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Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.

This chapter outlines how Pearson, the world’s largest education company, and its CEO John Fallon are acting as trailblazers of Jugaad Innovation (https://hbr.org/2014/12/what-frugal-innovators-do) in education by embedding a focus on learner outcomes – “efficacy” – at the heart of the company. The purpose of the chapter is to highlight practical examples of how this innovation has affected business strategy and decision-making, enabling the company to be able to have a greater impact on learning with the aim of simultaneously helping the business to grow financially. Many of these examples are from products and units that are continuing to embrace and adopt efficacy; they represent live examples of best practice.

This chapter provides an overview of how the drive toward efficacy represents a new, innovative way of doing business. The approach is not new to education, but putting a focus on learner outcomes at the center of traditional business operations represents a step-change from how other companies in the sector operate. The chapter will also look at the Office of the Chief Education Advisor, a central intrapreneurial unit that continues to lead the global efficacy agenda, with the aim that efficacy becomes so embedded in the company fabric that it becomes irreversible. In addition, the chapter provides some other examples of specific frameworks, tools and units that operate with an innovative and intrapreneurial mindset.

This study presents a case study in a major private company and the way the applied approach affected the company. The content of the chapter is taken from a live case and represents a unique insight into the ongoing application of innovation and intrapreneurship in the field.

The study aims to design a control chart based on an exponentially weighted moving average (EWMA) chart of Pearson's residuals of a model of negative binomial regression in order to detect possible anomalies in mortality data.

In order to evaluate the performance of the proposed chart, the authors have considered official historical records of death of children of Ecuador. A negative binomial regression model was fitted to the data, and a chart of the Pearson residuals was designed. The parameters of the chart were obtained by simulation, as well as the performances of the charts related to changes in the mean of death.

When the chart was plotted, outliers were detected in the deaths of children in the years 1990–1995, 2001–2006, 2013–2015, which could show that there are underreporting or an excessive growth in mortality. In the analysis of performances, the value of λ = 0.05 presented the fastest detection of changes in the mean death.

The proposed charts present better performances in relation to EWMA charts for deviance residuals, with a remarkable advantage of the Pearson residuals, which are much easier to interpret and calculate. Finally, the authors would like to point out that although this paper only applies control charts to Ecuadorian infant mortality, the methodology can be used to calculate mortality in any geographical area or to detect outbreaks of infectious diseases.

Airports are the portals where international air transport networks, which are increasingly important in a globalized, services-oriented economy, intersect with regional and metropolitan ground transportation networks. Our hypothesis is that, at this nexus, the degree of international connectivity at an airport and distance from the airport manifests itself in the value of commercial properties. As such airports are shaping the urban form around them and highlight the importance of integrated metropolitan and airport planning. Looking at Canada’s two largest international airports at Toronto, Ontario and Vancouver, BC, and controlling for other factors, we see evidence that commercial properties decrease in value as distance to the airport increases and increase in value as the range of international frequencies and destinations available at the airport increase. We introduce a new concept of land-use at and around airports of “aviation-dependent” which would include hotels and corporate head offices, in addition to the traditional “aviation-related” and “aviation-compatible” uses. We see the effects of distance and connectivity are particularly pronounced on commercial properties occupied by aviation-dependent uses.

We study the statistical properties of Pearson correlation coefficients of Gaussian ranks, and Gaussian rank regressions – ordinary least-squares (OLS) models applied to those ranks. We show that these procedures are fully efficient when the true copula is Gaussian and the margins are non-parametrically estimated, and remain consistent for their population analogs otherwise. We compare them to Spearman and Pearson correlations and their regression counterparts theoretically and in extensive Monte Carlo simulations. Empirical applications to migration and growth across US states, the augmented Solow growth model and momentum and reversal effects in individual stock returns confirm that Gaussian rank procedures are insensitive to outliers.

The purpose of this paper is to observe how to invest in upper-middle income countries via an innovation perspective following global innovation index (GII) by multicriteria decision aid (MCDA) approach, once MCDA was designed to support subjective decisions.

