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The College, Career, and Civic Life Framework and recently revised social studies standards in a number of states have placed renewed emphasis on inquiry-based instruction rooted in rigorous and relevant questions, which necessitates a better understanding of how teachers develop questions capable of meeting the expectations set forth in these documents. The purpose of this paper is to examine teachers’ question-development processes and the impact of question development and implementation on their understanding of compelling questions.

This qualitative study examined how six high school civics teachers from a single Kentucky school district defined and developed compelling questions. Following recommendations for in-depth phenomenological interviews, this study implemented a three-interview sequence, each of which included a verbal report component. Additional data were generated through teacher-completed Question Development Tasks and Question Evaluation Tasks.

The findings suggest that participants’ attempts to craft questions that balanced relevance and complexity led them to engage in a deliberate, reflective question-development process. Teachers’ understandings of compelling questions were shaped by their question-development experience; however, teachers who implemented their compelling questions emerged with a more nuanced understanding of their construction and a deeper commitment to their use.

Although focused on a small group of teachers, this study provides valuable insight into teachers’ conceptions of inquiry, which may strengthen the supports teacher educators and administrators provide to those attempting to implement inquiry in their classrooms.

Social studies research has long advocated inquiry as a desired instructional practice, but the increasing emphasis on the role students’ questions should play in inquiry requires research into what social studies teachers can do to elevate the place of student questioning in classrooms. This study examined the attitudes and actions of two secondary social studies teachers who self-identified as advocates of student questioning and who desired to incorporate more student questioning into their instruction. This study used qualitative research methods and generated data through multiple interviews and classroom observations with each participant along with content analysis of classroom materials. Findings suggest that even though the participants approached student questioning in unique ways, they shared a need for curricular control, often triggered by the pressures of standardized assessments, which influenced how they incorporated student questioning into their classrooms. This study provides valuable insight into the promise of student questioning and factors that must be addressed if teachers are to incorporate student questioning in ways that foster meaningful inquiry.

Prior studies on accounting and its environment that included culture as an explanatory variable have limitations because of their failure to operationalize it properly. The purpose of this study is to apply two of Hofstede's cultural value dimensions as alternative measures to represent national culture and to examine the impact of these two variables along with economic and equity market factors on accounting disclosure practices in different countries. A sample of thirty‐nine countries was chosen based on the availability of information on the explanatory variables. To empirically test the hypothesis, three regression models, with disclosure practices as the dependent variable and five economic and cultural factors as the explanatory variables, were developed. The Price Waterhouse survey (1979) and Gray, Campbell and Shaw's survey (1984) were used to construct three indexes to operationalize disclosure practices. The five explanatory variables are: (1) type of economy, (2) size of the equity market, (3) equity market activity, (4) uncertainty avoidance, and (5) individualism. The results showed that out of the five explanatory variables, only two, namely, uncertainty avoidance and size of the equity market, are significantly associated with disclosure practices. The results are consistent with prior theoretical and empirical studies.

This research reviews numerous studies of the relationship between consumer knowledge and external search in conventional marketing channels to investigate differences among these studies that have produced conflicting results. The findings provide a benchmark for future researchers and practitioners seeking to gain insight into consumer information search processes unfolding in the new environment of online, mobile, and social networking channels.

A meta-analysis of an extensive array of empirical studies of the relationship between consumer knowledge and external information search was conducted. Regression analysis was used to test whether certain characteristics in the studies can explain variability in the effect sizes in which effect sizes are entered as dependent variables and moderators as independent variables.

Objective and subjective knowledge tend to increase search, while direct experience tends to reduce search. Consumers with higher objective knowledge search more when pursuing credence products. However, they search relatively less when pursuing search products. Consumers with higher subjective knowledge are much more likely to search in the context of experience products, but as is the case for objective knowledge having little effect on search for experience products, subjective knowledge has no significant effect on information seeking for search products. In addition, objective knowledge facilitates more information search in a complex decision-making context while higher subjective knowledge fosters more external information search in a simple decision-marketing context. Finally, the findings indicate that the knowledge search relationship reflects strong linkage in the pre-Internet era.

