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This study aims to explore whether English-language learners (ELLs) who have struggled to pass a high school exit exam (HSEE) self-report that they are able to self-regulate their learning. It is of interest to find out whether, in addition to limited English proficiency, these students are struggling to exert control over their learning.

Using semi-structured interviews, the study sought the perspectives of eight ELLs who had repeatedly failed their state-mandated HSEE. Interviews were transcribed using a modified grounded theory approach, and thought units were coded with a focus on the following elements of SRL: self-understanding, goal directedness, flexibility and strategy use.

Results indicated that all interviewees demonstrated a greater, more specific awareness of their academic weaknesses than their strengths. Half the interviewees demonstrated an awareness of how they learned. Similarly, half of them verbalized that they approached learning flexibly. None of the interviewees reported using evidence-based strategies. However, all interviewees were goal-oriented.

This research approach may limit the external validity of the results. The richness of the data may also be limited because interviews were conducted in English.

The findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs.

These results also have implications for advancing social justice through informed educational policy.

This paper fills a gap in the literature by extending the theory of SRL, which is associated with academic success in diverse students, to ELLs, a rapidly growing demographic in US public schools that is struggling to achieve academic success.

This paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe.

The review used systematic methods to identify 25 research studies that examined women leading schools in Zimbabwe. Research synthesis methods used for qualitative research studies were employed in order to identify three broad themes and related subthemes across the studies.

The review identified three themes: (1) barriers to women gaining access to management positions, (2) female ways of leading, (3) context challenges for women leaders. Both barriers to gaining positions and context challenges faced in enactment of the leadership role are described. These consist of an intertwined web of personal, institutional and cultural challenges. Women's ways of leading were characterized as collegial, collaborative and caring.

Three implications are identified. First is a need for better statistical information on gender representation in Zimbabwe and other African countries. Second is a need to design and implement training, mentoring and networking support programs for female leaders in Zimbabwe. Finally, the authors recommend that future research move toward the use of mixed methods research designs capable of achieving complementary research goals of gaining a broad perspective on the effects of female leadership and in-depth understanding of how those are achieved.

Empirical studies of female leadership is especially urgent in Africa where particular features embedded in the cultural context shape female access to leadership role and attitude towards efforts of women to lead.

While nowadays an extensive literature promoting knowledge management (KM) exists, there is a worrying shortage of empirical studies demonstrating an actual connection between KM activities and organizational outcomes. To bridge this gap, this paper aims to examine the link between KM practices, firm competitiveness and economic performance.

This paper proposes a framework of KM practices consisting of human resource management (HRM) and information communication technology (ICT). These both are hypothesized to impact competitiveness and economic performance of the firm. Hypotheses are then tested with structural equation modeling by using a survey dataset of 234 companies.

The results show that HRM and ICT practices for managing knowledge are quite strongly correlated and have a statistically significant influence on both financial performance and competitiveness of the firm. The findings also indicate that ICT practices improve financial performance only when they are coupled with HRM practices.

The data are limited to companies from Finland, Russia and China.

The paper contributes to managerial practice by pointing out the importance of utilizing a combination of both social and technical means for KM and illustrating that they do matter for the company bottom line.

This paper contributes to the literature on knowledge‐based organizing by empirically analyzing the performance impact of various areas of KM. It thereby tests the proposition put forth in many previous theoretical and case‐based studies that KM promotes high organizational performance. It also addresses the interaction of social and technical KM practices in producing organizational outcomes.

The purpose of this study was to explore college students’ understanding of sustainability and, specifically, the extent to which students see social justice as being integral to sustainability.

Between fall 2015 and 2017, an online survey study was deployed to students at a Midwestern University in the USA to assess attitudes and concerns about environmental issues and awareness of the university’s activities related to these issues. This analysis included ten assessment items from a larger study, of which 1,929 participants were included in the final sample. A chi-square goodness-of-fit and variable cluster analysis were performed on the included items.

Items such as “recycling,” “economic viability” and “fair treatment of all” were identified as integral to the concept of sustainability, while items such as “growing organic vegetables” and “reducing meat consumption” had high levels of “not applicable” and “don’t know” responses, with differences arising across gender and class standing. Social justice-related items were seen as more distally connected to sustainability.

This study is limited by a non-random sample of students.

College students tend not to recognize the integral nature of social justice or the relevance of food to sustainability, providing an opportunity for universities to better prepare their students for a sustainable future.

