Search results

The novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.

The authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.

Respondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.

No published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

This paper aims to test whether passive Wi-Fi visitor analytics is a useful and effective method to measure consumer engagement towards food trucks located within an outdoor activation area at an Australian metropolitan university.

Using passive Wi-Fi visitor analytics to ping and track smart devices, data was collected over 90 weekdays capturing data from 522,548 unique smart devices.

The data collected in this feasibility study was able to identify the most and least popular food trucks by displaying the differences in both bounce and engagement rates, suggesting that passive Wi-Fi visitor analytics are feasible and useful in this context. Furthermore, the results also demonstrate that food truck vendors and marketers should not engage in random rotation, but instead remain static to try and increase familiarity.

Current visitor tracking technology (i.e. ticketed sales, sales data and survey) is limited as it may not provide an accurate measurement of foot traffic, identify engaged patrons who passed by but did not complete a purchase and be available due to commercial sensitivity and confidentiality. Thus, the current research is the first to examine customer engagement (i.e. unengaged walk-by vs engaged but bounced vs engaged sales) with food trucks within an activation area by using passive Wi-Fi visitor analytics.

当前的论文旨在研究被动 Wi-Fi 访客分析是否是衡量消费者对位于澳大利亚城市大学户外活动区域内的流动餐车的参与度的有用且有效的方法。

使用被动 Wi-Fi 访客分析来跟踪智能设备, 从 522,548 个独特的智能设备收集了超过 90 个工作日的数据。

该可行性研究中收集的数据能够通过显示跳出率和参与率的差异来识别最受欢迎和最不受欢迎的流动餐车, 这表明被动 Wi-Fi 访客分析在这种情况下是可行和有用的。 此外, 我们的结果还表明, 流动餐车供应商和营销人员不应随意轮换, 而应保持静止从而增加顾客熟悉度。

当前的访客跟踪技术（即售票销售、销售数据和调查）是有限的, 因为它可能无法：（1）提供客流量的准确测量; (2) 识别路过但未完成购买的参与顾客; (3) 由于商业敏感性和保密性而可用。 因此, 目前的研究是第一个通过使用被动 Wi-Fi 访客分析来检查激活区域内流动餐车的客户参与度（即, 未参与路过, 相比于参与但跳出, 相比于参与售出额）。

My response to the thoughtful and insightful critical discussions of my book, The End of Progress, offered by Reha Kadakal, George Steinmetz, Karen Ng, and Kevin Olson, restates its motivation and rationale to defend my interpretive claims regarding Adorno, Foucault, Habermas, Honneth, and Forst by applying standards drawn from the first two theorists that are consonant with postcolonial critical theory to the perspectives, claims, and theoretical contributions of the latter three theorists. Habermas, Honneth, and Forst presume a historical present that has shaped the second, third, and fourth generations of the Frankfurt School they represent – a present that appears to be characterized by relative social and political stability – a stability that only applies in the context of Europe and the United States. Elsewhere, anti-colonial struggles, proxy wars, and even genocides were related to the persistent legacies of European colonialism and consequences of American imperialism. Yet, critical theory must expand its angle of vision and acknowledge how its own critical perspective is situated within the postcolonial present. The essays of Kadakal and Ng express concerns about my metanormative contextualism and the question of whether Adorno’s work can be deployed to support it. Steinmetz challenges my “process of elimination” argument for metanormative contextualism and asks why I assume that constructivism, reconstructivism, and problematizing genealogy exhaust the available options for grounding normativity. Olson calls for a methodological decolonization to complement the epistemic decolonization I recommend. Critical theory should produce critical theories of actually existing societies, rather than being preoccupied with meta-theory or disputes over clashing paradigms.

This study aims to examine the mediating role of the fairness of the performance evaluation system on the association between the controllability of financial and non-financial measures and managerial performance.

Data was collected using an online survey questionnaire, with 220 responses received from middle and lower-level managers in Australian manufacturing organisations. Covariance-based structural equation modelling using software AMOS 25 was applied to analyse the data. Specifically, Anderson and Gerbing’s (1988) two-step approach was followed with confirmatory factor analyses first conducted to ensure that the measurement model was valid and reliable before running the structural model.

