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Much of the research about groups in organizations has been framed around traditional work groups with features such as work that is done in the same place, at the same time, for the same organization. These features and related assumptions have shaped our theories and research about groups. This chapter first presents a framework for distinguishing between traditional and new forms of groups and then offers arguments about why our theories and research strategies must change as we move from groups with traditional features to new forms of work groups. This basic thesis is illustrated by examining the concept of socialization. We argue that traditional socialization mechanisms may not apply to new forms of work groups, and we introduce the concept of “substitutes for socialization” to explain the socialization processes in these new groups.

Multicultural teams (MCTs) and their managers are subject to numerous exogenous forces that profoundly affect how these teams’ members relate, what their difficulties are, and how they interact with task, technology and the larger organization(s) around them. We approach such teams from a multi-level perspective, focusing on global business culture, industry situation, and national political context as macro forces affecting these teams. We explain how these factors affect team functioning through the centripetal and centrifugal forces that they exert on individuals. Our perspective will acknowledge the complex reality of social construction among team members, and offer the view that members’ expectations and their mutual interactions are responsible for shaping each other's subsequent cognitions.

Bindu Aryais currently a doctoral student in International Business and Strategy at the University of Texas at Dallas. Her dissertation will empirically investigate how collaborative efforts between for-profit, not-for-profit and governmental agencies facilitate outcomes and can function to enhance sustainable development. Her research on how social networks facilitate organizational and group decision-making processes and outcomes has appeared in Journal of Management (forthcoming).

Purpose: To describe how an approach to instruction that intentionally considers elements of motivation and engagement, intensity of instruction, and cognitive challenge can accelerate the reading achievement of lower-performing readers by giving them access to and support to meet reading and knowledge building with success.

Design: The authors discuss a set of high-leverage practices squarely under the teacher’s control. Grounded in longstanding and rigorous research, the integrated set of practices have been shown time and time again to accelerate achievement beyond typical growth while also intentionally considering the experiences, cultures, and linguistic knowledge students bring to the classroom. The re-conceptualized approach forefronts student agency and engages students in meaningful interactions with text to build knowledge of the world they live in.

Findings: The authors illustrate the comprehensive approach through a composite vignette drawn from work with teachers and students in school and clinical contexts. The focus of the vignette is on the actions of the classroom teacher who is working to meet the needs of three struggling readers within the broader context of her 5th-grade classroom, while also establishing a coherent instructional approach with fellow teachers.

Practical Implications: By re-conceptualizing their approaches to working with struggling readers, teachers increase the likelihood that students will not only develop component skills related to reading but also integrate these components and develop the conceptual expertise that anchors future reading and learning.

In this article, we survey experiments that are directly related to monetary policy and central banking. We argue that experiments can also be used as a tool for central bankers for bench testing policy measures or rules. We distinguish experiments that analyze the reasons for non-neutrality of monetary policy, experiments in which subjects play the role of central bankers, experiments that analyze the role of central bank communication and its implications, experiments on the optimal implementation of monetary policy, and experiments relevant for monetary policy responses to financial crises. Finally, we mention open issues and raise new avenues for future research.