Universities might adopt policies and curricula that address these areas of ignorance.

This study is among the first to identify specific areas of college students’ lack of understanding about sustainability.

The growing knowledge society has caused a change in the meaning of knowledge and learning. In Dutch schools, this creates a demand for evidence-based innovation and school development and a need for working with data. This chapter focuses on leadership in changing schools including the difference between management (organizing, structuring, and budgeting things that already work); leadership (adapting things that do not run smoothly, stimulating, motivating and empowering people, and communicating vision); and relationship with interactional and transformational leadership. Consequently, inquiry-based leadership is becoming the center of interest internationally (Geijsel, Krüger, & Sleegers, 2010; Luo, 2008). The author presents a conceptual framework for deeper understanding of school leadership in the 21st century – that to be effective in their roles, they must learn how to create inquiry-based cultures in their schools and to continuously learn from data. Finally, the author identifies some challenges for school leaders in coming years and proposes ways that help strengthen their leadership including the professionalization for all leaders oriented to instructional leadership, inquiry-based leadership, higher order thinking and distributed leadership.

The purpose of this study is to assess environmental concern at a Midwest university, analyze trends in concern over time and determine the effect of the development of a campus sustainability office.

A multi-question survey was administered through peer-to-peer recruitment from an undergraduate environmental science class each fall from 2010–2017. This exercise was originally developed as a pedagogical exercise on the scientific method.

Over eight years, incoming freshmen have expressed more concern that humans are harming the environment and students also express greater concern as they progress through college.

The first year of the survey (2010) and the year that the lead PI was on sabbatical (2014) saw reduced response rates (∼1%–3% of the student population) compared to 6%–9% of the student population in other years.

Responses to all of the questions in the survey provide guidance for university administrations and sustainability offices about the concerns of the campus community, awareness about campus efforts and support for sustainability activities on campus.

Few studies have been published on students’ perspectives on environmental concern and sustainability activities on university campuses. These data provide an overview of environmental concern, perceived government action and empowerment to action over an eight-year period. This approach is recommended as a technique to teach the scientific method in introductory classes and as a means to collect data about student perspectives on sustainability.

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability “resets” the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability.

The purpose of this paper is to provide a comprehensive initial evaluation of the Super Bowl Indicator (SBI) from 1966 to 2015.

The authors evaluate the predictive ability of the SBI over two different time periods on four stock market indexes. Also, the authors compare the SBI predictive ability with other alternative indicators based on Super Bowl results as well as that of the January barometer (JB). As a robustness check, the authors examine whether the JB can predict Super Bowl outcomes. The authors use Granger causality to reduce the threat of spurious correlation.

The SBI surpasses the competition in both time periods, but it is evident that its predictive powers have waned since 1989. The authors find that the pre-Super Bowl January performance of the New York Stock Exchange is an impressive predictor of whether a team from the original National Football Conference won the big game between 1967 and 1988. Also, for the 1989-2016 period, the authors observe that the JB is a significant predictor whether the pre-game favorite wins or loses.

This study makes several contributions to the literature. The authors examine the SBI against four market indexes (Dow Jones Industrial Average, Standard and Poor’s 500 Index, and NASDAQ) with raw and point spread-adjusted scores. Testing a corollary to the SBI, this study is the first to examine the influence of the JB (sometimes called the January effect) on Super Bowl results.

The purpose of this paper is to focus on the corrosion protection of magnesium alloy ZK10 by applying via the dip‐coating process an hybrid organic‐inorganic coating that contains nanocontainers of TiO₂ loaded with corrosion inhibitor.

The coating consists of cross‐linked polymers containing epoxy groups, conductive polymer polypyrrole as well as organic modified silicates. The morphology and the composition of the coating were examined with scanning electron microscopy and energy dispersive X‐ray analysis, respectively.

Corrosion tests via electrochemical impedance spectroscopy denoted that the incorporation of loaded nanocontainers improved the anticorrosion properties of the coating by increasing the impedance values in the low frequency range. Moreover, the surface of the aforementioned coating remained crack free after the exposure of the sample to corrosive environment.

The paper presents a new system which has been developed for the corrosion protection of magnesium alloy ZK10.

The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership.

Data were collected from questionnaires completed by a sample of 79 school leaders.

A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership.

Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders.

This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.