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1 – 10 of 101Raida Abu Bakar, Rosmawani Che Hashim, Sharmila Jayasingam, Safiah Omar and Norizah Mohd Mustamil
Elizabeth A. Edgemon, Andrew L. Wiley, Brian R. Jablonski and John W. Lloyd
Integrative reviews are an important method for understanding research in the field of special education. Reviews can help practitioners decide what methods to use in the…
Abstract
Integrative reviews are an important method for understanding research in the field of special education. Reviews can help practitioners decide what methods to use in the classroom, researchers clarify directions for new research, and policymakers guide education improvement programs. We discuss the steps for conducting an integrative review, illustrating the process with a case study of an integrative review of large-scale testing accommodations for students with disabilities.
Colm McLaughlin and Chris F. Wright
This chapter assesses the response by trade unions in New Zealand, Australia and Ireland to labour market deregulation since the 1980s. While these three countries have been on…
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This chapter assesses the response by trade unions in New Zealand, Australia and Ireland to labour market deregulation since the 1980s. While these three countries have been on the front line of neoliberalism, and the traditional web of rules in each country has been weakened, change has occured unevenly, in part due to different union strategies. The chapter examines the ways in which unions employed institutional experimentations to defend the collectivist web of rules and strengthen labour standards. It argues that an augmented model of pluralism has emerged in all three countries in the form of stronger individual rights but that this is no substitute for collective bargaining mechanisms.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Jose W. Lalas, Brian Charest, Heidi Strikwerda and Maria Ordaz
This chapter discusses the notions of equity, hope and sense of belonging and their vital roles in enhancing student engagement. The main focus is to present how hope, sense of…
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This chapter discusses the notions of equity, hope and sense of belonging and their vital roles in enhancing student engagement. The main focus is to present how hope, sense of belonging and engagement can be nurtured by putting equity in the centre of what we do in facilitating student learning. In paying careful attention to these concepts, especially in implementing equity as a transformative solution to various educational challenges, educators are warned to be prepared to recognize student diversity and redistribute resources and services to all students who need them, experience anxiety and discomfort as they engage in difficult conversations, value and honour the unique backgrounds of each student, expect cultural mismatches in working with diverse students, use data consistently to inform and differentiate instruction and expect that the work in promoting equity is an ongoing and long-lasting advocacy.
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Charlotte Kroløkke, Thomas Søbirk Petersen, Janne Rothmar Herrmann, Anna Sofie Bach, Stine Willum Adrian, Rune Klingenberg and Michael Nebeling Petersen
The purpose of this study is to investigate whether equity market timing has a persistent impact on the firm’s capital structure or not. In achieving this purpose, there are two…
Abstract
The purpose of this study is to investigate whether equity market timing has a persistent impact on the firm’s capital structure or not. In achieving this purpose, there are two hypotheses developed in this study. The first hypothesis is that historical price-book-value (PBV) negatively affect leverage; while the second hypothesis is that historical PBV ratio negatively affects the change of cumulative on leverage. The sample of this study is cross sectional data obtained from the Indonesia Stock Exchange for 2001–2011 research period. The author disentangles the sample into subsamples based on IPO+k, in which k is the number of years after the initial public offering (IPO). The results show that most of the regression coefficients in the historical PBV do not have negative impact on the capital structure and only a small part of the regression coefficient of the historical PBV has a statistically negative impact on the capital structure. Therefore, the findings of this research conclude that equity market timing doesn’t have persistent impact on capital structure of the firms in Indonesia.
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Joseph Calvin Gagnon and Brian R. Barber
Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth…
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Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.