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Purpose – Previously we (Martinez & Lee, 2000) reviewed the empirical literature of the 20th century on the topic of immigration and crime. This chapter discusses developments in this body of scholarship that have occurred in subsequent years.

Methodology – This literature review covers recent empirical research associated with the emerging “immigration revitalization perspective.”

Findings – Recent research has become substantially more sophisticated in terms of analytical methods, including multivariate modeling and statistically grounded mapping techniques. But the conclusion remains largely the same. Contrary to the predictions of classic criminological theories and popular stereotypes, immigration generally does not increase crime and often suppresses it.

Practical implications – Our review of the literature challenges stereotypical views about immigrants and immigration as major causes of crime in the United States. Unfortunately, these erroneous views continue to inform public policies and should be reconsidered in light of empirical data.

Value – This chapter represents the first attempt to synthesize recent empirical work associated with the immigration revitalization perspective. It will be of value to immigration scholars and criminologists as well as general readers interested in the relationship between immigration and crime.

Indigenous education in New Mexico has a long and disappointing history, but with current movements in the reformation of a more equitable system, there is hope for a constitutionally sound and appropriate education for New Mexico's students. The purpose of this chapter is to provide a historical overview of the New Mexico Indian Education Act of 2003 and examine the scope of this state legislation in the 2018 court decision in Yazzie/Martinez vs. the State of New Mexico. This court ruling has directly affected schools and students in New Mexico. Specifically, there are legal and operational ramifications to school districts and implications for curricular and classroom decisions that address inequities in public education for vulnerable student populations. To provide context, I share my testimony as a witness in the legal proceedings. I also argue that curricular development opportunities in critical literacy and critical awareness for education practitioners will prove to be important responses to the findings of the lawsuit. I share findings from qualitative research on the implementation of the New Mexico Indian Education Act prior to the Yazzie/Martinez lawsuit and the resulting changes to the legislation resulting from the court findings.

A core concept of work–home interface research is boundary permeability – the frequency with which elements from one domain cross, or permeate, the boundary of another domain. Yet, there remains ambiguity as to what these elements are and how these permeations impact important outcomes such as role satisfaction and role performance. The authors introduce a multidimensional perspective of work–home boundary permeability, identifying five forms of boundary permeation: task, psychological, role referencing, object, and people. Furthermore, based on the notion that employee control over boundary permeability behavior is the key to achieving role satisfaction and role performance, the authors examine how organizations’ HR practices, leadership, and norms impact employee control over boundary permeability in the work and home domains. The authors conclude with an agenda for future research.

We present an overview of research on spillover effects within firms and introduce a classification of the literature. We divide spillovers into either technological or social in nature. In our classification, a technological spillover is one in which an agent rationally responds to a cue in the workplace that does not rely on the identity or characteristics of a coworker. Social spillovers, on the other hand, may be thought of as arising from the social preferences of an individual or social norms established in the organization.

Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions between the employee and supervisor or the employee and the organizational collective. In contrast, our chapter focuses on employee prosocial advocacy voice (PAV), which the authors define as prosocial voice behaviors aimed at preventing harm or promoting constructive changes by advocating on behalf of others. In the context of a healthcare organization, low quality and unsafe patient care are salient and objectionable states in which voice can motivate actions on behalf of the patient to improve information exchanges, governance, and outreach activities for safer outcomes. The authors draw from the theory and research on responsibility to intersect with theories on information processing, accountability, and stakeholders that operate through voice between the employee-patient, employee-coworker, and employee-profession, respectively, to propose a model of PAV in patient-centered healthcare. The authors complete the model by suggesting intervening influences and barriers to PAV that may affect patient-centered outcomes.

To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.

This chapter will focus on the development of children's literature in the western world. The topic will be discussed with reference to the historical development of children's literature, previous sample works and the concepts of childhood, which have been changing day by day. As it is known, the first literary texts presented to children are verbal. With the spread of the printing press, written literature and changing social perceptions led to the emergence of a separate literary idea for children. Tales, myths, legends, nursery rhymes, and children's songs, as well as the alphabet books and the texts in holy books, which are among the first oral products, are considered the first texts that children encounter. However, the spread of the idea of humanism enables the questioning of the position of the child in society. In this way, works that are suitable for the world of imagination have started to be produced, considering the interests, needs and perceptual differences of children. The Aesopian fables in the 17th century, the Works by J.J. Rousseau in the 18th century for children and his liberal perspective, Robinson Crusoe by D. Defoe and Gulliver's Travels by J. Swift are among the basic works of children's literature. The perception of children and childhood that changes in every century is reflected in literary works.

Purpose: This chapter will examine and delineate the intersection of social, emotional, and cultural learning with literacy. Shared are promising practices, while encouragement is offered to educators for implementing the discussed practices with fidelity and consistency.

Design: Examined is research to explain the significance and benefits of social, emotional, and cultural learning in literacy. Additionally, promising practices are also identified through the review of existing literature.

Findings: The findings in this chapter indicate that students benefit from curriculum that intersects social, emotional, and cultural learning with literacy.

Practical Implications: Educators should learn how to effectively implement social, emotional, and cultural learning in their literacy classrooms daily. Teacher education preparation programs must examine their curriculum and if needed, revise to include social, emotional, and cultural learning in literacy.