Relatively little is known about how the relationship between knowledge and information search varies across different types of products in simple or complex decision-making contexts. This study begins to fill this gap by providing insight into the relative importance of objective knowledge, subjective knowledge, and direct experience in influencing consumer information search activities for search, experience, and credence products in simple or complex decision-making contexts.

Luxury branding, in the context of tangible luxury consumables, has received academic attention. But the notion remained inconclusive in the context of consumption of luxury intangibles. The travel setting provides an excellent backdrop to explore the complex cognitive process of assigning meaning to the relationship between travellers and luxury travel brands. The shifting image of luxury consumption from elitism to mass aspirational, too, needs to be studied for its transformative implications. The chapter focused on developing a brand relationship scale, namely, TraveLux, in the context of luxury travel consumption and tested its robustness to explain the shared sentiments and emotions of travellers, engaged in luxury travel, across social media. The chapter identifies a four construct instruments capturing the essence of immersive experience, ethnocultural acculturation, passion and excitement and self-congruence as a seedbed of luxury brand affinity for travellers. TraveLux was also found to capture the shared experience of travellers consuming luxury travel brands, thereby establishing a synch between the instrument constructs and manifested human cognition in real-life situations. The study expanded on the volume of literature pertaining to luxury branding in the context of product-oriented industry and addresses the existing void in understanding traveller–brand relationships in luxury travel contexts. The study implicates a theoretical change in branding concept in perceiving luxury brands as price-based exclusivity to a transformative cultural experience. Further extrapolations of the study could be made by incorporating subtle behavioural patterns of travellers in perceiving luxury and subsequent evocation and predisposition towards decision-making.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.

The characteristics of individual members and how the members are assembled in a group are critical foundations for various group processes and outcomes and often determine important staffing and hiring decisions in organizations. This chapter offers an overview of the history of group composition research across multiple disciplines and identifies three distinct approaches to studying group composition with an emphasis on the role of communication. Scholars treat group composition as a cause that leads to group outcomes, a consequence that results from social and psychological processes, or a process in response to dynamic team environments. A synthesis of previous research reveals that studying group composition as a cause has dominated the field and that the role of communication in group composition has gained little attention. The chapter concludes with a set of future research directions targeting the new digital environment, the role of communication, and research methodologies with special attention to the consequence- and process-oriented approaches.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

This study aims to examine whether the age and tenure of the chair of the board of directors are related to research and development (R&D) investment in China.

This study uses A-share manufacturing firms that traded on the Shanghai and Shenzhen stock exchange between 2009 and 2018. This study uses OLS regressions, controls for self-selection bias, and uses an instrumental variable to alleviate the concern of endogeneity.

This study finds that chair tenure has a negative relationship with R&D investment. This study does not find a significant relationship between chair age and R&D investment.

This study contributes to corporate governance and strategic management literature by highlighting chair tenure as a new factor affecting R&D investments. It also adds a significant contribution to the limited literature on the chair’s role in strategic decisions. Moreover, companies that are eager to strengthen corporate governance and maintain sustained innovation may reconsider the chair tenure. Given that many proposals for board governance reform explicitly stress the importance of limiting board tenure, this study contributes to policymakers by providing evidence in support of these proposals.

The forces of globalization and political expediency are forcing an increasing number of countries to adopt International Financial Reporting Standards (IFRS) issued by the International Accounting Standards Board (IASB). Although numerous countries are adopting IFRS, the approaches used for convergence continue to differ significantly across countries. Using selected countries from the South Pacific region, this chapter investigates the relationship between country-specific characteristics and the selection of the appropriate approach for the adoption of IFRS. The country-specific attributes that have been found to influence convergence are (1) the set of accounting standards that prevailed in the country at the time the selection was made, (2) the availability and experience of professional accountants, (3) the relevant educational and professional training, (4) the presence of the Big 4 accounting firms, and (5) the accounting regulatory framework. The results of this study suggest that complete comparability in financial reporting may be difficult to achieve across all countries in the region even after adopting the IFRS because of differences in country-specific factors. These findings are important because they indicate that attention should be concentrated on theorizing and empirically testing the effects of country-specific attributes on convergence efforts across jurisdictions.