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Article
Publication date: 24 July 2019

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…

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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.

Details

English Teaching: Practice & Critique, vol. 18 no. 2
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 14 March 2016

Goudarz Azar and Rian Drogendijk

This paper aims to examine the relationship between cultural distance (both perceived and objective), innovation and firm export performance.

3632

Abstract

Purpose

This paper aims to examine the relationship between cultural distance (both perceived and objective), innovation and firm export performance.

Design/methodology/approach

Hypotheses were tested here by structural equation modeling using data from 186 export ventures into 23 international markets by Swedish companies.

Findings

The results indicate that managers’ perceptions of substantial cultural differences as well as objective cultural differences (gauged using Hofstede’s (1980, 2001) scores for dimensions of national culture) and subsequent environmental uncertainty when expanding into culturally distant markets triggers strategies for interacting and integrating with the market environment. These include producing and adopting innovations to processes and products and to organizational strategy, structure and administrative procedures to cope with the new environment and overcome uncertainties. These innovations and the associated competitive advantages improve firm export performance.

Originality/value

Despite much research into the relationship between firm internationalization and innovation, little attention has been paid to the effect of the characteristics of the foreign markets (specifically cultural differences) on firm innovation strategies. Moreover, much research has been devoted to the effect of innovation on firm export performance, but such research has mainly focused on one type of innovation, i.e. technological innovation, while the influence of organizational innovation on firm export performance has been basically ignored. The present study validates the explanatory of cultural distance (both perceived and objective) in relation to innovation strategies (technological and organizational) and export performance.

Details

European Business Review, vol. 28 no. 2
Type: Research Article
ISSN: 0955-534X

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Book part
Publication date: 26 August 2019

Evan Ortlieb and Susan Schatz

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983)…

Abstract

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983), but has seen far less application within the teaching of writing. As such, a framework for further incorporating the GRR model into comprehensive writing instruction is presented.

Design – This chapter describes a recursive writing process that includes four iterative and connected steps: we study, we write, we share, and we react and revise. From direct modeling needed to build efficacy (Bloomberg & Pitchford, 2017), prompting in the “we do it together phase” (Fisher & Frey, 2016), and peer collaboration offering students the opportunity to move from the solve it together to the self-regulated stage of learning, the GRR model of writing supports students as they move recursively between the phases of learning.

Findings – The recursive nature of the GRR model of writing offers scaffolded support calibrated to each student’s phase of learning. The gradual release model of recursive writing provides an opportunity for students and teachers to engage in a feedback cycle and permit teachers to pass the pen to students at an ideal time, often encompassing many opportunities to write, react, and revise with their peers serving as an authentic audience.

Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

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Article
Publication date: 1 June 1997

James L. Price

Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to…

17252

Abstract

Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to improve measurement in the study of work organizations and to facilitate the teaching of introductory courses in this subject. Focuses solely on work organizations, that is, social systems in which members work for money. Defines measurement and distinguishes four levels: nominal, ordinal, interval and ratio. Selects specific measures on the basis of quality, diversity, simplicity and availability and evaluates each measure for its validity and reliability. Employs a set of 38 concepts ‐ ranging from “absenteeism” to “turnover” as the handbook’s frame of reference. Concludes by reviewing organizational measurement over the past 30 years and recommending future measurement reseach.

Details

International Journal of Manpower, vol. 18 no. 4/5/6
Type: Research Article
ISSN: 0143-7720

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 January 2020

Christopher Leupold, Erika Lopina and Evan Skloot

Leadership development programs have become widespread in higher education; over 1500 different programs had been registered with the International Leadership Association as of…

500

Abstract

Leadership development programs have become widespread in higher education; over 1500 different programs had been registered with the International Leadership Association as of 2012 (Owen, 2012). Given the prevalence of these programs and the substantial institutional investments they require, examination of their purported impacts is a valid area of investigation. Using the used Multi-Institute Study of Leadership, the current study explored the impact of experiential development programming on two of the instrument’s key outcome variables, resilience and self-efficacy. Results found a significant positive relationship between leadership development programs and self-efficacy, but not for resilience. Additional analyses found that other experiential activities (e.g., on-campus jobs, study abroad, etc.) had essentially the same (significant) impact on self-efficacy as did intentionally leadership development ones. Interpretations and implications are discussed.

Details

Journal of Leadership Education, vol. 19 no. 1
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 26 August 2019

Georgia Earnest García and Christina Passos DeNicolo

Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support…

Abstract

Purpose – The purpose of this study is to share empirical research with educators and researchers to show how the gradual release of responsibility (GRR) model can support bilingual teachers’ implementation of dialogic reading comprehension instruction in student-led small groups and linguistically responsive literacy instruction with emergent bilingual students (Spanish–English) in grades one through four.

