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The purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country.

This study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar.

The results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores.

Limitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data.

As family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result.

This is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.

A team member might exert little effort and exploit teammates’ work (free riding), which can discourage their efforts. The purpose of this paper is to examine whether free riding devalues team projects and whether an online assessment system for individual scores (OASIS) system can reduce student perceptions of free riding and its harmful effects. OASIS includes: contractual commitment, team discussion, median peer assessment of each member’s contribution, assessment revision opportunities, conditional teacher participation and final appeal.

University students (238 in India and 60 in Hong Kong) completed pre-and post-surveys.

Students who valued team projects more than others experienced fewer past free riders, viewed team members as contributing equally, or viewed free riding as harming fair grading. After OASIS, these students reported that only 3 percent of their teammates were free riders, and were less likely to perceive that free riders had harmed them or hindered fair grading. Results did not differ across gender or regions.

These data are correlational rather than longitudinal, and hence cannot determine causality.

The OASIS system requires a computer.

This is the first study to test a system for reducing free riders across countries.

Without universal access to a Covid-19 vaccine, many countries seek to prevent coronavirus outbreaks by closing schools and having students learn remotely. This study aims to examine its challenges for linguistic minority (LM) students and some practical strategies – both generally for all students and specifically for LM students.

This study synthesises the research literature and practices across countries on equity and remote learning. It helps (1) understand the differential difficulties during an epidemic across primary, secondary and tertiary school students, especially LM students from low socioeconomic status (SES) families who lack economic, human, cultural or social capital in family or school contexts, based on Bourdieu's theory, and (2) identify additional resources and flexible, creative solutions for improving access and learning conditions for LM students. The authors discuss examples from 13 countries and territories (including developed and developing economies) of transformations of in-class learning to online learning in part or whole.

The limited economic, cultural and social capital of LM students, especially from low SES families, and their schools, along with communication barriers hinder their remote learning. Crisis-induced school budget shortfalls require creative ways to transition teachers, students and parents to remote learning and to provide customised support for LM students. Schools can (1) partner with non-governmental organisations, religious organisations, businesses and government services to access/share remote learning resources for LM students; (2) help teachers, students and parents develop needed skills (via online systems, peer support groups and hotlines); (3) restructure teacher lessons and duties for remote teaching; and (4) capitalise on technology (e.g. texts, chats, whiteboards) to support LM students' remote learning – some of which can exceed their traditional face-to-face learning experiences.

This article is among the first to examine how the Covid-19 crisis disproportionately affects the remote learning of LM students, to specify effective, practical remedies and to inform suitable education and social policies across countries.

During team meetings, expressing negativity about other team members’ ideas and contributions – that is, negative disagreements – can derail team processes and harm team productivity. If team members want to improve their meetings and reduce negativity, which aspects are relevant starting points? This chapter discusses the complexity of this question by considering the interplay of team attributes, individual characteristics, and verbal interaction dynamics that may evoke negative disagreements in meetings. To this end, this chapter relies on existing behavioral and survey data of 259 employees nested in 43 team meetings that were analyzed using statistical discourse analysis. The results of this analysis highlight several potential starting points for reducing negativity in workplace meetings. First, we discovered that team attributes matter, as teams with a lower overall level of job satisfaction were more likely to experience negative disagreements during their meetings. Second, at the individual level, we found a significant gender effect such that women were more likely than men to start negative disagreements. Third, individual team members reporting lower organizational trust were more likely to start negative disagreements. Finally, counter to previous work on interaction dynamics during meetings, we could not identify specific verbal behaviors that triggered negative disagreements. In terms of practical implications, we discuss how managers can increase organizational trust and job satisfaction (e.g., through ensuring justice and improving job design) in order to encourage more positive meeting interactions.

This chapter explores whether, and how, video reflections used across three contexts in teacher education (video case-study reflections, self-reflections, and Collaborative Peer Video Analysis reflections) result in teachers’ greater depth and breadth of reflective ideas about literacy assessment practices as compared to their reflections in just one context.

This qualitative case study of 18 teachers tracks their reflective content over time, and uses emergent coding and constant comparative methods to identify patterns in the breadth and depth of teachers’ reflections across three contexts: video case studies, self-reflections, and Collaborative Peer Video Analysis.