Pearson’s correlation was the milestone for understanding innovation indicators at upper-middle income countries profiles. In a MCDA first step, the analytical hierarchy process (AHP) was applied to obtain the criteria weight. In this step, the judgments or evaluations inputted in AHP were collected from a sample composed by five experts in GII. After getting the criteria weights compose to GII, Borda and Preference Ranking Organization Method for Enrichment Evaluations (PROMÉTHÉE) methods were applied to obtain an MCDA-based GII. The inputs for this second step were: the weights come from AHP output; and the countries performance came from GII data.

As a result, it was found out the upper-middle countries’ rank to invest and groups with countries acting like “hubs” or “bridges” for economic sectors in near countries; when they are grouped according to their maximum and minimum scores profiles, observing not only a particular region but also similar profiles at diverse world areas.

Pearson-AHP-PROMÉTHÉE works as a supportive decision tool for several and complex investment perspectives from criteria and alternatives analysis regarding innovation indicators for upper-middle income countries. This combination also demonstrates grouping possibilities, aligning profiles and not only ranking countries for investment and eliminating others but also grouping countries with similar profiles via innovation indicators MCDA combined application.

The purpose of this paper is to examine academics’ awareness of and attitudes towards Wikipedia and Open Access journals for academic publishing to better understand the perceived benefits and challenges of these models.

Bases for analysis include comparison of the models, enumeration of their advantages and disadvantages, and investigation of Wikipedia's web structure in terms of potential for academic publishing. A web survey was administered via department-based invitations and listservs.

The survey results show that: Wikipedia has perceived advantages and challenges in comparison to the Open Access model; the academic researchers’ increased familiarity is associated with increased comfort with these models; and the academic researchers’ attitudes towards these models are associated with their familiarity, academic environment, and professional status.

The major limitation of the study is sample size. The result of a power analysis with GPower shows that authors could only detect big effects in this study at statistical power 0.95. The authors call for larger sample studies that look further into this topic.

This study contributes to the increasing interest in adjusting methods of creating and disseminating academic knowledge by providing empirical evidence of the academics’ experiences and attitudes towards the Open Access and Wikipedia publishing models. This paper provides a resource for researchers interested in scholarly communication and academic publishing, for research librarians, and for the academic community in general.

Purpose – The purpose of this chapter is to explain the importance of thinking flexibly about the gradual release of responsibility (GRR) during the implementation of an explicit strategy instruction model, Critical Elements of Strategy Instruction (CESI). When the GRR model is typically used to inform teachers’ pedagogical practices, each phase of the scaffolding in the gradual release is usually represented as being a straight line of progression from modeling to guided practice, and then to independence. Scaffolding is often viewed as being a more static progression needed by all students. The authors explore the ebb and flow of scaffolding necessary in the GRR model when teaching the CESI framework to elementary aged students who demonstrated different degrees of competence in applying reading strategies.

Design/Methodology – The findings presented are the result of a two-year longitudinal professional development study with nine in-service elementary school teachers (one male and eight female), with masters’ degrees who ranged in experience from six to 18 years. The teachers used the Pedagogy of Video Reflection (Shanahan et al., 2013) to reflect on their implementation of the CESI, which draws upon the GRR model.

Findings – The authors use examples from their two-year explicit strategy instruction research to illustrate how their experienced in-service teachers learned to think more flexibly about scaffolding in the GRR model. Teachers explored their misconceptions about explicit strategy instruction and the gradual release. Two major shifts in their thinking were the GRR model was not the static model they interpreted it to be and they also realized that they had to use a gradual release when teaching readers the conditional knowledge so readers could use strategies independently.

Research Limitations/Implications – A two-dimensional representation of a complex concept, like the GRR can result in a less nuanced understanding of a complex concept, even when many of these issues are previously discussed in research and practitioner publications.

Practical Implications – Classroom teachers are provided with a more complex understanding of GRR model, where they need to interpret student responses to know when to and not release learners.

Originality/Value of Chapter – This chapter captures in-service teachers’ perspectives of the GRR model as being flexible instead of static and also reveals how student responses can be used to gauge how to make adaptations to ­scaffolding.