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Classroom management is a prerequisite for effective instruction, yet research indicates that not all teachers implement evidence-based classroom management skills (CMS) in their classroom. Therefore, efficient professional development models are necessary to increase teachers’ use of CMS, but those models are predicated on valid and reliable screening tools to identify teachers CMS performance. This study is a psychometric evaluation of a direct observation CMS screening tool for elementary school teachers that can be used as part of a targeted CMS professional development model. Based on a three-facet generalizability study, the primary source of variance across observations was differences among teachers and differences across observations. A decision study was conducted and indicates that a generalizable estimate from the CMS screening tool requires four 30-min observations. These results are compared with prior research and recommendations for future research are discussed.

The purpose of this work is to consider how to best prepare current and future business students for the inevitable ethical dilemmas that they will face in the course of their professional careers. To that end, the – still under-researched – rich history of the academic study of business ethics is leveraged in order to consider how a better understanding of the history of business ethics can help prepare for the future of business ethics. In addition to the above, the inescapable central role of the individual decision maker is demonstrated, with special emphasis on what is known about contemporary students of business can inform with regard to what business ethical challenges may await them and those impacted by their decisions.

In this paper, I compare Theodore Schatzki’s practice theory, the existential phenomenology of Martin Heidegger upon whom Schatzki drew in its formation, and my own theory of institutional logics which I have sought to develop as a religious sociology of institution. I examine how Schatzki and I both differently locate our thinking at the level of practice. In this essay I also explore the possibility of appropriating Heidegger’s religious ontology of worldhood, which Schatzki rejects, in that project. My institutional logical position is an atheological religious one, poly-onto-teleological. Institutional logics are grounded in ultimate goods which are praiseworthy “objects” of striving and practice, signifieds to which elements of an institutional logic have a non-arbitrary relation, sources of and references for practical norms about how one should have, make, do or be that good, and a basis of knowing the world of practice as ordered around such goods. Institutional logics are constellations co-constituted by substances, not fields animated by values, interests or powers.

Because we are speaking against “values,” people are horrified at a philosophy that ostensibly dares to despise humanity’s best qualities. For what is more “logical” than that a thinking that denies values must necessarily pronounce everything valueless? Martin Heidegger, “Letter on Humanism” (2008a, p. 249).

This chapter describes the benefits for learners when librarians collaborate with discipline faculty to design inquiry-based learning experiences. The authors purport that the research strategies and information literacy that form the basis of student inquiry are as critical to student learning and success as discipline-specific course outcomes. Drawing upon research in librarianship and educational psychology, the authors demonstrate benefits from direct instruction in information literacy that maximizes the depth and breadth of inquiry, brings more sophisticated questions to course topics, and acknowledges cognitive, metacognitive, and affective facets of the research process. This closes learning gaps and builds students’ confidence as researchers while simultaneously encouraging openness to ambiguity and diverse ideas.

Improving students’ ability to strategize about the information landscape, approach literature of various disciplines, and determine information quality are all critical to learning transfer and the scholarly process. The authors discover alignment between inquiry models and the information search process and demonstrate how using models facilitates instructional design and communicating expectations to students. Practical examples illustrate how faculty might embed information literacy into inquiry-based courses to scaffold, challenge, and support inquiry.