Teachers demonstrate greater depth and breadth of reflection across the three contexts, as compared to any one context. Three patterns were identified that describe how teachers develop depth of reflection across these contexts: identifying problems, shifting learning, and transferring learning to novel contexts. Two patterns were identified that describe how breadth of reflection occurred across these contexts: broad array of ideas for a specific topic and a broad range of topics.

Teacher educators can use a three-pronged approach to video reflection to promote depth and breadth of teachers’ reflections. Opportunities should also be provided across time, and prompts should be provided for guiding reflection to support breadth and depth of teachers’ analyses.

This article aims to instigate a focused dialogue of social justice in Hong Kong schools and of the responsibilities this holds for school leaders.

The authors draw on economic, psychological, and sociological research to illustrate how the unequal allocation of resources and school status hierarchies affects students and challenges leaders' understandings and actions.

This article identifies several contextual factors prevalent in Hong Kong that maintain inequality and then applies research findings to explain how these discriminate against both disadvantaged and advantaged students. To address social justice issues, school leaders can start by understanding these inequality mechanisms, their own values and beliefs, and those prevalent in their communities. Then, they can introduce structural and cultural changes to reduce inequality.

This article exposes several mechanisms that sustain inequality in Hong Kong schools and suggests how leaders can address them through specific pragmatic actions.

The coefficient of thermal expansion (CTE) mismatch between silicon and organic printed circuit board (PCB) materials causes a reliability issue for ball grid array type electronic packages. This makes it difficult for conventional wafer level chip scaled packaging (WLCSP) with large die to satisfy the reliability requirements. Therefore, in this study a novel solder joint protection‐WLCSP (SJP‐WLCSP) structure is proposed to overcome the reliability issue.

The SJP‐WLCSP makes use of a delaminating layer to reduce the problem of CTE mismatch. In the SJP‐WLCSP, a delaminating layer is interposed between the top layer of the chip and the bottom insulating layer of the redistribution copper metal traces. As a result, the stress on the solder joints can be released by allowing cracks to form in the delaminating layer.

To elucidate the thermo‐mechanical behaviour of tin‐lead eutectic solder joints and copper traces, a non‐linear analysis, based on a 3D finite element (FE) model, under accelerated thermal test loadings was carried out. The maximum equivalent stress/strain in the solder joints predicted by the FE simulation were found to diminish significantly when applying the delaminating layer. In addition, parametric FE analysis was also applied in this study, and based on the design concepts within this study, a robust novel SJP‐WLCSP could be achieved.

In this work, a new packaging concept with high reliability, low cost and easy fabrication was developed to reduce the shear stress in the solder joints due to the CTE mismatch between silicon chips and organic PCBs.

The purpose of this paper is to investigate new entry as a process of organizational change against the background of the digital revolution in the music industry.

The study analyzes questionnaire data gathered from 131 companies active in the Dutch music industry that collectively engaged in 215 new entries in the wake of the introduction of new information and communication technologies.

The most salient finding concerns a strong positive relationship between financial performance and having access to the dominant set of institutional gatekeepers, i.e. radio DJs.

This investigation prompts rethinking the concept of new entry, highlighting the importance of the institutional context in which it takes place. Beyond entry modes and new entry motivations, special consideration is given to specific resources that grant new entrants access to institutional gatekeepers because they are key predictors of performance upon new entry.

The purpose of this paper is to develop a decision support tool to use with design for additive manufacturing (DfAM) and design for supply chain (DfSC) such that the Supply Chain (SC) configuration for a personalized product can be optimized under various demand uncertainties.

A simulation-based methodology is proposed in this industry-university cooperative research. Through identifying the company requirements with interview, an application programming interface (API) and simulation model were developed to solve the DfAM and DfSC problems of case company. Based on customer preference, the SC configuration is analyzed and suggestions are developed according to simulation results at the product design.

Results show the supplementary capacity of the additive manufacturing (AM) process improves the SC performance in terms of lead time and total cost. This work identifies the research gap between AM and SC, and gives a comprehensive investigation of different performance indicators, such as order fulfill rate and waste rate.

Metal AM technology was not in the mass production stage at the time of this study. Thus, this research mainly emphasizes a nonmetal AM process.

AM technology can improve SC performance through its supplementary capacity and help the SC to be more flexible, robust and resilient in terms of lead time and total cost. This research implements an API to assist decision making. The findings of this research provide case company a valuable reference while branching its business.

This is the first study that considers both DfAM and DfSC with the integration of an API. It also addresses the demand fluctuation level and stochastic demand of a personalized product in a unique approach.