Design/Methodology/Approach – The authors provide brief literature reviews on the literacy instruction that bilingual students in low-resourced schools typically receive, on dialogic reading comprehension instruction, and on linguistically responsive literacy instruction. Then, the authors show how teacher educators utilized the GRR framework and process to support bilingual teachers’ movement from whole-class, teacher-directed instruction to dialogic reading comprehension instruction in student-led small groups. Next, the authors illustrate how a third-grade dual-language teacher employed the GRR to teach her students how to use Spanish–English cognates. Lastly, the authors share three vignettes from a first-grade bilingual teacher’s use of the GRR to facilitate her students’ comprehension of teacher read-alouds of narrative and informational texts and English writing.

Findings – When the teacher educators employed the GRR model in combination with socio-constructivist professional staff development, the teachers revealed their concerns about small-group instruction. The teacher educators adjusted their instruction and support to address the teachers’ concerns, helping them to implement small-group instruction. The third-grade bilingual teacher employed the GRR to teach her students how to use a translanguaging strategy, cognates, when writing, spelling, and reading. The first-grade bilingual teacher’s use of the GRR during teacher read-alouds in Spanish and English provided space for her and her students’ translanguaging, and facilitated the students’ comprehension of narrative and informational texts and completion of an English writing assignment.

Research Limitations/Implications – The findings were brief vignettes of effective instruction in bilingual settings that employed the GRR model. Although the authors discussed the limitations of scripted instruction, they did not test it. Additional research needs to investigate how other teacher educators and teachers use the GRR model to develop and implement instructional innovations that tap into the unique language practices of bilingual students.

Practical Implications – The empirical examples should help other teacher educators and bilingual teachers to implement the GRR model to support the improved literacy instruction of bilingual students in grades one through four. The chapter defines linguistically responsive instruction, and shows how translanguaging can be used by bilingual teachers and students to improve the students’ literacy performance.

Originality/Value of Chapter – This chapter provides significant research-based examples of the use of the GRR model with bilingual teachers and students at the elementary level. It shows how employment of the model can provide bilingual teachers and students with the support needed to implement instructional literacy innovations and linguistically responsive instruction.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

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Book part
Publication date: 30 September 2020

Julia B. Lindsey, Rachelle Kuehl and Heidi Anne Mesmer

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the…

Abstract

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

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Article
Publication date: 1 July 2007

Daniel Jiménez‐Jiménez and Raquel Sanz‐Valle

Recent literature has highlighted the importance of human resource management, knowledge management, and technical innovation as key elements for achieving competitive advantage…

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Abstract

Recent literature has highlighted the importance of human resource management, knowledge management, and technical innovation as key elements for achieving competitive advantage. Furthermore, research has shown a positive relationship between these three variables. However, empirical research on this issue is still scarce. This paper analyzes those linkages using structural equation modeling with data collected from 373 Spanish firms. The findings show that there is a relationship among the variables, although it is more complex than described in previous studies.

Details

Management Research: Journal of the Iberoamerican Academy of Management, vol. 5 no. 2
Type: Research Article
ISSN: 1536-5433

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Article
Publication date: 13 January 2022

Parveen P. Gupta, Kevin C.K. Lam, Heibatollah Sami and Haiyan Zhou

In this paper, the authors examine how religious and political factors affect a firm's corporate governance diversity policies.

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Abstract

Purpose

In this paper, the authors examine how religious and political factors affect a firm's corporate governance diversity policies.

Design/methodology/approach

The authors develop five basic empirical models. Model 1 examines how religious beliefs and political affiliation determine whether a firm will establish diversity incentive in its senior executives' performance assessment. Model 2 investigates how the diversity goal, religious beliefs and political affiliation separately affect the level of actual diversity achieved. Model 3 examines how the diversity goal and environmental factors interact to affect the level of actual diversity achieved. Model 4 and Model 5 examine whether the diversity incentive in senior executives' compensation plan and the environmental factors (religious belief and political affiliation) help to reduce the compensation differentials between male and female executives.

Findings

The authors find that firms located in more liberal counties with more Mainline Protestants and less Republican voters in the United States are more likely to include workforce diversity as a criterion in evaluating their senior executives. The authors also provide evidence that firms with diversity goals have more female directors, more female senior executives and more minority directors. However, they find no evidence that the compensation differentials between male and female executives are smaller in these firms. Finally, they find that external environment affects the effectiveness of the implementation of the diversity goals.

Originality/value

In line withthis branch of research, the authors expand the literate on the link between corporate culture and corporate decision-making by investigating the non-financial performance measures. Besides the corporate decision-making in investment, financial reporting and social responsibilities as documented in prior studies, the authors argue that the religious beliefs and political affiliations could also affect the development and implementation of corporate non-financial performance goals in executive incentive contracts.

Details

Asian Review of Accounting, vol. 30 no. 1
Type: Research Article
ISSN: 1321-7348

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Article
Publication date: 1 March 1974

Frances Neel Cheney

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…

300

Abstract

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Details

Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

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