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The purpose of this study is to explore teen-adult dialogic interactions during the co-design of data literacy activities in order to determine the nature of teen thinking, their emotions, level of engagement, and the power of relationships between teens and adults in the context of data literacy. This study conceives of co-design as a learning space for data literacy. It investigates the teen–adult dialogic interactions and what these interactions say about the nature of teen thinking, their emotions, level of engagement and the power relationships between teens and adults.

The study conceives of co-design as a learning space for teens. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity, and Emotional Tone using transcriptions of recorded Data Labs with teens and adults. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity and Emotional Tone using transcriptions of recorded Data Labs with teens and adults.

LIWC-22 scores on the linguistic measures Analytic Thinking, Clout, Authenticity and Emotional Tone indicate that teens had a high level of friendly engagement, a relatively low sense of power compared with the adult co-designers, medium levels of spontaneity and honesty and the prevalence of positive emotions during the co-design sessions.

This study provides a concrete example of how to apply NLP in the context of data literacy in the public library, mapping the LIWC-22 findings to STEM-focused informal learning. It adds to the understanding of assessment/measurement tools and methods for designing data literacy education, stimulating further research and discussion on the ways to empower youth to engage more actively in informal learning about data.

This study applies a novel approach for exploring teen engagement within a co-design project tasked with the creation of youth-oriented data literacy activities.

This paper aims to investigate the law and logic mechanism of management control matching pattern and company strategy aggressiveness under different strategies by textual analysis, based on the empirical data of Chinese A-share listed companies during the period from 2010 to 2018. Additional analyses further investigate the moderating effect of environmental uncertainty and R&D intensity on the relationship between management control matching type and strategy aggressiveness. The conclusion can help relevant departments to develop management control theory and method system with Chinese characteristics and provide theoretical reference for the matching mode of dual control.

This paper uses the text analysis method. The main explanatory variables are analyzed using the computer SQL Server database software through the relevant text of the board of directors report in the company annual report. Other financial data came from the CSMAR database, excluding ST and PT and companies with missing data, and 16,902 samples were finally obtained. This paper conducted statistical analysis through Stata12.

This paper shows that the matching pattern between formal and informal control is divided into three types. They have different impacts on strategy aggressiveness. Specifically, consistent matching type II significantly positively influences the aggressiveness of offensive strategy. Consistent matching type I significantly positively influences the aggressiveness of defensive strategy. Complementary matching type I significantly positively influences the aggressiveness of analytical strategy. Additional analyses find that compared with non-high-tech companies, high-tech companies have more significant influence on the relationship between management control matching pattern and company strategic aggressiveness. And compared with other two “strategy-control” matching patterns, both environmental uncertainty and product innovation have more significant influence on the relationship between consistent matching II and offensive strategy aggressiveness.

To the best of the authors’ knowledge, this paper divides the formal and informal control matching patterns of management control into three categories for the first time. It examines the relationship between the formal and informal control matching of management accounting and the degree of strategy aggressiveness. The conclusion provides new empirical evidence to promote the effective implementation of development strategies for companies. It can help relevant departments to develop management control theory and method systems with Chinese characteristics and provide theoretical references for the matching mode of dual control.

The purpose of this research was to understand the role of interdisciplinarity in research and how communication structures and processes at universities facilitates such work.

Twenty-one semi-structured interviews with administrators, faculty, and staff from US R-1 Carnegie-designated higher education institutions were conducted.

Institutional culture reportedly drives interdisciplinary research efforts and participants offered different values associated with pursuing interdisciplinary work. Participants also shared formal and informal incentives that motivate their pursuit of interdisciplinary collaborations. Participants seemed to prefer a blended centralized-decentralized approach for the communication function's support of interdisciplinary research efforts.

This research fills a gap in understanding of how organizational capacities, structures and processes support collaborative research work and public communication about such work.

The upsurge in global youth migration remains a major concern for policymakers, politicians and academia at large. Given the emerging interests in youth migration and informal jobs in cities around the world, this study aims to establish the barriers limiting the transition of migrant youths, in informal settings, into formal jobs and the consequent impact on their livelihood.

