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The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning.

A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation.

This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks.

This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study.

There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.

The author argues that we must stop and take a look at what our insistence on human labour as the basis of our society is doing to us, and begin to search for possible alternatives. We need the vision and the courage to aim for the highest level of technology attainable for the widest possible use in both industry and services. We need financial arrangements that will encourage people to invent themselves out of work. Our goal, the article argues, must be the reduction of human labour to the greatest extent possible, to free people for more enjoyable, creative, human activities.

Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women.

Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives.

Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry.

Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives.

Students in full-time higher education are increasingly combining work with study. This can present challenges and conflicting priorities which may result in stress and compromised academic performance. However, working can also afford students a better quality of life and enhanced employability. The growth of student employment creates implications for universities and employers. In this chapter, we report the results of our research which explored experiences of students at a business school in a large UK university who were working while studying. We examine the experiences and perceived consequences of combining employment with full-time study and seek to understand why students work during their degree program, the challenges and benefits of balancing work and factors which may help and hinder their efforts. The chapter builds on the existing knowledge base about the effects working has on students’ academic performance and well-being, and considers how universities, employers and social circumstances may support students in managing their complex lives.

This chapter discusses work-life interface (WLI) issues for migrant-citizen older British women of South Asian heritage living in the UK. It shows how WLI issues are inevitably entangled with the active ageing agenda for the older workforce and that we need further attention from scholars exploring these issues across life courses to appreciate and understand how ageing across locations, times and contexts unveils unique aspects of WLI. The chapter discussion rethinks some of the existing constructs of WLI and introduces new ones to its periphery, including people’s social identities and the spatio-temporal nature of those identities. Such a rethinking process is supported by critical empirical evidence on the lived experiences of a group of older ethnic minority British women living in Greater Manchester, UK, who juggled between work and caring throughout their lives, and abruptly quit paid work due to unmanageable overlapping demands. The evidence indicates how migrant women from the global south struggle to navigate UK WLI norms/culture and their meanings, especially when irreconcilable differences exist between the community/family norms and the social norms in the host country. The chapter findings have implications for the future of an inclusive labor market as it recommends early planning, provisioning and addressing ageing migrants’ WLI issues to draw sustainable/inclusive future labor market policies.

This study aims to better understand how students’ academic strains and multilevel strengths relate to their math achievement, with a particular emphasis on underrepresented students of color and girls given the need to broaden science, technology, engineering and math (STEM) participation for these groups.

National Education Longitudinal Study of 1988 data was used for a historical examination of the various student academic strains and multilevel strengths that relate to math achievement in high school. T-tests and chi-square tests were conducted to examine differences in strains and strengths across policy-relevant student subgroups. Ordinary least squares (OLS) regression was used to examine how students’ strains and strengths related to their math achievement and the relative importance of each of these factors.

The findings suggest that both the academic strains and multilevel strengths that students’ experience in middle school are related to their high school math achievement and the prevalence of these factors varies across different policy-relevant student subgroups. Furthermore, the relative importance of these factors on achievement differs.

Studies which focus on either students’ academic challenges or their adaptive strengths fall short of a more nuanced discussion about how both factors relate to math outcomes. This study addresses this limitation and emphasizes that stakeholders who are interested in STEM diversity should consider holistic strategies for alleviating gender and racial/ethnic discrepancies in secondary math achievement.

The purpose of this paper is to discuss recent developments in neuroscientific methods and demonstrate its potential for the service field. This work is a call to action for more service researchers to adopt promising and increasingly accessible neuro-tools that allow the service field to benefit from neuroscience theories and insights.

The paper synthesizes key literature from a variety of domains (e.g. neuroscience, consumer neuroscience and organizational neuroscience) to provide an in-depth background to start applying neuro-tools. Specifically, this paper outlines the most important neuro-tools today and discusses their theoretical and empirical value.

To date, the use of neuro-tools in the service field is limited. This is surprising given the great potential they hold to advance service research. To stimulate the use of neuro-tools in the service area, the authors provide a roadmap to enable neuroscientific service studies and conclude with a discussion on promising areas (e.g. service experience and servicescape) ripe for neuroscientific input.

The paper offers service researchers a starting point to understand the potential benefits of adopting the neuroscientific method and shows their complementarity with traditional service research methods like surveys, experiments and qualitative research. In addition, this paper may also help reviewers and editors to better assess the quality of neuro-studies in service.

This study is a systematic literature review (SLR) on prior research examining the impact of the nocturnal use of social media platforms on a user's sleep, its dimensions and its perceptually allied problems. This SLR aims to curate, assimilate and critically examine the empirical research in this domain.

Forty-five relevant studies identified from the Scopus and Web of Science (WoS) databases were analyzed to develop a comprehensive research profile, identify gaps in the current knowledge and delineate emergent research topics.

Prior research has narrowly focused on investigating the associations between specific aspects of social media use behavior and sleep dimensions. The findings suggest that previous studies are limited by research design and sampling issues. We highlight the imperative need to expand current research boundaries through a comprehensive framework that elucidates potential issues to be addressed in future research.

The findings have significant implications for clinicians, family members and educators concerning promoting appropriate social media use, especially during sleep latency.

The purpose of this paper is to study the relationship between trait self-control (TSC) and emotional exhaustion, and to examine the mediating role of effort–reward imbalance (ERI) and emotional demands.

A quantitative study was conducted using data from 441 employees working in different organizations in the information technology sector in India. PROCESS macro with a bootstrap sample size of 5,000 was used for mediation analysis.

TSC demonstrated a significant negative relationship with emotional exhaustion. Results indicated the crucial role played by ERI and emotional demands in influencing the emotional exhaustion of employees with higher TSC.

This study adds substantially to our knowledge of the role of TSC in employee experiences of emotional exhaustion. Results suggest how employees’ ERI perceptions and experiences of emotional demands determine whether higher TSC would reduce experiences of exhaustion. This adds to the knowledge of positive outcomes of self-control while throwing some light on why the use of self-control does not always incur a psychological cost, as suggested by some studies. The findings suggest that self-control is an individual resource that has the ability to alleviate emotional exhaustion through its influence on employees‘ effort–reward perceptions and experiences of emotional demands.