The findings reveal that the influence of managers’ controllability of performance measures on managerial performance is enacted through their perceptions of fairness. Specifically, the impact of controllability of financial (non-financial) measures on managerial performance is enacted through managers’ perceptions of distributive (interpersonal) fairness.

The empirical findings contribute to the literature investigating the empirical consequences of managers’ controllability of performance measures on performance evaluation processes, with the results revealing that the controllability of both financial and non-financial performance measures is positively associated with managerial performance via managers’ perceptions of different dimensions of fairness. Such results suggest that organisations, most of which do not prioritise the use of controllable performance measures in the design of their performance evaluation systems, need to reconsider the importance of the controllability of both financial and non-financial measures in the performance evaluation processes.

Following Bakhtin, organizational discourse scholars have examined ways in which organizational actors draw on and negotiate historical texts, weave them with contemporary ones, and transform them into future discourses. This paper examines how this practice occurs discursively as members in a high‐tech corporation conduct an organizational change.

This paper interprets discourse excerpts from meetings of a project team in the western US. Through participant‐observation and discourse analytic methods, the data gathered consists of field notes, over 33 hours' worth of team meeting conversation and five hours of interview data.

Through the use of represented voice, organizational members work out how an action or practice has sounded in the past as spoken by another member, and they articulate how proposed organizational changes might sound in the future. By making these inferences, members are able to discursively translate between a single situated utterance and organizational practices.

The analysis suggests that organizational change occurs when people temporarily stabilize the organization through the voicing of current practices (as references to what “usually happens” via what is “usually said”) and new practices (as references to what might be said in the future). It is when these practices are solidified and made real through these translations between identity, voice, and organizational practices that members are able to draw comparisons and transformations between “past” and “future” language, and thereby experience and achieve organizational change.

The paper furthers our knowledge of how organizational members discursively negotiate meanings during the process of organizational change through a specific discourse pattern.

Research suggests there are at least three challenges to Black male interest and success in STEM careers: increasing access to STEM resources and curriculum, increasing Black and male inclusiveness in STEM initiatives, and increasing cultural and technical competency in STEM fields. African American schools typically do not have equitable STEM resources or instruction. In addition, there is limited research on supporting Black males' success in STEM in the culturally responsive computing (CRC) literature. Most STEM initiatives prioritize increasing the number of girls in STEM fields. STEM field employers are not active recruiters of Black male hires and have little experience with diversity and cultural inclusiveness. Research also suggests that Black students may not be interested working in White corporate America that undervalues their unique cultural perspectives and are more concerned with schooling that improves their communities. This chapter utilized CRC as a lens to examine the complexity of engaging Black males in STEM. As a result, the authors suggest adopting an equity ethic to help teachers help Black males connect themselves and their communities to STEM technology by utilizing smartphones and smartphone technology to engage Black males who may not have access to computers. We end with an example of CRC called barbershop computing, which combines computing, engineering, and innovation as a method to attract and retain Black males in STEM classes and help them persist in STEM careers.

This paper aims to provide an experiential exercise for management and leadership educators to use in the course of their teaching duties.

The approach of this classroom teaching method uses an experiential exercise to teach Adams’ equity theory and Vroom’s expectancy theory.

This experiential exercise has proven useful in teaching two major theories of motivation and is often cited as one of the more memorable classes students experience.

To the best of the authors’ knowledge, this is an original experiential exercise for teaching the equity and expectancy theories of motivation.

Reciprocity has traditionally been overlooked in social exchange models of inter-firm relationships. Therefore, this research integrates reciprocity and its antecedents into a social exchange model of inter-firm relationships.

The authors collected primary data from a sample of firms in the Republic of Korea using a questionnaire. They also used covariance-based structural equations modeling to fit the model given the proposed conceptualization.

Both conceptually and empirically, adding reciprocity and its antecedents to the social exchange model produce results that differ from previously published papers. Specifically, reciprocity affects information exchanged indirectly through both credibility and benevolence trust. In addition, the effect of information exchange mediates the effect of trust on calculative and affective commitment.

The foundation of long-term inter-firm relationships is quality information exchange, which is based on the development of credibility and benevolence trust, which in turn is based on reciprocity. Thus, reciprocity is a key variable in relationship development.

To the best of the authors’ knowledge, this paper is among the first to combine reciprocity and its antecedents into a social exchange model that contains trust and commitment. This model provides a bigger picture of how firms develop long-term relationships with their partner firms.