Leveraging the push-pull approach of the functionalist migration school, this study uses a primary research design. A structured questionnaire was administered among 150 migrant youths who were selected across informal settings in Lagos, using a convenient sampling technique. Then, a structured face-to-face interview was later conducted among 40 selected migrant youths.

There is a skill mismatch between the competence of the youths and the requirements of firms in the formal sector, and the migrant youths are largely disenfranchised from opportunities that flow within certain networks. Another critical constraint includes language barrier, ethnicity and religious biases by certain employers. Most migrant youths are economically better off compared to where they came from, even though they are yet to exit the poverty trap.

This study critically examined the challenges faced by the migrant youth population in Lagos, Nigeria, in their bid to transition from informal employment to formal employment.

The recent world refugee crisis has mobilized societies all around the globe and has led to the multiplication of initiatives calling for support to refugees. Given the fact that one-third of the displaced population were children, measures for their immediate integration into schools were taken in most European countries. Although in Greece children with refugee experience first attended schools in 2017, teachers were not adequately prepared to cope with students who had lacked schooling for many years and with whom they couldn’t easily communicate due to language barriers. New teaching methodologies were needed for pre- and in-service teachers to bridge the gap between existing knowledge and the needs of refugee students. In this context, the authors designed a project called “Literacy through Drama” in the reception class of a public school in Volos, Greece involving 12 pre-service teachers. The findings of the study highlight that drama-based informal learning may provide opportunities for pre-service teachers to develop valuable knowledge about learners in authentic settings and pedagogy in practice. Faculties of education could facilitate effective community partnerships with organizations that work with refugee families and children and the school system and propose holistic curricula which include refugee student experiences. Moreover, pre-service teachers could gain skills and knowledge in supporting refugee students, identify refugee students’ needs, communicate in creative ways, and overcome deficit beliefs about refugee students.

Studies have shown that science, technology, engineering and mathematics (STEM) careers remain to be one of the areas where there is considerable job growth (Lacey & Wright, 2009; National Science Board, 2010; Singh et al., 2002). However, in many rural regions, science teachers still find it challenging to motivate adolescents to develop an interest in these fields or pursue opportunities in STEM at their schools or in their communities. In exploring a distinctive way to motivate students from rural regions to develop and maintain a STEM mindset, the authors provided students opportunities to participate in programs within their communities to increase their interests in STEM. The authentic STEM learning experiences, “at no cost” for the high school students, helped them focus on cognitive and social abilities as they engaged in experiences developing identities as pre-STEM professionals. This paper reports on how the authors were able to develop research through the support of the professional development system at the university.

The authors explored the experiences of the high school students and parents as they engaged in the Science Olympiad events, community volunteering and mentoring projects over three years in the southeastern United States. A total of 50 high school students participated from the Science Olympiad team from ethnic backgrounds: Hispanic/Latino Americans (55%), African Americans (10%) and White Americans/Caucasians (35%) participated. The high school students and parents were asked to participate by completing required permissions and also completing pre- and post-surveys to help understand their reasons for participating in the activities. At the end of the semester, an interview was conducted with participants to better understand their experiences with working on the team and their STEM perspectives. Parents and guardians of the high school students were also asked to share their thoughts about their children participating in these activities through indirect conversations. The school partnership teacher, also Science Olympiad co-coach, invited high school students to participate in additional STEM activities throughout the school year through the university partnership.

The pre- and post-survey responses provided insight to researchers about the “lived experiences” of the students as they developed a STEM mindset. Analysis of data indicates students’ interests in STEM and working with youth increased as a result of the STEM opportunities. To help in increasing their interests, additional opportunities are needed for these youth to engage in STEM tasks and mentoring. The professional development system (PDS) creates the space for these opportunities to take place, leading to new knowledge for learning and “boundary-spanning roles” for school-university faculty to discover and experiment new ideas that “transcend institutional settings” (National Association for Professional Development Schools, 2021).

Additional research is needed in helping high school students develop a STEM mindset as they participate in volunteer STEM experiences. The survey tools should be revised to address the specific STEM activities that the students participate in during the year. In addition to feedback from the youth and parents using focus group interviews or other defined survey instruments.

