Lee T. Barnum, Karl A. Groskaufmanis and Nicole R. Love
To explain and analyze the U.S Securities and Exchange Commission’s complaint filed in the U.S. District Court for the Southern District of New York against AT&T Inc. alleging…
Abstract
Purpose
To explain and analyze the U.S Securities and Exchange Commission’s complaint filed in the U.S. District Court for the Southern District of New York against AT&T Inc. alleging repeated violations of Regulation FD (Fair Disclosure), and against three of AT&T’s Investor Relations executives for aiding and abetting those violations.
Design/Methodology/Approach
Describes the SEC’s allegations and AT&T’s response and recommends practice points that issuers and their legal counsel can draw from the enforcement action.
Findings
The SEC’s suit against AT&T and its three IR executives serves as an important reminder that the SEC remains committed to ensuring the full and fair disclosure of information by issuers and is willing to litigate Regulation FD-based enforcement actions when it deems necessary.
Practical Implications
Every public company must develop systems to manage selective disclosure risks in its investor relations program.
Originality/Value
Practical guidance from experienced corporate governance, litigation, capital markets, securities enforcement and regulation lawyers.
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Lauren C. Mims, Cierra Kaler-Jones, Abigail A. Amoako Kayser and David J. Johns
Recent scholarship has focused on the schooling experiences of Black boys in early childhood; however research on the experiences and outcomes of Black girls in early childhood…
Abstract
Recent scholarship has focused on the schooling experiences of Black boys in early childhood; however research on the experiences and outcomes of Black girls in early childhood remains virtually nonexistent. More research is needed to ensure that every Black girl excels in early childhood education. Through three reflections from Black early educators, written iteratively through a process of reflection, discussion, writing, and revision, this chapter highlights aspects of Black girls' schooling that can promote Black girls' rapidly developing social, emotional, regulatory, and moral capacities. Within each reflection, the educator's advance our understanding of culturally relevant pedagogy by showing how educators can “teach to and through” Black girls’ funds of knowledge. Additionally, the reflections highlight the powerful role schools play in the lives of Black girls, underscoring the need to more deeply investigate teacher's perceptions of Black girls in addition to the positive and the negative policies and practices enacted in classrooms. The chapter concludes with critical and timely recommendations for research, practice, and policy.
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This article aims to consider teacher's views about intervisitations regarding its application and its usefulness as a community-enhancer. Many educators venture into the world of…
Abstract
Purpose
This article aims to consider teacher's views about intervisitations regarding its application and its usefulness as a community-enhancer. Many educators venture into the world of teaching because they love learning and value learning from their peers (rather than merely from text or administrators); however, teacher reservations or hesitations towards the practice of engaging in intervisitations do exist and can serve as an obstacle.
Design/methodology/approach
The findings reported in this study resulted from the analysis of two teacher's perspectives towards classroom intervisitations. The subset of data presented in this study resulted from the surveys and semi-structured interviews that were conducted. Qualitative methodology was used to address the research question as it allows for a greater exploration, description and ideally the emotions of participants/teachers. The coding process consisted of open coding, which then led to axial coding and the elevation of codes to themes.
Findings
In this study, teacher buy-in would be enhanced through the protocol feeling more personalized, less-dictated and more flexible in its execution, especially through the support of administrators and district leaders. In addition, teacher mindsets and perceptions also need some reshifting and should be part of the professional development process involving intervisitation roll-outs as any hesitations/limitations/and lack of willingness need to be honed in on and prioritized. Lastly, limiting teachers from an appropriate amount of time to complete such work may also encourage shallow collaboration among teachers instead of in-depth reflexive practice. By prioritizing intervisitations and/or inter-teacher collaboration in the building and allowing teachers to embark on professional development sessions with each other as a means of growing as a teacher and community, all will flourish.
Originality/value
Through examining the narratives of two educators, it was found that teacher willingness to partake in intervisitations is dependent on the school climate, particularly with regards to trust and a yearn-to-learn among inter-school peers and administrators. In addition, providing ample time and educating teachers on the benefits of such practices enhances one's wanting to independently venture into such work.
