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Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.

Estimates the determinants of job satisfaction for younger US workers. While age representative data from both the USA and Britain routinely show women reporting greater job satisfaction, this is not true for the younger US cohort in National Longitudinal Survey of Youth sample. Finds no gender satisfaction gap, but does find that the job satisfaction of women is less sensitive to both actual and comparison earnings than that of men. Moreover, estimates an expanded specification showing substantial gender differences in the influence of fringe benefit provision (including childcare) on job satisfaction. The expanded specification also demonstrates that while general skills are associated with greater job satisfaction, specific skills are associated with lower job satisfaction, argues that the results are in keeping with human capital theory.

This paper aims to focus on the thinking styles of a group of Accounting students, and to determine whether team teaching by two criteria-specific lecturers can be an effective collaborative teaching approach to accommodate students’ diverse learning preferences. Research on thinking and learning processes led to a four-quadrant whole-brain model of people’s thinking styles and associated learning preferences. The model can be used to identify and accommodate students’ diverse thinking styles and learning preferences.

A case study approach was followed, using multiple data collection methods. The thinking styles of 288 students and two lecturers were surveyed using a thinking style questionnaire and the Herrmann Brain Dominance Instrument. The results of the collaborative teaching approach were obtained by way of a survey questionnaire providing both quantitative and qualitative feedback, as well as a SWOT analysis completed by the involved lecturers.

The main results suggest that a collaborative teaching approach can address students’ diverse learning preferences, although some students may find constant switching between lecturers distracting.

The collaborative teaching approach in the teaching interaction cannot be isolated. Collaborative teaching was not repeated or extended due to resource constraints.

Academics from all disciplines recognise a need for a teaching practice that addresses students’ diverse learning preferences. Hitherto, outside of special education, collaborative teaching has received little scholarly attention, especially as an approach to address tertiary students’ diverse learning preferences.

The purpose of this paper is to describe the relevant role of users/learners as designers/creators of meaningful and effective learning places and spaces in both digital and virtual worlds.

The paper is based on research and observation of changing trends in users' behavior in physical and digital collaborative workplaces and spaces all over the world.

In this third millennium, the new spirit of knowmadic workers and learners is breaking down old design concepts and rules. The progressively more subtle frontier between virtual and physical learning environments and working environments is changing the use by, and the behavior of, learners in these places and spaces. In this context, the transversal‐thinking, designer‐guided paradigm is rendered effectively useless. The era of user‐led design has started. User‐oriented design is an old trend; it has changed over time. In societies and economies based on learning, reflection and constant collaboration, the individualistic design guru has no place.

This paper discusses the evolving strategic role of users/learners as designers and co‐creators of their own places. Traditional design criteria and theories are outdated. The role of the designer as master/creator is not compatible with the collegiate and collaborative, reflective spirit of knowmadic learners. A consequence is a requirement for new strategies and a redefinition of the designer's role in the creation of space. The axis of design control has shifted.

Volume 8 Number 5 of Women in Management Review contains three articles. In the first, entitled “Gender Effects in Salary Increases: A Shifting Pendulum?” by Kenneth W. Thornicroft, the author maintains that a large number of studies suggest that in experimental reward allocation scenarios, females tend to under‐reward themselves vis‐a‐vis similarly situated males. However, the principal studies date from the 1970s and early 1980s. In the past decade there has been a substantial public policy effort, reflected in employment equity legislation and organisation‐level initiatives, targeting direct and systemic gen‐der‐based discriminatory practices. There is some evidence that gender‐ based discriminatory employment practices are receding. In this study, involving 127 undergraduate business administration students, the student allocator's gender was not a significant predictor of reward allocation behaviour. Even more provocative, the results suggest that a reward allocation bias systematically operated in favour of women.

The purpose of this paper is to estimate the influence of workplace teams on wages and wage dispersion within UK establishments.

Four types of workplace teams are analyzed using linked employer and employee data from the British Workplace Employee Relations Survey.

Workplace teams are positively associated with wages but negatively associated with wage dispersion within establishments. The four team variables examined have the same directional influence on both wages and dispersion suggesting that it is the use of teams that is important not necessarily the particular characteristics of teams that are being used. The role of occupation is also examined as teams may be more likely to form in certain occupations. The team results for both wages and wage dispersion are robust to the inclusion of detailed occupational information.

The influence of workplace teams is examined on both employee wages and wage dispersion within establishments. Additionally, the paper extends the previous empirical literature on teams by controlling for occupations at a fine level of detail not previously explored.

The objective of the study is to identify the themes of “family friendly practices” and to perform a literature review. The research aims to identify the emerging trends in the area of “family friendly practices” by carrying out an exhaustive literature review.

The study synthesizes the literature between the years 2010 and 2019. First of all, 150 research articles were identified by keyword search, bibliography and citation search, out of which 57 research articles were selected on the basis of the most sound theoretical background and maximum literature contribution. The citation analysis method was performed on these studies in order to study the journals, authors by using Google Scholar, ResearchGate, the international database Science Citation Index and SCImago Journal Ranking.

The author citation count shows that the research topic is still getting recognition and the research in this area is increasing. The finding of the research is that the current research in family-friendly practices has focused mainly on seven topics: availability and usability of family-friendly policy, job satisfaction, organizational performance, supervisor or manager support, work–life conflict, employee turnover employee retention and women’s employment.

The study may provide valuable inputs to the HRD practitioners, managers, research scholars, to understand the recent trends in the field of family-friendly policy. As per the best knowledge of the author, this is the first study on family-friendly practices using citation analysis.