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The following chapter discusses common approaches to academic interventions and methods for intensifying instruction when previous attempts at instruction have failed. Contemporary research on intensive intervention is discussed along with competing frameworks for operationalizing intensive intervention to meet the needs of struggling learners.

Increased attention has been placed on identifying and installing evidence-based practices (EBPs) to effectively and efficiently serve students with and at-risk for learning and behavioral challenges. Council for Exceptional Children's (CEC, 2014) Standards for Evidence-Based Practices in Special Education are often used to examine a range of strategies, practices, and programs to ascertain if they are indeed EBPs. Systematic reviews conducted to evaluate the evidence base of these potential EBPs are important as they inform practice. We contend it is important to provide well-vetted procedures for training scholars to conduct systematic reviews with replicable precision. We offer this chapter to assist scholars in conducting systematic reviews to quality appraise the methodological rigor of a body of literature using the CEC Standards for EBPs. We focus on (1) project management considerations and (2) steps and phases to support the development and dissemination of high quality, methodologically rigorous systematic literature reviews.

We explore the acceptance of new contingent work relationships in the United States to reveal an emergent entrepreneurial ideology. Our argument is that these new work relationships represent a new social order not situated in the conglomerates and labor unions of the past, but on a confluence of neo-liberalism and individual action situated in the discourse of entrepreneurialism, employability, and free agency. This new employment relationship, which arose during the economic and social disruptions in the 1970s, defines who belongs inside an organization (and can take part in its benefits) and who must properly remain outside to fend for themselves. More generally, the fusing of entrepreneurship with neo-liberalism has altered not only how we work and where we work but also what we believe is appropriate work and what rewards should accompany it.

Students with learning disabilities (LD) have a wide range of academic needs. Since the passing of P.L. 94-142, significant research has been done on effective interventions for this group of students. Starting with the Learning Disabilities Research Institutes through the recent Handbook of Learning Disabilities, reviews of lines of research make several broad ideas about interventions clear. Primary among these is that students with LD can learn if provided with appropriate, effective instruction. Specifics about this idea and its implications are discussed in the following chapter.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

This paper explores the consequences of researching temporary protest organizations through embodied ethnography, paying attention to how, when and why a researcher takes sides.

The authors employed embodied walking ethnography to study Lyra's Walk, a three-day, 68-mile protest walk held in May 2019 to advocate for peace in Northern Ireland. Data were primarily ethnographic, complemented by an analysis of social media, photos, videos and media coverage.

First the authors argue that embodied walking ethnography can provide an inhabited understanding of organizing. The social, physical and emotional experiences of walking encourage researchers to identify more closely with participants and obtain a greater understanding of the phenomena studied. Second, the authors identify that methodological choice can have a greater impact on side-taking than either the conflict setting or organization researched.

This paper demonstrates the promise and consequences of using embodied walking ethnography to study a mobile organization. It further illustrates the nuances and challenges of conducting ethnography in a temporary protest organization.

The paper makes two contributions. The novel use of embodied walking ethnography to study temporary protest organizations can lead the research to become intertwined with the temporary organization during its process of organizational becoming. With the researcher's body acting as a research tool, their sensations and emotions impact data collection, interpretation and findings.

It is now fashionable to suggest that the Celtic regions of the United Kingdom are the internal colonies of the central English state and that they have been, particularly since the rapid industrialization of the nineteenth century, subject to a penetrating anglicization of their culture and institutions. In terms of the internal colonialism thesis, it can be argued that the cultural nationalism of Scotland which was developed in the nineteenth century was an attempt to maintain the distinctiveness of civil society in Scotland in the context of massive regional economic imbalance. The Scottish intelligentsia, dominated by Edinburgh lawyers and Presbyterian ministers, can thus be compared with the intelligentsia of Third World societies undergoing a process of de‐colonization where separate cultural identities have to be preserved or, if necessary, constructed.

At the turn of the twentieth century, various Socialist parties vied for a place in the American political system, making alliances where possible and convenient with elements of organized labor. Robert Franklin Hoxie, an economist at the University of Chicago whose principle contributions lay in his writings on the labor movement, wrote a series of essays in which he scrutinized the activities of the Socialist Party of America as it appeared to be at the time poised to become a viable force in American politics. This essay examines Hoxie’s writings on the conventions of the Socialist Party within the context of the political dynamic of the period and reveals his interpretations of events based on contemporary accounts and first-hand observations.

To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into knowledge acquisition, organization, and synthesis.

Although schema theory has an important role in understanding knowledge acquisition, it does not provide directives for how to plan instruction so students can build their understandings and comprehension of subject matter. This chapter outlines a pedagogical approach to the implementation of a new theory of learning that builds on cognitive science, affect, and interest.

Students can become re-attracted to learning through effective teaching inclusive of a jolt, curiosity, retrieving explanations, counterexamples, clarifications, and embedding that information within schemata.

Proactive investigations and continued research on attraction theory can enrich our understanding of teaching and learning, provide answers for what works in the classroom, and equip us with tools from which to select for unique classroom circumstances.