a novel attempt whereby an extensive review on the factors of human development is conducted using TMS and identifying the narrowness in the existing framework. The paper will help researchers to better their understanding in this context. It will also provide the policymakers with adequate information on the important factors of human development with the aim to chart a comprehensive policy direction.

This study investigates the relationship between child gender and a CEO’s top management hiring decisions.

Hypotheses were tested using secondary data on 121 S&P 500 male CEOs, their children, and their top management teams.

Results indicate that child gender is associated with a male CEO’s TMT hiring decisions. Specifically, we find that male CEOs with only daughters were significantly more likely to hire women to their TMTs than male CEOs with only sons and those with both sons and daughters.

This study provides evidence for the roles of familiarity, learning, and empathy in reducing gender biases in selection decisions. Top management hiring decisions have wide implications for organizational settings in general and for the breaking of the glass ceiling in particular.

Reducing gender bias in top manager hiring decisions directly relates to the United Nations’ Sustainable Development Goal 5 of achieving gender equality as women are consistently under-represented at the top of organizations across the world.

By focusing on the hiring of top managers, this study includes hiring decisions that directly impact firm operations. To our knowledge, this is the first study to examine the relationship between child gender and executive hiring decisions with a US S&P 500 sample.