Search results

We conducted a comprehensive review of the literature on mathematical interventions for secondary students with learning disabilities (LD) and the identified studies were analyzed in light of the mathematical practices as outlined by the Common Core State Standards Initiative (CCSSI, 2010). Results indicated that Standard 2, reason abstractly and quantitatively, was the most common practice addressed. Furthermore, the studies that examined the effects of Enhanced Anchored Instruction (EAI) contained the most practice standards of the studies reviewed. However, the majority of studies provided evidence of addressing only one practice standard. It is recommended that future studies need to address these standards and/or be more explicit in the inclusion of the standards.

The purpose of this paper is to investigate the influence of broad cultural dimensions, as well as those of religion and legal origin, on countries’ economic freedom, i.e., trade freedom, investment freedom, business freedom, labor freedom, monetary freedom, as well as a composite measure of economic freedom.

Linear regression of publicly available data regarding economic freedom (Miller et al., 2018) on cultural dimensions (Hofstede, 2009), legal origin and religion (LaPorta et al., 1999) for 52 countries was performed to determine the impact of these factors on economic freedom.

Results indicated femininity was the cultural dimension associated with the most measures of economic freedom. Short-term-oriented cultures were predictive of greater business freedom, while more restrained cultures were associated with greater business and monetary freedoms. Higher individualism was predictive of greater monetary freedom. Catholicism positively predicted investment freedom and negatively predicted business freedom. French civil law negatively predicted labor freedom, while socialist legal origins positively predicted trade freedom, but negatively predicted business freedom.

This is the first study to examine the impacts of culture, law and religion on economic freedom. One practical implication of this research is that countries would be wise to emphasize more feminine aspects in their cultures, as these are associated with greater economic freedom. Even minor adjustments that move in the direction of cooperation and fair processes might help increase economic freedoms and the many benefits that stem from such freedoms.

This paper aims to describe the work of a group of seventh-grade boys in a middle school superhero storytelling project. In this project, the boys, one of whom identified as Latino and five of whom identified as Black, created a voiceless, faceless, raceless superhero named “Mute.” Using a Black feminist theoretical framework, the author considers how the boys authored embodied moments in the construction of their character and in a basketball scene. The author argues that within the narrated space of the story, embodiment functioned as a critical tool for authoring spaces that thwarted and bypassed dominant social narratives.

The white, female, university-affiliated author was a participant-researcher in the “Mute” group’s ten storytelling sessions. The ethnographic data set collected included fieldnotes, recordings and copies of all the writing and images of the group. The author uses this data to conduct a narrative analysis of the Mute story.

The author suggests that the group’s authoring of embodiment and choreography in their story makes space outside of the binary stances often available in traditional critical analyses. Instead, the group’s attention to embodied aspects of their character(s) allowed them to refuse either/or positions of such stances and construct a textured reality that existed beyond these bounds.

Black feminist theorists have warned that critical readings are potentially essentializing, risking a reification of the same systems they hope to overturn. The Mute group’s invention of a superhero character and their use of authored embodiment deflected such essentializing readings to imagine a new, more just (story) world. Thus, the author recommends an increased attention to how students are writing and reading embodiment to fully see the everyday ways they are critically working both against and beyond the social narratives that organize their lives.

Many states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.

The theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.

The findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.

The continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.

The knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.

The current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

Both accounting professionals and accounting academics have noted the importance of communication skills for the career success of students. Further, the general consensus from the academic and practitioner literature is that these communication skills are an area in which many students could use improvement. One factor that has been shown to impact the improvement and development of these skills is communication apprehension.

In this chapter, we describe a combination of pedagogical methods we employed in tax classes at two universities to reduce written communication apprehension among students. More specifically, we draw ideas from communications research which suggest that increased writing opportunities, progressively increasing the weighting of the assignments, using models and examples for study and comparison, and trying to make feedback more effective may help to reduce written communication apprehension. We implemented this suggested approach by using a series of assignments that incorporated writing components.

