Nazim U. Ahmed, Cynthia S. Ma and Ray V. Montagno
Currently over seventy percent of the work force is employed in white‐collar jobs. The implication ofwhite‐collar productivity for organizational growth and competitiveness is…
Abstract
Currently over seventy percent of the work force is employed in white‐collar jobs. The implication ofwhite‐collar productivity for organizational growth and competitiveness is extremely significant. It is easy to measure the productivity for blue‐collar employees, as the inputs and outputs are well defined. However the process of measuring the productivity of the white‐collar employee is complicated. A model for measuring white‐collar productivity is presented. The organization should design its own productivity measures seeking active employee involvement. The measures developed should be used to design productivity improvement strategies for long term growth and competitiveness of the organization.
Details
Keywords
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…
Abstract
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.
Details
Keywords
Georgianna Meléndez and Banu Özkazanç-Pan
This paper considers the phenomenon of “opting out” from an intersectional lens, bringing in hitherto undertheorized dimensions of gender, race and power into the conversation…
Abstract
Purpose
This paper considers the phenomenon of “opting out” from an intersectional lens, bringing in hitherto undertheorized dimensions of gender, race and power into the conversation related to why and how some women of color may make the “choice” to leave an organization.
Design/methodology/approach
Through a single case study approach, our research elucidates how identity-connected experiences unconnected to work/life balance constraints and tensions caused one immigrant woman of color to leave the workplace. We expand upon the current use of intersectionality in management and organization studies by applying it as a lens to bring into consideration power relations in organizations and structural inequality as the context for understanding why and how some women of color may leave their places of employment.
Findings
Based on our in-depth case study, we demonstrate that microaggressions, power relations, and structural inequities contribute to some women of color opting out.
Originality/value
This paper is of value to scholars interested in intersectionality framework applications.
Details
Keywords
Yvonne S. Freeman and Alma D. Rodríguez
The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education…
Abstract
The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education at a university in South Texas. In this Self-Study of Teacher Education Practice (S-STEP) research, the authors investigated how teachers can transform their practice and come to value their students’ abilities to interpret literature. They engaged the teachers in projects using quality children’s literature. The projects were carried out by graduate inservice teachers teaching Spanish/English bilingual students studying at different grade levels. Some teachers taught along the Texas/Mexico border and others taught in a large metropolitan school district in central Texas. The authors used their analysis of the inservice teachers’ projects as data to inform their own practice as teacher educators. In the first project, the bilingual teachers engaged their students in exploratory talk that allowed them to bring their backgrounds and experiences into discussions of what they read. The second project challenged the teachers to consider the importance of the images in high-quality illustrated children’s books. The teachers asked their students to read the images and expand their understanding of the books by considering more than the words in the texts. In the final project, the teachers guided their students through Ada’s stages of creative dialogue using children’s literature. The authors describe the projects in detail and give examples from four different teachers showing what they learned about teaching children’s literature and how they changed their perspectives about what their emergent bilingual students could do. Although only four teachers are highlighted, they are representative of students taking the course and engaging in the projects over three different semesters.
Details
Keywords
Cynthia Szymanski Sunal, Lynn A. Kelley and Dennis W. Sunal
Kindergarteners’ (n=41) concept of peace, a foundational social studies concept, was investigated via pre- and post-assessments that first, asked them to physically demonstrate…
Abstract
Kindergarteners’ (n=41) concept of peace, a foundational social studies concept, was investigated via pre- and post-assessments that first, asked them to physically demonstrate how they looked or felt when they were at peace, second, asked them to draw a scene showing peace, and third, to caption the drawing. In pre-assessments all but three children demonstrated aggression and drew aggressive stances accompanied by captions indicating aggression. After opportunities to read about, discuss, and explore the concept of peace over five weeks, post-assessment occurred. In the post-assessments none of the data indicated aggression. Categories coded showed peace described as enjoyable activities, pro-social behaviors, and quietness/calmness/privacy. The study suggests hypotheses for further research investigating the concept of peace among very young children and possible factors influencing their concept and implications for social studies curriculum.
Details
Keywords
Anamika Megwalu, Christina Miller and Cynthia R. Haller
This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader…
Abstract
Purpose
This paper aims to describe the inception and continuation of a collaborative effort between York College’s Common Reader program and the York College Library. The Common Reader program comprises academic and extracurricular activities designed to help achieve the goals of York College’s First Year Experience Program to assist in the successful transition, achievement and retention of first-year students at York College, The City University of New York.
Design/methodology/approach
The Common Reader Committee was initially comprising only of participating classroom faculty and Student Development staff. York College Library was invited to help with one of the extracurricular events. Subsequently, the collaboration was considered essential to the success of the Common Reader program. This paper describes the library’s role in supporting the initiative.
Findings
The library is an active member of York’s Common Reader Committee and is involved in the selection of the Common Reader book; publicity of the program; promotion of library resources and services; and the programming of extracurricular events. Involvement in these areas allows the library to collaboratively build a learning community, integrate information literacy skills into the curricula, nurture the practice of critical reading and help students feel connected in a new academic environment.
Originality/value
Many colleges have implemented common reading programs, and, in many cases, libraries have been involved in the program in some shape or form. However, at York College, there is a strategic partnership between the library and the Common Reader program. Such a partnership has made it possible for the library to be deeply involved in helping students transition to college life.
Details
Keywords
John H. Bickford III and Cynthia W. Rich
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate…
Abstract
Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.
Details
Keywords
John H. Bickford III and Cynthia W. Rich
State and national initiatives place an increased emphasis on both students’ exposure to diverse texts and teachers’ integration of English/language arts and history/social…
Abstract
State and national initiatives place an increased emphasis on both students’ exposure to diverse texts and teachers’ integration of English/language arts and history/social studies. The intent is for students to critically examine diverse accounts and perspectives of the same historical event or era. Critical examination can be accomplished through teachers’ purposeful juxtaposition of age-appropriate, engaging trade books and relevant informational texts, such as primary source materials. To guide interested elementary and middle level teachers, researchers can evaluate trade books for historical representation and suggest divergent or competing narratives that compel students to scrutinize diverse perspectives. Researchers can locate germane primary sources and modify them in ways that maintain their historicity. As students read, they scrutinize, contextualize, and corroborate sources, which enables them to actively construct historical understandings. We examined children’s literature centered on child labor. We juxtaposed trade books targeting elementary students with those intended for middle level students. While our findings revealed various forms of historical misrepresentation, child labor trade books appear far more historically representative than those centered on slavery.