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The curriculum and instruction model, My Place, Your Place, Our Place (MYOPlace), is a vehicle for implementing internationalization of teaching and learning in elementary and secondary schools by creating partnerships across borders to create learning projects to supplement existing local educational goals within a global con text. The model was developed at the University of Tennessee in Knoxville, Tennessee USA and Bourgas Free University in Bourgas, Bulgaria. It has been field tested in elementary and secondary schools in schools in rural Appalachia (a mountain region( of East Tennessee and in urban schools in Bourgas on the Black Sea coast.

An investigation of very young children’s perceptions of a natural disaster, a tornado, used a stratified random sample of 40 children, aged 4-5 years, from a population of 108 in ten classes. The study also investigated a research protocol for ascertaining prior knowledge through children’s responses: physical representation, drawing responses, and retelling of personal stories through dictating captions for drawings. Two data sets were taken soon after the tornado. The children physically represented what happens in a tornado and how one takes shelter. Drawings increased in complexity by the second data set. Children’s stories included personal experiences: houses lost or damaged, being scared, friends missing, and wanting a significant other. Researchers can use a variety of methods to investigate very young children’s prior knowledge. An implication is that disaster education has a role in early social studies education promoting meaningful understanding by children of dangers posed, protecting oneself, and coping with the aftermath. Such a role is increasingly important as recent major U.S. disasters have impacted large numbers of citizens including our very young students. Further research especially with very young children in the area of disaster and hazards education is warranted in the field of social studies education.

Purpose – The purpose of this study is to assist teachers in developing inquiry-based learning environments in secondary and post-secondary subject area classrooms that support their diverse students’ capacities for deep and intellectually engaged reading.

Design – Reading Apprenticeship professional learning has been developed to transform teachers’ understanding of their role in students’ literacy development and to build teachers’ capacity for re-enacting literacy instruction in the academic disciplines, engaging students in text-based inquiry, supporting their ongoing engagement, and gradually turning the work of learning over to students. The model reflects the understanding that for practice to become truly responsive to the needs and varied contexts of teachers’ work, teachers must become adaptive and generative in their use of specific practices. Reading Apprenticeship immerses teachers in experiential learning through patterns of practice that we expect them to recreate in their own classrooms. Teachers participate in inquiries designed to help them become reacquainted with their own disciplinary expertise in relation to literacy. Importantly, teachers collaboratively analyze students work through case studies of student literacy learning and videotaped classroom lessons designed to help teachers to reimagine what they and their own students can accomplish.

Findings – Reading Apprenticeship instructional tools and routines offer multiple opportunities for teachers to hear and respond to student thinking in relation to the text, thereby deepening the student reasoning processes and turning work over to students. The work of gradual release occurs in recursive cycles of reciprocal modeling that respond to students’ particular puzzlements and challenges with specific texts and engage students in shouldering more of the work of learning moment-to-moment, over time. Just as curricular ideas and topics build on one another over the course of a year of study, the challenges of text-based inquiry increase and build on previous accomplishments, constantly extending students’ reach. Engaging learners in taking up the work of text-based inquiry is a continuous cycle of support and graduated release and challenge calibrated to students’ needs and skill levels in the current learning moment.

Practical Implications – Current policies focused on accountability and efficiency in school reform conflict with evidence-based understandings of the learning process. The ongoing nature of learning and development through the gradual release of responsibility require that we not only tolerate, but unreservedly embrace and value learning progressions and their messiness for both students and their teachers. Embracing the ongoing learning journey calls for tolerance and generosity that we often withhold from teachers and students alike – to be in process, to be a learner, and to be en route to accomplishment. Learning entails risk and vulnerability. If we are truly invested in growth for both students and teachers, we must expect to invest continuously in and provide sustained support for their learning. The more opportunities to learn teachers are able to offer students, the more students can do. And the more students can do, the more teachers can give them.

Using experimental scenarios, the current study suggest that the management accountants’ professional attributes social obligation, professional autonomy, professional affiliation, and professional dedication are associated with three ethical rationales that have been identified as playing important roles in ethical judgment, the perception of the ethicality of an action; moral equity, contractualism, and relativism. Understanding these issues will assist in determining the management accounting professional attributes that should be fostered in encouraging the ethical judgments of management accountants since research indicates that the moral equity and contractualism rationales are consistent with individuals at the post-conventional stage of ethical development and more ethical judgments while the relativism rationale is consistent with the conventional stage of moral development and less ethical judgments.

Twenty-first century concerns are explored given today's high levels of accountability, transparency, and social media. Ideas from Crow and Dabars (2015), Rhodes (2001), and Saul (2011, 2012) are expounded. This chapter discusses the pros and cons with the higher education engagement with the business and corporate world. Best practices, benefits, and perils are elaborated as tools for practitioners in both types of organizations. This chapter includes an open discussion of the pros, cons, heroes, villains, and various challenges with these complicated interorganizational relationships including preparation for ethical behavior.

This interorganizational discussion covers Astley and van de Ven's (1983) Organizational Analysis Matrix and key information to understand a broader, macro discussion including the purpose of organizations in society as well as overview the interorganizational relationships between the for-profit sector (i.e., businesses and corporations) and the specific sector of higher education. A consideration of motives, return on investment expectations, and interorganizational behavior is explored. This chapter highlights the complex nature of higher education and the for-profit realm, including inconsistent third-party support and intermingling from the government. Highlights from Sethi's (1975) seminal article serves as the basis for measurement and future expectations in a three-state schema for classifying corporate behavior.

Medical errors in obstetric departments are commonly reported and may involve both mother and neonate. The complexity of obstetric care, the interactions between various disciplines, and the inherent limitations of human performance make it critically important for these departments to provide patient-safe and friendly working environments that are open to learning and participative safety. Obstetric care involves stressful work, and health care professionals are prone to develop burnout, this being associated with unsafe practices and lower probability for reporting safety concerns. This study aims to test the mediating role of burnout in the relationship of patient-safe and friendly working environment with unsafe performance. The full population of professionals working in an obstetrics department in Malta was invited to participate in a cross-sectional study, with 73.6% (n = 184) of its members responding. The research tool was adapted from the Sexton et al.’s Safety Attitudes Questionnaire – Labor and Delivery version and surveyed participants on their working environment, burnout, and perceived unsafe performance. Analysis was done using Structural Equation Modeling. Results supported the relationship between the lack of a perceived patient-safe and friendly working environment and unsafe performance that is mediated by burnout. Creating a working environment that ensures patient safety practices, that allows communication, and is open to learning may protect employees from burnout. In so doing, they are more likely to perceive that they are practicing safely. This study contributes to patient safety literature by relating working environment, burnout, and perceived unsafe practice with the intention of raising awareness of health managers’ roles in ensuring optimal clinical working environment for health care employees.