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The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators’ assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and leadership practices.

Using a multi-site case study involving in-depth interviews of teacher and school leaders and observations of meetings, the authors examined the role that data played in classroom placement routines in three elementary schools in the USA.

Findings show that educators across schools collected similar types of multi-dimensional data; however, analysis and decision-making processes varied based on their assumptions and goals. Assessing student needs holistically and balancing students across classes based on academic diversity, behavioral or socio-emotional needs, gender and teacher workload were consistent patterns. There was a distinct difference between collecting data and actually using it as a basis of decision making.

These findings highlight the importance of using in-depth observations to understand data use in schools. Educators’ assumptions and philosophies about classroom placement contributed to the pattern of discussion and decisions made throughout the routines. Delving deeper into how data are used in specific routines and organizational contexts can illuminate how data use is socially constructed and enacted for equity.

Educators who guide school routines have the power to maintain taken-for-granted assumptions about students, or to create counter-narratives.

This study provides insights into classroom and student placement processes by emphasizing the social and interactional dimensions of data use as they unfold in practice. It also extends empirical knowledge about the purposes, dimensions, and uses of data-driven decision making models.

Strategy scholars have long argued that breakthrough innovation is generated by recombining knowledge from distant domains. Even if firms have the ability to access and absorb knowledge from distant domains, however, they may fail to pay attention to such knowledge because it is seemingly irrelevant to their tasks. We draw attention to this problem of knowledge relevance and develop a theoretical model to illuminate how ideas from seemingly irrelevant (i.e., peripheral) domains can generate breakthrough innovation through the cognitive process of analogical reasoning, as well as the conditions under which this is more likely to occur. We situate our theoretical model in the context of teams in order to develop insight into the microfoundations of knowledge recombination within firms. Our model reveals paradoxical requirements for teams that help to explain why breakthrough innovation is so difficult.

The purpose of this paper is to analyse the impact of employee job satisfaction and affective commitment as perceived by customers on customer perceived value, more specifically its benefits dimensions.

A total of 652 panellists from a large Canadian polling firm self-administer a web-based questionnaire. To measure customer perceived value, a formative index is used which contributes to topical literature through a unique methodology. Hypotheses are tested using a structural equation model.

An analysis of the direct, indirect and total effects confirms the unique positive impact of employee job satisfaction and affective commitment, as perceived by customers, on the emotional, social, relationship and epistemic benefits, as well as on the formative index of customer perceived value.

Customer perceptions of employee attitudes (job satisfaction and affective commitment) represent a unique opportunity for banks to differentiate their value proposition in a hypercompetitive market.

This study is the first to consider customer perceptions of employee job satisfaction and affective commitment in relation to a formative index of customer perceived value and its related benefits dimensions.

The objective of this paper is to better understand the factors that influence consumers' responses toward gift promotions. Specifically, the aim is to analyse four variables: the nature of the promoted product, the fit between the product and the gift, the type of brand used in the promotion and the deal‐proneness.

In an experimental context, 247 subjects were randomly assigned to a 2 (product type: utilitarian vs hedonic)×2 (gift type: utilitarian vs hedonic)×2 (brand type: high equity vs medium equity) between‐subjects factorial design.

Results indicate that the nature of the promoted product does not influence consumer response. Overall evaluation of gift promotions is more favourable when simultaneously the brand promoted has high equity and the fit between the promoted product and the gift is high. Offering a gift that fits with the product and using high equity brands is a wise strategy to positively influence purchase intentions. Findings also show that deal proneness has a positive impact on purchase intentions.

A limited set of product categories, gifts and brands were used. Future research should also examine other variables and use a representative sample.

Findings provide useful guidelines for the design of gift promotions.

Most previous research has focused on monetary promotions with little about non‐monetary promotions. This paper addresses this gap by analysing consumers' responses to gift promotions incorporating key determinants in the analysis.

The purpose of this paper is to examine the short‐term stock market interactions between US and six major Asian markets – China, India, Hong Kong, Singapore, South Korea and Taiwan. These six economies along with Japan and Australia have the largest stock exchanges in the Asia‐Pacific region. The importance of the US market to the Asian economies is the prime motivation for a quantitative assessment of its role in this region. The objective of this study is to measure the dynamic stock market interdependence of US and Asian newly industrialized economies (NIEs) (Hong Kong, Singapore, South Korea and Taiwan) and emerging market economies (EMEs) (China and India) post Asian crisis of 1997 and also to capture the market interactions during the sub‐prime crisis.

The study has employed Granger causality tests and generalized forecast error variance decomposition (FEVD) analysis to analyze the fluctuations in and the extent of short‐term interdependence between the US and Asian economies. VAR model was estimated to run the simulations for FEVD analysis.

The empirical results from FEVD analysis revealed the dominance of US stock market on Asian markets; the USA being a large economy of the world, an important trading partner and major supplier of capital to Asian region. Stock markets of Asia are not immune to the shocks originating in the USA although the effects of shocks vary considerably across markets. Further, an important implication is that major crisis events can influence the relationship among stock markets.

This is one of the first papers in the Asian context examining the interdependence with the US markets. Hence, even though most of the Asian economies went through liberalization, the macroeconomic and financial circumstances were very different before, after and during the process. This motivated the examination of the interactions between US and other Asian markets.

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of the democratic republic. Conceptualizations of citizenship must be clearly framed in order to support civic engagement, in particular, civic engagement for social justice. Rarely do educational technology scholars or educators interrogate the International Society for Technology in Education definition of digital citizenship. Educational technologists should connect notions of civic engagement and conceptions of digital citizenship. Instead, the field continues to engage in research, policy and practice which disconnects these ideas. This suggests that a gap exists between educational technologists’ conceptualizations of citizenship and the larger implications of citizenship within a democracy. The paper aims to discuss this issue.

This paper uses a between-study analysis of the literature to answer: How does the field of educational technology discuss and research digital citizenship? The data were coded using constant comparative analysis. The study adopted a theoretical framework grounded in Westheimer and Kahne’s (2004) What Kind of Citizen, and Krutka and Carpenter’s (2016) digital approach to citizenship.

The findings suggest that educational technologists’ uncritical usage of the term digital citizenship limits the authors’ field’s ability to contribute to a fundamental purpose of public schooling in a democracy – to develop citizens. Further, it hampers imagining opportunities to use educational technology to develop pedagogies of engaged citizenship for social justice.

Reframing the conception of digital citizenship as active civic engagement for social justice pushes scholarship, and its attendant implications for practice, in a proactive direction aimed at dismantling oppression.

South Koreans in the city of Ulsan claim that eating whale meat is a tradition, but what is the role of SMOs in making whaling into a tradition identified with a local identity? In following account of a confrontation that took place in Korea between anti-whaling protesters from Greenpeace and local defenders of whaling, it is shown that tradition is not an inevitable outcome of conserving the past; instead, it is an outcome of mobilization, framing, and choices made by movement participants. Tradition in the whaling town of Ulsan was formed through the encounter between opposed social movements, prompting strategic choices of counterframing, frame bridging, and the dissonance between framing and feeling rules. Through the encounters with transnational activists, the Korean defenders of whaling refashioned themselves as rooted cosmopolitans, utilizing global norms to justify local practices in the name of heritage and tradition.