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In this chapter, we focus on specially designed instruction (SDI) as a core value for the field of specific learning disabilities (SLD). SDI is at the heart of special education, and the field of LD has been built on the core value that effective instruction improves student outcomes. We describe a two-step test and an extended example of what is and is not SDI for Matt, a student with an SLD. Finally, we discuss some of the confusion surrounding SDI and the need for the field to return to its core value of individualized, intentional, targeted, evidence- or high leverage practice–based, and systematic instruction for students with SLD.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through new fields of study. Early childhood education entered the university as occupational training and has grown into a legitimate field of study. For example, an analysis of the expansion of early childhood papers and topics in scientific journal articles shows a slow steady rise before a dramatic increase in the 1956–2021 time period. The expansion of early childhood education as a field has been synergistic with the process of academization. Training in the occupation of early childhood education started first in its country of origin and then moved to independent training programs and normal schools in the United States before landing in four-year institutions that include everything from small colleges to large universities.

Diffusion studies investigate the propagation of behavior, attitudes, or beliefs across a networked population. Some behavior is binary, e.g., whether or not to install solar panels, while other behavior is continuous, e.g., wastefulness with plastic. Similarly, attitudes and beliefs often allow nuance, but can become practically binary in polarized environments. We argue that this property of behavior and attitudes – whether they are binary or continuous – should critically affect whether a population becomes homogenous in its adoption of that behavior. Models show that only continuous behavior converges across a network. Specifically, binary behavior allows local convergence, as multiple states can be local majorities. Continuous behavior becomes uniform across the network through a logic of communicating vessels. We present a model comparing the diffusion of both types of behavior and report on a laboratory experiment that tests it. In the model, actors have to distribute an investment over two options, while a majority receives information that points to the optimal option and a minority receives misguided information that points toward the other option. We predict that when adjacent persons receive misguided information this can hinder convergence toward optimal investment behavior in small networked groups, especially when subjects cannot split their investment, i.e., binary choice. Results falsify our theoretical predictions: Although investment decisions are significantly negatively affected by local majorities only in the binary condition, this difference with the continuous condition is not itself significant. Binary and continuous behavior therefore achieve comparable incidences of optimal investment in the experiment. The failure of the theoretical predictions appears due to a substantial level of error in decision-making, which prevents local majorities from locking in on a suboptimal behavior.

The theory of third order inference is a theory of how cultural beliefs influence individuals' decisions under conditions of interdependence and uncertainty. In this study, I build on prior work extending the theory to the role of third order information on social trust in public goods dilemmas. Namely, I argue that when second order information on the beliefs of those relevant to the group task are present, this information should influence decision-making over first and third order.

I test this argument in an experimental public goods game. After measuring first order social trust, participants are randomly sorted into one of four conditions – two that pair third and second order information on social trust as parallel and two that pair them as in conflict.

The results suggest that in the presence of second order information on social trust, third order information doesn't have an effect on cooperation.

The study extends the theory of third order inference to understanding the role of social trust at the first, second, and third levels in public goods dilemmas. It puts second order information in competition with third order in predicting cooperation. It suggests that resolving the uncertainty over the second order beliefs of a collective is key to preventing inefficient equilibriums when second and third order beliefs conflict.

This classroom activity helps students tie together the concepts of absorption costing for inventory, selling and administrative (SA) cost calculations, and sales price decisions. It shows students how all costs fit together and are used to make business and pricing decisions, synthesizing discrete sections of most managerial or cost accounting books into a complete process. The activity is designed to be run in one 75-minute class session using an Excel template that allows students to focus on business decisions and less on the mechanics of completing calculations. The seven segments of the activity have students calculate target cost, allocate items of overhead into production and service departments, calculate absorption product cost, allocate SA to the production departments, determine the full cost, evaluate product viability, and calculate target price. At the end of the activity, students better understand how all these cost items fit together in a manufacturing setting.

The burnout, stress, and work-life balance challenges faced by teachers have received renewed interest due to the myriad disruptions and changes to K-12 schooling brought about by the COVID-19 pandemic. Even prior to the pandemic, relatively little was known about teachers' time use outside of the classroom, the blurring of work and home boundaries, and how teachers compare to similar professionals in these regards. We use daily time-diary data from the American Time Use Survey (ATUS) for 3,168 teachers and 1,886 professionals in similarly prosocial occupations from 2003 to 2019 to examine occupational differences in time use. Compared to observationally similar non-teachers, teachers spend significantly more time volunteering at their workplace and completing work outside the workplace during the school year. On average, teachers spend 19 more minutes working outside of the workplace on weekdays than observably similar non-teachers and 38 more minutes on weekends. The weekend disparity is particularly large among secondary school teachers. This suggests that before the widespread switch to online and hybrid learning necessitated by the COVID-19 pandemic, teachers were already navigating blurrier work-life boundaries than their counterparts in similar professions. This has important implications for teacher turnover and for the effectiveness and wellness of teachers who remain in the profession.

The increasing push towards centralisation and bureaucratisation in higher education, further exacerbated by the disruption caused by the COVID-19 pandemic, calls for a better understanding of the nature of collegiality in contemporary universities. We address this issue by looking into the necessary conditions and barriers to sustaining a collegiate environment. The empirical focus is on academics, academic leaders and professional support staff at Anonymous Business School (ABS), a department in a large civic UK university. We interviewed 32 participants across the school, ranging from early-career academics to experienced professors and members of department leadership teams. The findings suggest multiple emerging perspectives on collegiality, with features of horizontal collegiality perceived as key to successful academic responses to the crisis. The findings also indicate how sustaining a collegiate environment within the department requires both choice and effort from leadership and from staff, particularly when decision-making is primarily located at the centre of the university. The choice and effort made across different collegiate pockets contribute to the department becoming an ‘island of collegiality’ within the increasingly centralised and bureaucratised university hierarchy. In this sense, the actions of the department leadership to establish supporting mechanisms, and the actions of the staff to, in turn, embrace and build interpersonal relationships and professional identities, are key to sustaining a collegiate environment.

For education systems to meet the demands of the knowledge economy and prepare their students to be adequately skilled for a more diversified economy in the Arabian Gulf, bold and innovative initiatives must be taken in order to ensure that these skills contribute towards a sustainable knowledge economy. Gulf states have been preparing for a transition towards, what the World Bank calls ‘a knowledge economy’ (World Bank, 2013) where economies will be run by the skills and knowledge capital of their workforce with technology and its advancement playing a central role. Many governments have identified the education sector as a site in which such ambitions can be met and have therefore introduced models of education where English is the medium of instruction. The rationale behind such a decision is based on multiple reasons, mainly because English is considered by some as the language of science and discovery (see Crystal, 2003).

In all discussions surrounding the overhaul of education systems and the United Nations’ (UN) Sustainable Development Goals (SDGs) namely, goal number four (quality education), the notion of the language through which students learn is a neglected area of inquiry. English is increasingly becoming the language of instruction at the university and progressively at the school level too. This means that young students lose out on adequately learning their mother tongue. The chapter argues that only through forward, bold, and novel decisions to teach students in both Arabic and English can there be a guarantee of a more sustainable knowledge economy across the Gulf.