The school-university partners continue to explore the successes and challenges of the collaborative effort. Disruptions in the collaborative effort such as school closures due to severe weather and the pandemic have resulted in cancellations of STEM opportunities for high school students. Despite challenges, this collaborative effort continues with an additional focus on STEM learning.

Suggested research may involve investigating parental involvement strategies that increase the likelihood of actual high school student attendance during out-of-school time activities, such as community STEM fairs, competitions and summer STEM camps. Use of focus group interviews provided students setting to talk freely.

Through a new initiative established by the PDS at the university, “PDS Master Teachers,” the school-university faculty were invited to participate and engage in purposeful, intentional professional learning and leading to enhance the quality of the experiences for teacher candidates (Professional Development System, Watson College of Education at the University of North Carolina Wilmington, 2022). This innovative program inspired the school-university faculty to reflect on practice and create new approaches to expand STEM learning in the school and community. Through this collaborative effort, the following National Association for Professional Development Schools (NAPDS) Nine Essentials were addressed: Essential 2: Clinical Preparation; Essential 3: Professional Learning and Leading; Essential 4: Reflection and Innovation; Essential 5: Research and Results; and Essential 8: Boundary-Spanning Roles (National Association for Professional Development Schools, 2021). The University’s PDS comprehensive approach to professional learning and its dedication to providing a space for all to engage in reflective practices for professional growth provided the required support for this project.

The purpose of this study is to investigate the role of sales, as a proxy for size, in moderating the impact of institutional incongruence between formal and informal institutions on the formalization of microenterprises in middle-income countries in Latin America.

The paper uses a probit regression model to examine business formalization as a binary outcome of formal and informal institutions. Data was collected through interviews and surveys across 52 municipalities in the Metropolitan Region of Santiago, Chile. The study used a stratified sampling approach and was conducted between November 2022 and January 2023.

The results offer three key insights into the formalization of microenterprises in middle-income countries. First, we show that formal institutions do not significantly influence formalization decisions among microentrepreneurs in middle-income countries, challenging the traditional belief that formal institutions alone significantly influence formalization in these contexts. Second, we show that informal institutions are significant predictors of informality, especially among smaller microenterprises. Third, we highlight that the smaller the business, the stronger the negative effect of informal institutions on formalization, and thus, the institutional incongruence between formal and informal institutions decreases for larger businesses.

This paper contributes to management literature by shedding light on the drivers of formalization in middle-income countries, a departure from most formalization studies wherein the focus is primarily on low-income economies. The findings suggest that policymakers in middle-income countries should focus on enabling microenterprise growth through sales, rather than targeting specific demographic groups or relying solely on formal institutional enforcement to promote formalization.

El objetivo de este estudio es investigar el papel de las ventas, utilizadas como un indicador de tamaño, en la mediación del impacto de la incongruencia institucional entre instituciones formales e informales en la formalización de microempresas en países de ingresos medios en América Latina.

Utilizamos un modelo de regresión Probit para examinar la formalización empresarial como un resultado binario de instituciones formales e informales. Los datos se recopilaron a través de 110 entrevistas y encuestas en 52 municipios de la Región Metropolitana de Santiago, Chile. El estudio empleó un enfoque de muestreo estratificado y se llevó a cabo entre noviembre de 2022 y enero de 2023.

Nuestros resultados ofrecen tres ideas clave sobre la formalización de microempresas en países de ingresos medios. Primero, demostramos que las instituciones formales no influyen significativamente en las decisiones de formalización entre las microempresas en países de ingresos medios; esto desafía la creencia tradicional de que las instituciones formales por sí solas influyen significativamente en la formalización en estos contextos. Segundo, nuestro estudio muestra que las instituciones informales son predictores significativos de la informalidad, especialmente entre las microempresas más pequeñas. Tercero, nuestro estudio destaca que el efecto negativo de las instituciones informales sobre la formalización es más fuerte para negocios de menor tamaño; por lo tanto, la incongruencia institucional entre instituciones formales e informales disminuye para negocios de mayor tamaño.

