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Article
Publication date: 2 November 2015

Brett Ingerman, Michael D. Hynes, Brian H. Benjet and Kristina Neff

To alert corporations of a May 2015 speech issued by a top Department of Justice Official and a May 2015 settlement agreement between a global resources company and the Securities…

277

Abstract

Purpose

To alert corporations of a May 2015 speech issued by a top Department of Justice Official and a May 2015 settlement agreement between a global resources company and the Securities and Exchange Commission, both of which emphasize the importance of effective corporate compliance programs and provide guidelines and recommendations for achieving compliance programs that actually work.

Design/methodology/approach

Summarizes and analyzes the May 2015 speech of Assistant Attorney General Leslie R. Caldwell at the 10th Annual Compliance Week conference in Washington DC and the May 2015 settlement between BHP Billiton and the SEC to settle Foreign Corrupt Practices Charges.

Findings

The Department of Justice and the Securities and Exchange Commission continue to scrutinize not just whether corporations have compliance programs in place, but whether the compliance programs are actually effective.

Originality/value

Practical guidance from experienced compliance professionals based on recent government opinions and actions concerning corporate compliance programs.

Details

Journal of Investment Compliance, vol. 16 no. 4
Type: Research Article
ISSN: 1528-5812

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Article
Publication date: 25 April 2019

Gabriele Hofinger Jünge, Erlend Alfnes, Kristina Kjersem and Bjorn Andersen

The purpose of this paper is to empirically investigate an effective project management practice focusing on planning and control. By doing so, it contributes to the debate on…

2337

Abstract

Purpose

The purpose of this paper is to empirically investigate an effective project management practice focusing on planning and control. By doing so, it contributes to the debate on rethinking traditional project management practices and accentuates the need for adjustments based on the project context.

Design/methodology/approach

This paper extends the project management theory by proposing a lean project planning (LPP) and control framework, developed and tested in collaboration with ten engineer-to-order (ETO) companies. By following a design science research approach, elements from lean thinking and current project planning and control practices are combined into a maturity model (MM).

Findings

ETO project characteristics are identified, and their implications for planning and control are discussed. Nine enablers that transform current project planning and control approaches into a lean approach are defined, allowing the analysis of the underlying complexity of planning and controlling ETO projects and thus facilitating the determination of the actions required to improve project performance.

Research limitations/implications

Once fully embedded in an organization, the presented MM can provide a safe framework for self-criticism and can be used to conduct self-assessments without the need for an external facilitator. Thus, this paper is of particular interest to practicing project managers who aim to implement LPP and control.

Originality/value

To the authors’ best knowledge, this paper is the first to empirically examine the journey toward LPP and control from a MM perspective. This research attempts to describe the enablers of LPP and control.

Details

International Journal of Managing Projects in Business, vol. 12 no. 4
Type: Research Article
ISSN: 1753-8378

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Article
Publication date: 19 September 2020

Nadia Behizadeh

This paper aims to examine two teachers’ beliefs and practices on teaching writing at an urban, high-performing middle school to determine: What discourses of writing are being…

239

Abstract

Purpose

This paper aims to examine two teachers’ beliefs and practices on teaching writing at an urban, high-performing middle school to determine: What discourses of writing are being taught in an urban, high-performing US public middle school? What factors prevent or enable particular discourses?

Design/methodology/approach

Drawing on case study methods, this study uses a single-case design with two seventh-grade teachers at a high-performing urban school as embedded units of analysis. Data collection took place over one semester. Data sources included observations and interviews with the two teachers, an interview with an administrator and multiple instructional artifacts, including unit and lesson plans. Observational data were analyzed using a priori code for writing discourses (Ivanic, 2004) and interview data were analyzed for factors affecting instruction using open, axial and selective coding.

Findings

Both teachers enacted extended multi-discourse writing instruction integrating skills, creativity, process, genre and social practices discourses supported by their beliefs and experience; colleagues; students’ relatively high test scores; and relative curricular freedom. However, there was minimal evidence of a sociopolitical discourse aligned with critical literacy practices. Limits to the sociopolitical discourse included a lack of a social justice orientation, an influx of low-performing students, a focus on raising test scores, data-focused professional development and district pacing guides. Racism is also considered as an underlying structural factor undermining the sociopolitical discourse.

Research limitations/implications

Although generalizability is limited because of the small sample size and the unique context of this study, two major implications are the need to layer discourses in writing instruction while centering critical pedagogy and develop teacher beliefs and knowledge. To support these two implications, this study suggests developing university-school partnerships and professional development opportunities that create a community of practice around comprehensive writing instruction. Future research will involve continuing to work with the participants in this study and documenting the effects of providing theory and tools for integrating the sociopolitical discourse into middle school curricula and instruction.

Originality/value

This study contributes to the field of literacy education’s understanding of internal and external factors limiting the sociopolitical discourse in a high-performing, urban middle school in the USA, an understudied context.

Details

English Teaching: Practice & Critique, vol. 20 no. 1
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 30 November 2020

Katia Ciampa and Dana Reisboard

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn…

549

Abstract

Purpose

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper aims to describe the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction.

Design/methodology/approach

Three types of qualitative data were collected: researchers’ anecdotal notes during the professional learning sessions; teacher focus groups; and teachers’ blog reflection entries.

Findings

The findings revealed that the PD for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, PD served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

Research limitations/implications

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

Practical implications

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

Social implications

Teachers and teacher educators must reflect on, question and critique their own work in preparing teachers to enter today’s schools as critical, reflective educators. The types of children’s literature that are selected and introduced to students play an important role in dismantling technocratic approaches to literacy instruction and strengthen one’s understanding of one another. Teachers must select books that challenge assumptions and speak of possibilities for change.

Originality/value

Culturally relevant pedagogy that includes culturally relevant children’s literature holds promise for improving literacy instructional and assessment practices and school experiences for culturally and linguistically diverse students, especially in environments where high-stakes testing is emphasized. It is one way to imagine a better schooling experience for students that affirms identities and honors and sustains diversity. For culturally relevant pedagogy to be a reality in education, stakeholders must be on board, including students, parents, teachers, administrators and policymakers.

Details

Journal for Multicultural Education, vol. 15 no. 1
Type: Research Article
ISSN: 2053-535X

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