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Building on the first cross-national study that had demystified various assumptions about the worldwide use of shadow education two decades ago, we analyze data from the 2012 Programme for International Student Assessment to examine the cross-national pattern of the use of shadow education by families in 64 nations and use improved statistical estimation methods. Focusing on fee-paying out-of-school classes, we find a continued, and likely an intensified pattern of the cross-national use of shadow education in the contemporary world. Approximately about one-third of all 15-year-old students from 64 countries/economies across the world use this form of shadow education. Students of higher socioeconomic status, females, and students in urban areas and general programs are more likely to use fee-paying services, while families and students turn to these services to address academic deficiencies in general. In addition, students from poorer countries more extensively rely on shadow education than students from wealthier countries after controlling for other variables. Students in South-Eastern and Eastern Asian countries are more likely to pursue shadow education than their counterparts in many other regions. Implications of these findings for theories of education and society as well as for educational policy in relation to shadow education are discussed.

This chapter sets forth how and why diary data analysis can help significantly advance inquiry into the intersubjective aspects of entrepreneurial opportunities. We start the chapter with a presentation of the sensemaking perspective for the study of intersubjectivity in entrepreneurship. Next, we address epistemological limitations of retrospective data collection methods and examine the relevance of real-time, prospective data, specifically diary data, for the study of intersubjective phenomena associated with entrepreneurial activity. Furthermore, we describe our experiences with application of this method to the study of entrepreneurial cognitive development in the context of longitudinal, diary data-based research on this topic. We also address limitations of the diary data collection method and propose future research avenues for studies on intersubjective dimensions of entrepreneurial agency, before concluding this chapter.

This chapter examines the impoverishment process in three South Caucasian states: Armenia, Azerbaijan and Georgia. It uses the concept of ‘order of curtailment’ of consumption expenditures to detect the order of curtailment of expenditures in the Caucasus region. It then suggests computing poverty rates on the basis of a threshold corresponding to the curtailment of a certain number of consumption expenditures categories and compares the poverty rates obtained with those derived from more traditional approaches to the unidimensional measurement of poverty. The empirical illustrations are based on the Caucasus Barometer surveys of 2009 and 2013.

Retail marketing is in the midst of an evolution. The paradigm is shifting from a product-centric to a consumer-centric focus, with a particular emphasis on understanding how consumers transition from harboring an interest in a product to actually purchasing that product. In response, shopper marketing, and in-store marketing (ISM) in particular, have emerged as important mechanisms to influence shopper behavior in brick & mortar and online retail environments. The academic literature is replete with work on what factors of ISM influence shopper behavior. In this chapter, we categorize prominent streams of findings on ISM into firm, customer, competitor and product characteristics of ISM and examine how the notion of a “store” is evolving from bricks to clicks – namely from physical formats to online shopping experiences. Insights from this chapter will help retailers and store managers identify what their customers respond to within a physical store, how technology is changing the way they can capture information on customers, and how shopper behavior is evolving in response to brick & mortar and online retail environments.

With the growth of the internet, more attention is being paid to new uses of the internet. This study examines loyalty to ‘virtual communities’ that internet users participate in. A research model is developed to describe the relationship between website evaluation factors and virtual community loyalty. Results are consistent with the predictions of the model.

Youth and young adults with emotional and/or behavioral difficulties (EBD) face particularly difficult challenges in their efforts to fit into adult roles and functions. The purpose of this chapter is to assist providers, educators, and administrators from the mental health, education, child welfare, justice/corrections, and adult service system sectors understand (a) a practice for improving the progress and outcomes for young people in transition, and (b) how this practice model is implemented in communities to impact the lives of youth in transition to adulthood. This is accomplished in two major parts in this chapter. The first part provides an overview of the Transition to Independence Process (TIP) model, a description of its status as an evidence-supported practice, and tools and strategies that support its implementation in communities and regions across North America. The TIP model is further illustrated through a description of how it is applied with a young person. The second part of the chapter provides an overview of implementation science, a description of how its strategies and tools can guide the implementation of an intervention or model; and an illustration of a large-scale TIP implementation initiative with collaboratives of agencies and schools. This chapter concludes with implications regarding the importance of having effective transition-to-adulthood models; and ensuring the implementation and sustainability of these to improve the progress and outcomes of youth and young adults with EBD.

Higher education has recently experienced an advancement in teaching and learning methods. Academics are experimenting with innovative techniques in using e-learning due to the global pandemic which has given a new dimension to classroom teaching. Hybrid teaching is becoming the new norm for classroom teaching which includes both face-to-face and online modes. Smart gadgets and technology are being used to design classroom delivery, assessment, and evaluation of students. The use of innovative teaching and learning methods becomes crucial to motivate and teach a spirit of learning. The development in the information and communication technologies (ICTs) sector has led to knowledge-intensive, interdependent and internationalized societies exploring and experimenting with opportunities for the design and delivery of education. ICTs are opening up new horizons to facilitate the exchange of creativity and intercultural dialogue. This book volume highlights case studies and innovative teaching methods used by academics across the globe. It talks about how teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. It discusses the in-class approach of implementing high-quality project-based learning activities that integrate learning in an authentic real-world manner. Chapters are dedicated to experiential learning which encourages critical thinking and creative problem-solving skills in students which is the essence of innovative teaching-learning methods. Academics are applying these methods to ensure that the student learning process is free flowing and stimulates students toward role-playing and mastering problem-based learning.

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983), but has seen far less application within the teaching of writing. As such, a framework for further incorporating the GRR model into comprehensive writing instruction is presented.

Design – This chapter describes a recursive writing process that includes four iterative and connected steps: we study, we write, we share, and we react and revise. From direct modeling needed to build efficacy (Bloomberg & Pitchford, 2017), prompting in the “we do it together phase” (Fisher & Frey, 2016), and peer collaboration offering students the opportunity to move from the solve it together to the self-regulated stage of learning, the GRR model of writing supports students as they move recursively between the phases of learning.

Findings – The recursive nature of the GRR model of writing offers scaffolded support calibrated to each student’s phase of learning. The gradual release model of recursive writing provides an opportunity for students and teachers to engage in a feedback cycle and permit teachers to pass the pen to students at an ideal time, often encompassing many opportunities to write, react, and revise with their peers serving as an authentic audience.

Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.

Reading comprehension is a critical area of instruction for all students, but particularly for students with learning disabilities (LD) that impede their ability to understand what they read. This synthesis includes 30 intervention studies on reading comprehension for students with LD conducted in several countries and all regions of the United States. Specifically, the current review focuses on the efficacy of these strategies across grade levels, with various types of reading materials, and in conjunction with other instructional components that have potential to enhance instructional benefits to students. Results suggest that reading comprehension instruction is effective for improving the skills of this population.