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Article
Publication date: 29 March 2024

Leslie Rogers, Megan Burke, Leslie Laud and Rebecca Herricks

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in…

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Abstract

Purpose

This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery methods. Highlighting a collaborative effort between an institute of higher education (IHE), a middle school and ThinkSRSD, a PBPD for SRSD developer, the example underscores the long-term benefits and innovative insights into engaging with PBPD for SRSD over multiple years.

Design/methodology/approach

The case involves analyzing survey data collected over five years. These surveys, which included specific SRSD-related queries and open-ended questions, were instrumental in assessing the evolution of the educators’ perceptions regarding SRSD and their engagement with PBPD. Additionally, the paper details PBPD activities as documented in a research journal, providing a comprehensive account of the developmental process.

Findings

Through a cross-institutional partnership, two middle school general educators participated in PBPD for SRSD for 30 h across five years. Their engagement with PBPD progressed from initial introduction and implementation to facilitating PBPD for SRSD among peers and at the national level. Over time, the most consistently enacted SRSD action was “memorize it,” while actions such as “discuss it,” “support it” and “independent performance” showed greater variability. Both educators consistently praised SRSD and sought continued PBPD engagement over the five years.

Originality/value

Our case example is the first five-year analysis of PBPD for SRSD among general middle school educators, highlighting the benefits and challenges of adopting evidence-based writing instruction. Our example emphasizes the need for continuous and focused professional development in areas crucial for student success, including self-regulation, prewriting strategies and techniques for fostering independent performance. Moreover, the two middle school educators’ critical feedback is invaluable for refining PBPD for SRSD. This work also enriches professional development schools (PDS) literature by offering effective strategies to support middle school teachers in developing a vibrant writing community, a cornerstone for student advancement in writing.

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Book part
Publication date: 26 April 2024

Kristina Rios and Paul Luelmo

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004)

Abstract

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

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Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

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The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

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Book part
Publication date: 7 June 2010

Michael J. Burke and Sloane M. Signal

While research on workplace safety spans across disciplines in medicine, public health, engineering, psychology, and business, research to date has not adopted a multilevel…

Abstract

While research on workplace safety spans across disciplines in medicine, public health, engineering, psychology, and business, research to date has not adopted a multilevel theoretical perspective that integrates theoretical issues and findings from various disciplines. In this chapter, we integrate research on workplace safety from a variety of disciplines and fields to develop a multilevel model of the processes that affect individual safety performance and safety and health outcomes. In doing so, we focus on cross-level linkages among national, organizational, and individual-level variables in relation to the exhibition of safe work behavior and occurrence of individual-level accidents, injuries, illnesses, and diseases. Our modeling of workplace safety is intended to fill a theoretical gap in our understanding of how the multitude of individual differences and situational factors interrelate across time to influence individual level safety behaviors and the consequences of these actions, and to encourage research to expand the limits of our knowledge.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-0-85724-126-9

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Book part
Publication date: 24 October 2022

Mehdi Shiva, Hassan Molana and Andrzej Kwiatkowski

While climatic conditions are believed to have some influence on triggering conflicts, the existing empirical results on the nature and statistical significance of their…

Abstract

While climatic conditions are believed to have some influence on triggering conflicts, the existing empirical results on the nature and statistical significance of their explanatory role are not conclusive. We construct a dataset for a sample of 139 countries which records the occurrence of an armed conflict, the annual average temperature and precipitation levels, as well as the relevant socioeconomic, demographic, and geographic measures over the 1961–2011 period. Using this dataset and controlling for the effect of relevant nonclimate variables, our comprehensive econometric analyses support the influencing role of climatic factors. Our results are robust and consistent with the hypothesis that climate warming is instrumental in raising the probability of onset of internal armed conflicts and suggests that, along with regulating population size and promoting political stability, controlling climate change is an effective factor for inducing peace by way of curtailing the onset of armed conflicts.

