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Article
Publication date: 30 September 2014

Martin C. Seay, Andrew T. Carswell, Melissa Wilmarth and Lloyd G. Zimmerman

The purpose of this research was to explore the growth of Home Equity Conversion Mortgage (HECM) fraud and the role of housing counselors in its identification and prevention…

413

Abstract

Purpose

The purpose of this research was to explore the growth of Home Equity Conversion Mortgage (HECM) fraud and the role of housing counselors in its identification and prevention. HECMs are the Federal Housing Administration endorsed version of a reverse mortgage and represent the majority of reverse mortgages on the market.

Design/methodology/approach

To investigate HECM counselor’s training, and their ability to detect fraudulent activity, a survey was constructed and distributed nationwide using HUD’s publicly available roster of qualified agencies and counselors. The survey consisted of three main sections agency and respondent information including HECM certification process, typical interactions with clients, and mortgage fraud and HECM fraud.

Findings

Responses indicate that HECM counselors have limited awareness of and training in identifying fraudulent activities.

Originality/value

The case is made that additional training is needed to raise awareness among counselors so that they might better serve their clients. Given the sizable population that may legitimately need HECMs, it is important to improve awareness and provide training to detect fraudulent schemes and prevent this type of deception from occurring.

Details

Journal of Financial Crime, vol. 21 no. 4
Type: Research Article
ISSN: 1359-0790

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Publication date: 23 January 2017

Melissa Schieble and Jody Polleck

English teacher candidates have limited opportunities to examine classroom-based discussions about LGBTQ-themed texts and heteronormativity in teacher education courses. This…

Abstract

English teacher candidates have limited opportunities to examine classroom-based discussions about LGBTQ-themed texts and heteronormativity in teacher education courses. This chapter presents one effort to address this issue using a video-based field experience in the English Methods course that demonstrated a critical unit of instruction about the play, Angels in America. The chapter provides a description of the project and English teacher candidates’ perspectives about what they learned for English educators interested in devising similar projects for their courses.

Details

Innovations in English Language Arts Teacher Education
Type: Book
ISBN: 978-1-78714-050-9

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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…

543

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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Article
Publication date: 16 February 2024

Kristen A. Foos

This paper aims to investigate how narrative is constructed to create connections with fat readers, how books function to envision spaces of fat liberation for young readers and…

100

Abstract

Purpose

This paper aims to investigate how narrative is constructed to create connections with fat readers, how books function to envision spaces of fat liberation for young readers and to highlight the incredible importance of providing bigger mirrors (Bishop, 1990) for fat representation in children’s literature.

Design/methodology/approach

This paper analyzes and reflects on two texts that contain counternarratives of fatness: The (Other) F Word: A celebration of the fat and fierce edited by Angie Manfredi (2019) and Big by Vashti Harrison (2023) to interrogate how these two narratives intentionally disrupt anti-fat bias.

Findings

Body size and fatness are identities that need to be included in diversity efforts within education. Books like The (Other) F Word: A celebration of the fat and fierce (Manfredi, 2019) and Big (Harrison, 2023) offer positive representations of fatness, disrupt biases around body size and provide spaces that allow fat students to find joy, hope, connection and, more than anything, imagine a way toward liberation.

Research limitations/implications

This paper highlights the need to include more narratives of positive fat representation within children’s literature and calls for educators to interrogate their own anti-fat biases and practices.

Originality/value

There is a lack of research on fat representation specifically within children and young adult literature. This paper provides an analysis of two pieces of literature with fat representation that brings attention to the need for this type of future research.

Details

English Teaching: Practice & Critique, vol. 23 no. 2
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 5 October 2015

Michael I.C. Nwogugu

– This paper aims to explain the weaknesses and inconsistencies inherent in the Dodd-Frank Act of 2010 (USA).

1994

Abstract

Purpose

This paper aims to explain the weaknesses and inconsistencies inherent in the Dodd-Frank Act of 2010 (USA).

Design/methodology/approach

The approach is entirely theoretical and multi-disciplinary (and relies on some third-party empirical research), and it consists of a literature review, critique and the development of theories which are applicable across countries.

Findings

The Dodd-Frank Act is inefficient and inadequate as a response to the global financial crisis. The Dodd-Frank Act has not resulted in significant economic growth and has increased transaction costs and compliance costs for both government agencies and financial services companies.

Originality/value

The author developed the theories introduced in the paper.

Details

Journal of Financial Crime, vol. 22 no. 4
Type: Research Article
ISSN: 1359-0790

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Article
Publication date: 29 November 2023

Thomas Korankye

Research shows that having student loan debt in retirement is associated negatively with life satisfaction, suggesting that student debt is a bane of retiree well-being. The…

339

Abstract

Purpose

Research shows that having student loan debt in retirement is associated negatively with life satisfaction, suggesting that student debt is a bane of retiree well-being. The rationale for this study is to determine the factors related to owing student debt in retirement, given the adverse effects on the well-being of retired households.

Design/methodology/approach

The study utilizes pooled cross-sectional data from the 2015 and 2018 U.S. National Financial Capability Study. The empirical analysis uses a sample of retired Americans aged 65 years and older (N = approximately 8,000) and estimates two-block logistic regression models to examine the effects of demographic, socioeconomic and behavioral factors on student loan indebtedness in retirement. A sensitivity analysis is performed for the subsample of retirees holding student debt for their children's education. Statistical interpretations use odds ratios.

Findings

The findings indicate that financial literacy, age, homeownership and high subjective financial knowledge are associated with a low likelihood of holding student loan debt in retirement. However, being Black, having postsecondary education, having difficulty covering expenses, having financially dependent children, having high-risk preferences and spending more than income increase the likelihood of holding student debt in retirement. The ensuing discussion will assist financial planners and educators identify practical ways to shape decisions regarding student loan debt in retirement.

Research limitations/implications

The amount of student loan debt is unavailable in the dataset for analysis. One cannot infer causal relations from the study. The factors examined do not reflect the time the student loan was obtained.

Originality/value

The study focuses on the determinants of student loan indebtedness among retired Americans rather than young adults or older adults on the verge of retirement. The paper enhances the understanding of student loan holdings in the decumulation phase of the life cycle. Many US individuals have low retirement savings from which they draw a retirement income. The more the student debt burdens on retired Americans, the greater the likelihood of outliving their resources and experiencing poverty.

Details

Managerial Finance, vol. 50 no. 4
Type: Research Article
ISSN: 0307-4358

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