Trey Cochran and Brian H. Kleiner
As a business grows larger and more complex in today's competitive world, the role of organisational goal setting becomes more and more critical to the continued long term success…
Abstract
As a business grows larger and more complex in today's competitive world, the role of organisational goal setting becomes more and more critical to the continued long term success of that organisation. Realistically developed, stated, and implemented goals can be the guiding principle for increased effectiveness and continued growth. On the other hand, the lack of effective goal setting will lead to declines in the organisation's performance. It is the responsibility of the organisation's management to understand the importance of goal setting and the environment within which these goals must be made.
Kathryn A. Wilkens, Jean L. Heck and Steven J. Cochran
In this study, a formula is derived for the period specific beta (market risk) for a portfolio of financial assets that has been formed on the basis of directional forecasts. This…
Abstract
In this study, a formula is derived for the period specific beta (market risk) for a portfolio of financial assets that has been formed on the basis of directional forecasts. This is an important contribution to the literature since measuring the risk of an actively managed portfolio is problematic due to the fact that managers may change fund risk conditional on market expectations. The period‐specific nature of the measure is a significant advantage since historical fund returns are not required and the beta is not influenced by prior fund returns' deviations from the bench mark. The methodology employed allows for the development of a time series of fund betas that permits investigation into a number of important empirical issues. This study is also of practical interest from the perspective of risk management and for both portfolio performance and attribution. Finally, there are many active strategies based on directional forecasts and the approach used here encompasses a significant proportion of these.
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Samantha T. Hope, Lisa M. Abrams and David T. Marshall
Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools…
Abstract
Purpose
Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.
Design/methodology/approach
This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.
Findings
Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.
Practical implications
In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.
Originality/value
Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.
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Peter DiIorio and Walter E. Block
The purpose of this paper is to analyze South Park's take on the causes of the recession and the housing bubble.
Abstract
Purpose
The purpose of this paper is to analyze South Park's take on the causes of the recession and the housing bubble.
Design/methodology/approach
The essay describes the events in the South Park episode and compares them to the respective events of the recession and the housing bubble.
Findings
The authors found that the creators of South Park, albeit only a cartoon, were amazingly accurate in their assessment of the real world issues concerning the recession and the housing bubble.
Research limitations/implications
The recession was caused by the Federal Reserve System artificially lowering interest rates, which led to malinvestments in round about directions (housing); this was exacerbated by HUD, CRA, Fannie, Freddie and other governmental subsidies, regulations which also led to the overbuilding of housing. Further research should delve into these causes of the difficulties.
Practical implications
The South Park episode, and this paper, serve as an example of what not to do.
Originality/value
South Park has been written by libertarians who are sympathetic to Austrian economics. The paper traces out this thesis with regard to the Margarita episode which deals with the housing bubble and its contribution to the present recession.
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This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that…
Abstract
Purpose
This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture.
Design/methodology/approach
Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture.
Findings
For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities.
Originality/value
This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.
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Barry R. Armandi, Herbert Sherman and Gina Vega
This article, written in case format, has been written to assist the novice case writer in case research and writing. The article covers all aspects of case writing including…
Abstract
This article, written in case format, has been written to assist the novice case writer in case research and writing. The article covers all aspects of case writing including: idea generation and sources of cases, working with primary and secondary case sources, obtaining client releases, writing the case story line, developing a catchy ‘hook’, using the past tense, providing supporting exhibits, and providing a bibliography for the case. The teaching note (or instructor's manual)is also covered in detail including: an overview of the case, learning objectives, course placement and targeted audience, instructional methodologies, case questions and answers, the epilogue, and the bibliography. Appendix A includes a discussion on case publishing and includes a list of journals and conferences which accept cases.