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Race and Space
Type: Book
ISBN: 978-1-80117-725-2

Keywords

Available. Content available
Book part
Publication date: 24 August 2017

Amy C. Edmondson and Jean-François Harvey

Free Access. Free Access

Abstract

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Extreme Teaming
Type: Book
ISBN: 978-1-78635-449-5

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Article
Publication date: 14 June 2022

Zahid Hussain Bhat, Rouf Ahmad Mir, Raja Rameez and Riyaz Ahmad Rainayee

This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer…

1136

Abstract

Purpose

This study aims to highlight the role of individual and instructional design factors on training transfer and explore and review focal training factors that influence the transfer of training.

Design/methodology/approach

A conceptual framework has been developed for this study to better present the prevalent factors that have been empirically validated.

Findings

The facets of transfer encompassed in this study have gathered enough evidence to demonstrate a positive association with the transfer. This review points out that all predictor variables (learner characteristics, instructional design and environmental factors) positively and significantly influence the transfer of training. A mix of variables is proposed, with further investigation recommended to develop a robust training transfer hypotheses.

Research limitations/implications

This study contributes to the training transfer literature in three ways. First, the authors have shown the positive influence of pre-training factors on training transfer. This study is grounded in a robust theoretical framework, thus fulfilling the previous gaps. This conceptual study elaborates on the importance of factors to establish the training transfer hypothesis. Future studies should test the suggested framework and look for other things that could help learners be more effective and motivated so that training can be more effective and transferable.

Practical implications

This study has significant findings for organizations operating in the current business scenario to enhance learning transfer, where the transfer is very low and a significant cause of concern for every organization. By making management aware of the success factors of training transfer, they can ensure a better training transfer. In this study, the transfer design considerations are discussed in detail, and their practical consequences are provided for training transfer in general and training professionals in particular.

Originality/value

The training transfer literature showcases two significant gaps; first, it lacks appropriate characteristics, and second, there is variability in the results. This study bridges the gaps and attempts to advance our understanding of training transfer grounded in the theoretical framework by focusing on learner characteristics, instructional design and work environment in training transfer, which predictor variables can improve training transfer. This study also contributes to the current training transfer literature by proposing a combination of factors that provide a theoretical foundation for developing a solid training transfer theory.

Details

Industrial and Commercial Training, vol. 54 no. 4
Type: Research Article
ISSN: 0019-7858

Keywords

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Book part
Publication date: 12 December 2022

Mollie T. Adams, Kerry K. Inger and Michele D. Meckfessel

The purpose of this chapter is to serve as a resource for accounting faculty seeking tax-related cases to include in their courses. This annotated bibliography provides a table…

Abstract

The purpose of this chapter is to serve as a resource for accounting faculty seeking tax-related cases to include in their courses. This annotated bibliography provides a table and discussion of 50 educational tax cases published in six major accounting journals from 2003 to 2021. Cases are classified and discussed by recommended course placement. In addition, the authors make observations about trends in case content and format. This chapter complements the Fogarty (2022) review and commentary on tax cases published in this volume.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-80382-727-8

Keywords

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Abstract

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The Aging Workforce Handbook
Type: Book
ISBN: 978-1-78635-448-8

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Book part
Publication date: 19 November 2015

Stephen M. Fiore, Dorothy R. Carter and Raquel Asencio

In this chapter we discuss attitudinal and affective factors in the context of science teams. We review some of the key findings on conflict, trust, and cohesion in teams and…

Abstract

In this chapter we discuss attitudinal and affective factors in the context of science teams. We review some of the key findings on conflict, trust, and cohesion in teams and discuss the differentiation between team-related and task-related definitions of each. In so doing, we discuss their relevance to team effectiveness in science teams and provide guidance on notional areas of research for understanding how these are related to effectiveness in science teams.

Details

Team Cohesion: Advances in Psychological Theory, Methods and Practice
Type: Book
ISBN: 978-1-78560-283-2

Keywords

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