Search results

Whenever new money is appropriated for libraries, it's cause for celebration. That was particularly rare in the early 1980s, but recently Congress has recognized the need for added dollars to support technological implementation. In the latter half of the decade over $3 million was added yearly to grant competitions available to the nation's college and university libraries.

Research is vital to any profession that demands continuous improvement, updating, and experimentation. New directions in service require commitment to the development of additional knowledge. Unfortunately, in librarianship, few sources of funding are available to sponsor investigations that move the professional boundaries forward.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

As the field of women's studies has grown into a mature academic discipline, the number of sources devoted to women has increased dramatically, particularly in the last decade. Many of these sources are basic, but fill gaps in the literature and refine search strategy. This article focuses on introductory level materials (listed in the bibliography) appropriate for search strategy use. Titles discussed are useful for topic selection (almanacs, annuals), background information (encyclopedias, dictionaries, handbooks), supplementary information (statistical, biographical, bibliographic sources), and access to the library catalog and periodical literature (indexes, abstracts). Sources were culled mainly from American Reference Books Annual, New Books on Women and Feminism, and the “New Reference Books in Women's Studies” section of Feminist Collections. With a few exceptions, these sources have been published since the mid‐eighties and were not discussed in Susan Searing's Introduction to Library Research in Women's Studies or Women's Studies: A Recommended Core Bibliography, 1980–1985 by Catherine Loeb, et al.

The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.

This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.

The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.

A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.

This study uses the most recent national data from the National Center for Education Statistics, Schools and Staffing Survey (SASS), 2011–2012 and Teacher Follow-up Survey (TFS), 2012–2013 to investigate attrition trends among Black teachers, and Black female teachers in particular, to inform a qualitative analysis of proposed and adopted teacher retention policy interventions. This study asks: Why do Black teachers report leaving, and what would bring them back to the classroom? What working conditions are associated with Black teacher attrition? What policy interventions can meet the needs of Black teachers in having successful and supported teaching experiences? How have these interventions been successful, and what are the considerations for applying them more broadly? We find that Black teacher turnover rates are significantly higher than those of other teachers and that there are several substantive differences in their preparation, school characteristics, and reasons for leaving. We describe policy interventions that target these conditions, such as teacher residencies, loan forgiveness, mentoring and induction, and principal training programs. We include in that discussion the relative benefits and challenges of each implications for policymaking.

Previous studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the latter. To narrow this gap in the available research-based knowledge, the current study explored the contribution of organizational management to instructional leadership.

This study was qualitative in nature. The study participants were 28 principals of elementary schools in Israel. Data were collected through semi-structured interviews. Data analysis, based on coding, aimed to cluster the eight organizational management functions according to how each function supports instructional leadership.

The present study revealed that the eight functions of organizational management support four main aspects of instructional leadership: (1) Developing a positive learning climate; (2) Improving teaching quality; (3) Realizing the school instructional vision; and (4) Enabling instructional leadership.

The findings of this study reinforce the argument that although instructional leadership is the critical component of effective school leadership, it should be supported by other frameworks.

Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.

National Animal Health Week, usually the last week in May, was instituted by presidential proclamation in 1984. (The related observances Be Kind to Animals Week, sponsored by the American Humane Association, and National Pet Week, sponsored by the Auxiliary to the American Veterinary Medical Association, are usually celebrated during the first full week in May.)