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A small-scale study was conducted to qualitatively explore the “lived experiences” of persons who remarried between the ages of 55 and 75. Improved life expectancy, high divorce…
Abstract
Purpose
A small-scale study was conducted to qualitatively explore the “lived experiences” of persons who remarried between the ages of 55 and 75. Improved life expectancy, high divorce rates, increased odds of being widowed over time, and the need for intimate relationships across the lifespan are some of the factors associated with a recent increase in remarriage rates of older adults. While demographic trends indicate that repartnering in the later years will likely become more common, little is known about remarriage in the “young-old” years.
Methodology/approach
The study included in-depth, semistructured interviews with 11 newlyweds (seven females, four males) who had remarried between the ages of 55 and 75. Word-for-word transcripts were qualitatively analyzed through a process of open coding and constant comparison to identify salient themes related to the original research question “What is the transition to remarriage experience like for adults aged 55–75?”
Findings
Five themes emerged from the analysis of participant interviews: positive orientation toward remarriage, practical/pragmatic view of the union, desire for companionship, recognition of others’ feelings, and willingness to adapt.
Research limitations/implications
The findings were salient to a small group of “young-old,” white, middle-class males and females from the Midwest and are not meant to be generalizable. The results can serve as a basis for further research and understanding of romantic relationships and repartnering across the life course.
Originality/value
This study helps to fill the gap that exists in the current literature related to romantic relationships and remarriage in the “young-old” years of life.
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Thea Williamson and Aris Clemons
Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes…
Abstract
Purpose
Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.
Design/methodology/approach
The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.
Findings
Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.
Originality/value
The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.
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This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be…
Abstract
Purpose
This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way.
Design/methodology/approach
The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies.
Findings
Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process.
Practical implications
Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery.
Social implications
Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice.
Originality/value
The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.
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In the 1950s, Einstein predicted that if humankind is to survive, we will need a substantially new manner of thinking. He believed that our task in life must be to widen our…
Abstract
In the 1950s, Einstein predicted that if humankind is to survive, we will need a substantially new manner of thinking. He believed that our task in life must be to widen our circle of compassion to embrace all living creatures and the whole of nature in its infinite beauty. The combined disciplines of mindfulness, ecopsychology, and sustainability education offer humanity a chance to develop this new way of thinking and being in the world. In this chapter, I describe my experience of teaching and designing curriculum that integrates contemplative practices with sustainability education in the space of higher education. The course I will be discussing, where nature-based mindfulness activities are offered, is called “MindBody Wellness.” As a part of the course, it is hoped that students will cultivate an expanded vision of the self—one known as the “ecological self”—a term coined in the 1980s. The ecological self is perceived to be a wide, expansive, or field-like sense of self, which ultimately includes all life forms, ecosystems, and the Earth. Preliminary research in the field indicates that cultivating loving-kindness and practicing mindfulness leads to a greater level of nature connectedness and need to care for and protect the natural world. However, my colleagues and I did not find this to be the case and needed to explicitly give students instructions to care for the environment.
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In this chapter I employ a hybrid critical framework that draws on feminist media studies, feminist critiques of post-feminism, theories of intersectionality, and genre theory to…
Abstract
In this chapter I employ a hybrid critical framework that draws on feminist media studies, feminist critiques of post-feminism, theories of intersectionality, and genre theory to consider a range of domestic violence stories on screen. The chapter begins with a summary of prototypical patterns of narrative and character in contemporary Hollywood films about abuse and subsequently explores two recent media representations that, while conforming to certain of these patterns, also introduce alternative perspectives: the 2017/2019 Home Box Office miniseries Big Little Lies and French director Xavier Legrand's 2018 film Custody (Jusqu’à la garde). I argue that both of these media texts draw on familiar genres that engage audiences not simply to generate sympathy for the abused woman-turned-heroine, but to challenge persistent myths about domestic violence such as that abusers are monsters who never show love towards their partners; that abused women are weak, passive, and the victims of their own bad judgment; that the effects and repercussions of abuse end with the departure of the abuser; that, ultimately, the problem of abuse must be “solved” by the individual; that the “solution” is as simple as leaving; and that there is little as a community or a society that we can do. I conclude that, in different ways and to different degrees, each of these media texts succeeds in making small but significant interventions into the predictable formulas of mainstream Hollywood domestic violence films through narratives that foreground the complexities, contradictions, and dilemmas of abuse.
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The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the…
Abstract
Purpose
The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.
Design/methodology/approach
At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.
Findings
Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.
Originality/value
Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.