Este artículo contribuye a la literatura iluminando sobre los impulsores de la formalización en países de ingresos medios, a diferencia de la mayoría de los estudios de formalización en la región latinoamericana que se centran principalmente en países de bajos ingresos. Nuestros hallazgos sugieren que los responsables de políticas en países de ingresos medios deberían centrarse en impulsar el crecimiento de las microempresas a través de las ventas, en lugar de enfocarse en grupos demográficos específicos o depender únicamente del cumplimiento institucional formal para promover la formalización.

O objetivo deste estudo é investigar o papel das vendas, usadas como um indicador de tamanho, na mediação do impacto da incongruência institucional entre instituições formais e informais na formalização de microempresas em países de renda média na América Latina.

Utilizamos um modelo de regressão Probit para examinar a formalização empresarial como um resultado binário de instituições formais e informais. Os dados foram coletados por meio de 110 entrevistas e pesquisas em 52 municípios da Região Metropolitana de Santiago, Chile. O estudo empregou uma abordagem de amostragem estratificada e foi realizado entre novembro de 2022 e janeiro de 2023.

Nossos resultados oferecem três ideias-chave sobre a formalização de microempresas em países de renda média. Primeiro, demonstramos que as instituições formais não influenciam significativamente as decisões de formalização entre as microempresas em países de renda média; isso desafia a crença tradicional de que as instituições formais, por si só, influenciam significativamente a formalização nesses contextos. Segundo, nosso estudo mostra que as instituições informais são preditores significativos da informalidade, especialmente entre as microempresas menores. Terceiro, nosso estudo destaca que o efeito negativo das instituições informais sobre a formalização é mais forte para negócios de menor porte; portanto, a incongruência institucional entre instituições formais e informais diminui para negócios de maior porte.

Este artigo contribui para a literatura iluminando os impulsionadores da formalização em países de renda média, ao contrário da maioria dos estudos de formalização na região latino-americana, que se concentram principalmente em países de baixa renda. Nossos achados sugerem que os responsáveis pelas políticas em países de renda média deveriam focar em impulsionar o crescimento das microempresas por meio das vendas, em vez de se concentrar em grupos demográficos específicos ou depender exclusivamente do cumprimento institucional formal para promover a formalização.

In times of crisis, such as the Covid-19 global pandemic, journalists who write about biomedical information must have the strategic aim to be clearly and easily understood by everyone. In this study, we assume that journalistic discourse could benefit from language redundancy to improve clarity and simplicity aimed at science popularization. The concept of language redundancy is theoretically discussed with the support of discourse analysis and information theory. The methodology adopted is a corpus-based qualitative approach. Two corpora samples with Brazilian Portuguese (BP) texts on Covid-19 were collected. One with texts from a monthly science digital magazine called Pesquisa FAPESP aimed at students and researchers for scientific information dissemination and the other with popular language texts from a news Portal G1 (Rede Globo) aimed at unspecified and/or non-specialized readers. The materials were filtered with two descriptors: “vaccine” and “test.” Preliminary analysis of examples from these materials revealed two categories of redundancy: paraphrastic and polysemic. Paraphrastic redundancy is based on concomitant language reformulation of words, sentences, text excerpts, or even larger units. Polysemic redundancy does not easily show material evidence, but is based on cognitively predictable semantic association in socio-cultural domains. Both kinds of redundancy contribute, each in their own way, to improving text readability for science popularization in Brazil.

The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences.

This qualitative study, guided by an improvement science orientation, enacted an iterative research design. Data sources consisted of anecdotal field notes and artifacts from 12 professional learning sessions. Using a constant comparative method, the authors applied an inductive thematic analysis to identify salient themes across data related to teacher wonderings and identified goals.

The paper illuminates teachers' voices while highlighting information gleaned from participant wonderings, their identified goals and how this information informed the iterative development of future professional learning experiences within a district-university partnership.

Due to the chosen research approaches and limited number of participants, the research results may lack generalizability.

This paper provides original insight into collaborative development of recursive professional learning experiences within partnership spaces.

The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.

In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.

The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.

In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.