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From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.

The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.

Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.

Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.

The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

Given the scarcity of research exploring the influence of emotional dimensions on knowledge hiding (KH), this paper aims to examine how various facets of emotional intelligence (EI) affect teachers’ tendencies to hide knowledge. Additionally, the study delves into the mediating influence of organizational cynicism (OC) and explores the moderating role of servant leadership (SL) in this context.

The non-probability sampling method was used to gather data from 542 university teachers teaching in India. Structural equation modelling using Smart-PLS has been used to test the hypothesis.

The study revealed that EI negatively influences KH. Additionally, OC mediates the relationship between EI and KH. Furthermore, SL moderates the relationship between OC and KH.

As per the authors’ knowledge, the present study makes an additional contribution by investigating the mediating role of OC in the relationship between EI and KH. Moreover, it also investigates the moderating role of SL in the relationship between OC and KH.

The importance of performance measurement is largely undisputed. There is debate, however, regarding the equivalency of objective and subjective performance measures.This debate has not considered a frequently used subjective measure, satisfaction with performance, to be an important measure independent of its equivalency with objective measures. Using a sample of 368 manufacturing firms, this study found that objective measures explained only a modest amount of variance in satisfaction with performance and that other variables added significantly to the explained variance.These factors included perceived environmental hostility, vulnerability, perceived competitive advantage, and commitment.

The purpose of this study was to explore early help provision to children and families not reaching the Children Act (1989) child in need threshold, across all 152 English local authorities in 2017.

A freedom of information request was used, in September 2017, to obtain information regarding recorded numbers, attributes and referral reasons for Early Help cases, case categorisation, professional groups involved in this provision and models of practice.

Responses revealed there are no common protocols categorising referrals and identified needs of children and young people. Child behavioural issues were the most frequently occurring category followed by parenting issues and child emotional well-being. The numbers of children engaged by Early Help services varied with a range between Barnsley with 7.8% of children under 18 years old and Richmond on Thames with 0.33% and only exceeded children in need in a 7 out of 71 reporting authorities. Models of practice used were most commonly based on the assessment framework, which operates at all social work thresholds including child protection. The enquiry found a diverse workforce involved in Early Help and sets it within a context of local thresholds for dealing with large increases in referral rates to children’s services departments in recent years.

The study provides a unique insight into the nature and scope of Early Help provision across England. The relationship between existing thresholds of intervention in the child welfare system is underexplored in the social work literature.

This study examines the association between emotional intelligence (EI) and the tendency of future accountants to rationalize and engage in occupational fraud.

The study adopts a survey methodology and uses a questionnaire containing a fraud scenario and EI construct to gather data from 225 participants. It performed a Cronbach alpha to assess the measurement parameters consistency of EI and fraud tendency and employed Pearson correlation and regression analysis to test its hypothesis.

The study found that future accountants in Nigeria are emotionally intelligent and have a high fraud tendency. Also, it found a significant and positive association between EI and fraud tendency, suggesting that future accountants that are emotionally intelligent have a higher tendency to rationalize and engage in occupational fraud. In addition, the study found that academic intelligence, a control variable, positively associates with fraud tendency.

The study offers rare insights into the fraud tendency of future accountants, which would benefit the counter fraud community in Nigeria and other developing countries. Recruiters and employers will find the study beneficial in decision-making on job recruitment, placements and moral orientation for prospective accountant employees.

The study is the first to directly associate EI with the fraud tendency of future accountants from a developing country with high fraud profile and underdeveloped counter fraud strategy. Thus, it provides a benchmark for future studies in other developing countries.

Drawing from emotional labour (EL) and emotion regulation (ER) theories, this paper aims to identifiy what helps and what hinders the emotional intelligence (EI) practice of Vietnamese hotel workers. Researching EI qualitatively from a novel context highlights the influence of culture on EI.

The critical incident technique (CIT) was adopted as the qualitative methodological approach using a self-administered form and semi-structured interviews to collect empirical data from a sample of 34 Vietnamese hotel workers in 19 different hotels.

The findings show that following Joseph and Newman’s (2010) cascading model of EI would help hotel workers in their practice. The research also found different factors hindering the EI practice from the individual and organisational levels. Vietnamese culture was believed to guide deep-acting and meditation. Language barrier and manager support emerged as significant factors that could help or hinder their EI practice.

The research proposes a conceptual framework addressing the factors that could help or hinder the EI practice and provides implications for HR practices and management. Caution could be taken when applying the research implications because of the small sample as a nature of qualitative research.

To the best of the authors’ knowledge, this is the first attempt to appraise the EI practice adopting the CIT as a qualitative methodological approach in an under-research context and add evidence to the theoretical links between EI, EL and ER.

This paper aims to highlight the importance of the study of emotions in the successful implementation of information systems projects in developing countries. This paper studies one emotion, namely, anger, and discusses its detrimental impact on information system interventions. This paper suggests that controls are necessary for the management of anger emotion.

This research study explores the case of an Indian agricultural marketing board that implemented an information systems project on the integration of agricultural markets. The data was collected through semistructured interviews from four stakeholder groups. This paper uses a qualitative approach and analyzes the data using thematic analysis. Pierre Bourdieu’s theory of practice is used to study emotions in the case.

This paper finds that anger is the prominent emotion displayed at public sector organizations in India. This paper permeates all aspects of public organizations and has a detrimental impact on successfully implementing the information systems projects. Successful implementation of the information systems (IS) projects in India will need to have a framework for managing the anger emotion.

To the best of the authors’ knowledge, this is the first paper within the information systems discipline that focuses on anger and its detrimental impact on successful IS interventions. A unique contribution of this paper is a framework for the study of emotions. This paper also introduces the idea of controls for emotional management.