Results suggest that writing apprehension reduced from the beginning of the semester to the end of the semester. Further, the reduction in writing apprehension was even greater for those students who began the semester with high written communication apprehension. In addition, the results of the survey questions at the end of the semester suggest that the methods also improved students’ confidence in preparing tax-related written communication.

The following subjects are addressed through the case: Integrated thinking; professional skills; ethics and values; sustainability; and responsible leadership.

This teaching case is aimed at Postgraduate accounting honours or masters students or MBA students.

The case begins on 16 May 2018, with Jason Roberts, Head of Environmental Programmes at World wide fund for nature (WWF), reflecting over bad news. The Department of Agriculture, Forestry and Fisheries (“DAFF”, also referred to as “government”), have just approved the 2017/2018 Total Allowable Catch (“TAC”) for the West Coast (WC) rock lobster at 1,924 tons, almost three times the amount recommended by the scientific community. The events describe a history of tension between the primary objectives of the WWF and the government; difficulties in stakeholder management, and the potential consequences for the survival of the WC rock lobster and those who depend on it for their livelihood. The different perspectives held by different stakeholders; the relevance of the scientific evidence; the legal provisions in place and the process applicable to making the TAC decision; all highlight the complex environment in which decisions were made; to which the WWF is wondering how to respond.

The case’s primary learning objective is to highlight the variety of considerations involved in complex decision-making, also known as “integrated thinking”. Students will be required to critically analyse and evaluate the information in the case, as well as the exhibits; to comment on the appropriateness of various decisions and recommendations; evaluate the ethical/moral responsibilities of WWF; understand different perspectives and the reasons for these perspectives; identify actions and statements that reflect responsible leadership, as well as those that reflect the contrary; and apply learnings from this case to personally reflect on one’s role as a responsible business leader.

Teaching Notes are available for educators only.

CSS 1: Accounting and Finance.

Both online and brick and mortar retailers have invested heavily in developing omni-channel service offerings. Though seen as a competitive necessity, these omni-channel service offerings increase costs and complexities. The purpose of this study is to examine the effects of strategies involving bundles of omni-channel services related to order fulfillment and returns management on retailer performance.

Archival data were obtained for 152 retailers and analyzed using ordinary least squares regression. Robustness tests using an alternative dependent variable and a model-based classification strategy corroborate our findings.

Retailers offering full sets of high integration omni-channel services (buy online pick up in store, ship from store and in-store returns) have better performance (e.g. sales, growth and competitive position) and web sales than retailers that offer only a partial mix of these high integration services. Retailers offering a partial bundle of high integration services, in turn, have better performance and web sales than retailers that offer none of these services.

The research extends work that has examined the performance effects of omni-channel services on individual retailers. Our results indicate retailers benefit the most when offering a full set of high integration omni-channel services, suggesting retailers who have only adopted a subset of these services could improve performance through broader adoption of services. The results further indicate partial adoption of high integration services is better than no adoption.

The purpose of this paper is fourfold: first, to provide the first systematic study on the ethics of blockchain, mapping its main socio-technical challenges in technology and applications; second, to identify ethical issues of blockchain; third, to propose a conceptual framework of blockchain ethics study; fourth, to discuss ethical issues for stakeholders.

The paper employs literature research, research agenda and framework development.

Ethics of blockchain and its applications is essential for technology adoption. There is a void of research on blockchain ethics. The authors propose a first theoretical framework of blockchain ethics. Research agenda is proposed for future search. Finally, the authors recommend measures for stakeholders to facilitate the ethical adequacy of blockchain implementations and future Information Systems (IS) research directions. This research raises timely awareness and stimulates further debate on the ethics of blockchain in the IS community.

First, this work provides timely systematic research on blockchain ethics. Second, the authors propose the first research framework of blockchain ethics. Third, the authors identify key research questions of blockchain ethics. Fourth, this study contributes to the understanding of blockchain technology and its societal impacts.