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Many situations that affect the teaching of English have been unevenly examined in the scholarship. Asking the question, “What research in English teacher education will address the demands of preparing English language arts teachers for 21st century contexts?,” the authors provide recommendations to the field that will make our work more relevant and propose areas for further study based on current situations in English education in the United States that will move the field forward. The chapter suggests topics for further research centered on the English language arts-specific methods (pedagogy) course that includes exploring the tensions between literacy and English studies, integrating technology, moving theory into practice, the effects of high-stakes testing and assessments, and supporting more diverse student populations.

Purpose – This chapter presents a new model for the classification of parental discipline styles (PDS), constructed in an attempt to understand the relationship between parenting and children's school success. The model includes six PDSs, based on four criteria: making demands, enforcement, punishment, and responsiveness to children's requests.

Methodology – Methodology includes quantitative research based on self-report questionnaire.

Finding – The findings indicate that (1) PDS has a crucial effect on a child's academic achievement even after controlling for parents’ and children's demographic characteristics; (2) The progressive authoritative style has the greatest effect on academic achievement, whereas the punitive style has the smallest effect; and (3) punishment has a negative effect on academic achievement, whereas responsiveness to children's requests has the greatest positive effect.

Originality/value – PDS is distinguished from the broader concept parenting style in its reference to the daily behaviors that comprise the exercise of discipline.

Practical implications – Awareness of the salience of discipline for improving academic achievement can influence patterns of parenting in general, and PDS in particular.

Social implications – PDS indicates the quality of the education and socialization being transmitted. It has a crucial impact on children's school success that is crucial for occupational and economic success.

This chapter documents the process of conducting research as an anthropological expert witness to provide evidentiary proof of a well-founded fear of persecution on account of “race” among Chinese Indonesian asylum seekers in the United States. The research employed detailed oral history interviews supplemented by ethnographic information on names, kinship terminologies, and rituals honoring the dead to reconcile the dilemma of verifying cultural identity without essentializing Chinese culture. It also employed the theory of racialization to account for persecution based on “race” according to the 1951 Refugee Convention while recognizing the social science convention of viewing “race” as socially constructed.

Health care institutions in many Western countries have developed preoperative testing and assessment guidelines to improve surgical outcomes and reduce cost of surgical care. The aims of this chapter are to (1) summarize the literature on the effect of preoperative testing on clinical outcomes, efficiency, and cost; and (2) to compare preoperative testing guidelines developed in the United States, the United Kingdom, and Canada.

We reviewed the literature from 1975 to 2014 for studies and preoperative testing guidelines.

We identified 29 empirical studies and 8 country-specific guidelines for review. Most studies indicate that preoperative testing is overused and comes at a high cost. Guidelines are tied to payment only in one country studied. This is the most recent review of the literature on preoperative testing and assessment with a focus on quality of care, efficiency, and cost outcomes. In addition, this chapter provides an international comparison of preoperative guidelines.

It is commonly claimed that the entrapment defense has never succeeded in a terrorism case. Yet that is not precisely true. In several post-9/11 cases, entrapment claims have contributed to full or partial acquittals, hung juries, and unexpectedly lenient sentences. Prosecutors have also dropped charges, setting convicted defendants free, to prevent successful entrapment defenses upon retrial. This chapter concludes that, despite the fragility and ambiguity of the right not to be entrapped, entrapment claims can achieve partial victories even in terrorism cases, due to the multiple discretion points at which entrapment can inform strategic or normative judgments.

Purpose – This study investigates the interplay between strategic performance measurement and management accounting to gain a deeper understanding of how strategic measures of performance evolve with the managerial accounting practices.

Design/Methodology/Approach – The study explored the performance measures used at a bank focused on the development and sustainability initiatives in Africa. Thirty-two semistructured interviews were conducted with directors, managers, and analysts from nine different categories of job families.

Findings – Analysis shows that managers assimilate a comprehensive, multifaceted measurement system to understand the creation and delivery of sustainable value. The results show that the managerial accounting practices adapt to incorporate an integrated set of performance measures that afford sustainable value to the stakeholders. The findings provide rich insights into how the managers adapt their information assimilation practices to the changing demands of the different stakeholders and adopt practices which innovate measures of performance that are aligned to the strategic goals. Finally, the findings illustrate that the interplay between strategic performance and managerial accounting practices has the potential to improve or inhibit sustainable development.

Originality/Value – Little is known about how performance measures evolve, and how they interplay with the managerial accounting practices within organizations. This study reveals that the interplay of strategic performance measurement and managerial accounting can only be understood in the confluence of organizational change and sustainability. While acknowledging the need to embrace change and sustainability simultaneously, the study offers insights into the dynamics of change – the duality of emergent managerial accounting practices and the evolution of strategic performance measurement systems.

In this chapter we discuss the content and process of the Learning-Centered Leadership Development Program for Practicing and Aspiring Principals. In terms of the content, based on extensive literature review the program focuses on seven dimensions of principal leadership associated with student achievement. In terms of process, one pair of practicing and aspiring principals from each school engage in five levels of learning – moving from (a) experiential, to (b) declarative, to (c) procedural, to (d) contextual, and to (e) evidential. The pair of practicing and aspiring principals works with two additional teacher leaders to develop sufficient leadership density in the school to plan and implement renewal activities along the seven dimensions to improve student achievement. We also reflect upon the lessons learned from implementing the program.

The Nationwide Suspicious Activity Reporting Initiative (NSI) is the focal point of the Information Sharing Environment (ISE), a radical reformulation of policies governing government intelligence activities within US borders. In the wake of the September 11th attacks, long-standing informational norms for the production, use, and circulation of domestic intelligence records containing personal information are being replaced with far less restrictive norms, altering a status quo that had been in effect since mid-1970s. Although the NSI represents an unprecedented expansion of human resources dedicated to the collection and production of domestic intelligence, it is not well known in privacy advocacy community. This chapter considers these and other terms in the context of relevant US law and policy, including the Privacy Act of 1974, the E-Government Act of 2002, Executive Order 12333, and 28 CFR Part 23. In addition to describing the federal (ISE-SAR) standard, the chapter examines the critical role of guidance in the logic of suspicious activity report (SAR) production, and the problematic role finished ISE-SARs seem to play in the matrix of federal and state-level watch lists. The program, if not properly regulated, could pose a considerable threat to personal privacy and the life chances and self-determination of all US persons. The chapter considers this threat in terms of Nissenbaum's (2010) “contextual integrity,” a theory of context-relative informational norms.

This chapter aims to further conversations around child-centred practice by considering the potential role of pupil voice within education. It explores the impacts of creating space for authentic pupil consultation in my own primary classroom upon my understanding – as teacher-researcher – of my class' experiences of teaching and learning. It outlines my use of pupil views templates (PVTs) (Wall & Higgins, 2006) to gain insight into children's thoughts, feelings and spoken interactions, and how this informed my professional practice as an educator, in order to move beyond pupil consultation as mere ‘lip-service’, and towards developing more meaningful engagement based on an acknowledgement of children's perspectives, as well as their right to express these views freely in all matters pertaining to them (UNCRC, 1989). As such, this chapter provides an exemplar of the reflections that can be gained through using PVTs to ‘listen’ to children, and the impacts this had upon the co-construction of our classroom culture, with implications for pupils' metacognition, the role of educator as a metacognitive role model and ultimately for children's agency and control over their own learning. Whilst my own use of PVTs is situated within an education context, the description of the ways in which this approach can be used has relevance for professionals in other fields who wish to gain greater insight into children's perceptions and experiences.