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The purpose of this paper is to identify unique values and competencies linked to private and public sector environments.

This study is based on critical incident interviews with a sample of senior leaders who had experience in both the public and private sectors.

The findings illustrate distinct public and private sector relevant competencies that reflect the unique values of their organizations and the character of the organization’s environments. This paper suggests a range of distinct public sector competencies including: managing competing interests, managing the political environment, communicating in a political environment, interpersonal motivational skills, adding value for clients, and impact assessment in decision-making. These were very different than those identified as critical for the private sector environment: business acumen, visionary leadership, marketing communication, market acumen, interpersonal communication, client service, and timely and opportunistic decision-making. Private sector competencies reflect private sector environments where goals need to be specifically defined and implemented in a timely manner related to making a profit and surviving in a competitive environment. Public sector competencies are driven by environments exhibiting more complex and unresolvable problems and the need to respond to conflicting publics and serving the public good while surviving in a political environment.

A key message of this study is that competency frameworks need to be connected to the organization’s unique environments and the values that managers are seeking to achieve. This is particularly important for public organizations that have more complex and changing environments.

The Whole Child Initiative (WCI) was developed over the past 15 years as a blueprint to promote long-term development and success of all children, as well as their families and communities. This chapter describes three aspects of the WCI model: (a) the need for a public health approach to sustainable, communitywide change targeting the whole child; (b) a clear, future-oriented vision for equipping educators, caregivers, and service providers with the skills and attitudes required to deliver high-quality instruction; and (c) the infusion of social and emotional learning practices to transform environments in which youth live and play. We provide examples of how schools, communities, and families can come together to create a common culture fostering stable and nurturing relationships essential for enhancing youth well-being. We close with recommended “super strategies” – low-cost, simple, and effective practices that can be broadly implemented to keep every child healthy, safe, engaged, supported, and challenged in the community at large.

The purpose of this paper is to develop a better understanding of the types of career models that different managerial and union employees view influencing their career development.

In this study, the authors gathered interview data from 74 public sector employees in management and union positions illustrating examples of the career models they experienced.

The study explains how unique career models are often defined by gatekeepers who act in setting out the procedures, incentives, and norms for the careers of others. The results, based on interviews in a Canadian government organization, suggest that employees perceive that different gate keepers are central in shaping careers of management and union employees in a more traditional career hierarchy, even though other perspectives or orientations of career progression exist in encouraging people to take more responsibility for career development. Management participants were more likely to be guided by upper level managers who acted as gatekeepers within a ‘perception of organizational politics’ model where “the system has a procedural merit rather than real merit….and systemic biases are not even realized by the people doing the hiring.” Key gatekeepers for union employees were those in human resource departments and the union who defined the fairness of the procedures within a human capital model which generally managed career development as a reward for higher levels of experience, education, and training. The findings illustrate unique ways that each set of gatekeepers shape the way that selection and promotion processes are carried out.

The authors are mindful that our results are, at best, exploratory. The qualitative interviews were from a sample of 74 government workers in the Canadian public service and should be verified with further research. Although the authors felt that interviews illustrated saturation and might only be a reliable reflection of a specific sample, other research should examine these findings in other contexts. Further examination of these findings might help us understand the challenges of developing systems and procedures which illustrate a distributive rather than merely a procedural fairness.

The process of socialization for a career in management and union positions is demonstrated by the boundaries through which a person moves from being an outsider to an insider to the organization. Unique career models are often defined by gatekeepers who act in setting out the procedures, incentives, and norms for the careers of others. The research and practical implications point to: (i) designing supplemental behavioral interview questions and tools in selection and promotion as a way to respond to systemic biases, (ii) building awareness of how to respond to biases of the powerful role of referrals and networks in shaping careers of managerial employees, and (iii) taking steps to develop a climate which might be supportive of merit processes.

The process of socialization for a career in management and union positions is demonstrated by the boundaries through which a person moves from being an outsider to an insider to the organization. Unique career models are often defined by gatekeepers who act in setting out the procedures, incentives, and norms for the careers of others.

The study suggests that unique career models are often defined by gatekeepers who act in setting out the procedures, incentives, and norms for the careers of others.

There is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.

This mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.

Measures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.

The intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.

This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.

The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.

These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

This chapter examines the roles and challenges for the Irish economy in the aftermath of the collapse of the Celtic Tiger and the onset of the 2008 economic crisis. Specifically, it does review the role that Government, the Central Bank of Ireland, and the Financial Regulator had before, during and after the collapse of both the Irish banking system and property market. This chapter explains the drivers behind the growth of the Celtic Tiger and the sources of leverage that amplified the severity of the subsequent collapse. Specifically, this chapter focuses on the changes that have since been made and provides a review of the lessons that can be obtained from the collapse.

The results presented in this chapter are based on analysis of secondary sources and a literature review to determine conceptual and theoretical frameworks for identifying the specific issues that the Irish economy endured since the 2008 economic crisis and the red flags and signals that were either missed or ignored.

Combined with the subprime collapse of 2007 and the international sovereign debt crisis evident since 2008, Ireland and the actions of its regulators and policy makers undoubtedly generated not only a catalyst to financial ruin, but also an incubator to aid its severity. The precise drivers that created the Celtic Tiger remained unchanged and played a significant role in the subsequent collapse. Banks were leveraged towards the Irish property market and the role of leverage in financial markets created mispricing, to which the basic principles of the efficient market hypothesis (EMH) failed. This miscalculation of risk was severe and destructive for the real economy. The reward for this error was a place in history as an ‘I’ in the derogatory term ‘PIIGS’.

This chapter could be used as teaching material for undergraduate and masters programmes in economics and finance. It provides a response to further understand the behaviour of the Irish economy during the development of the Celtic Tiger and the subsequent financial collapse that enveloped the Irish state.

This chapter discusses the role of leverage throughout a financial system and the necessity for financial monitors to promote an environment of sustainability and financial endurance; that which can survive an international financial crisis event.

This paper aims to present a critical interpretation of unfolding events related to corporate and policymaking elites during the coronavirus (Covid-19) pandemic crisis to serve as a point of contrast to mainstream views.

Drawing upon literature on elite maintenance and power, learning from recent previous crises and emerging evidence during the Covid-19 pandemic crisis, this study develops arguments to question and problematize the exercise of power by elites toward maintenance of existing systems across the pandemic.

Critical examination points attention to three related but analytically distinct strategies in the exercise of elite power: reinforcing myths, redirecting blame and reclaiming positions, all directed to maintain the system and preserve power. The potential effects of this ongoing elite maintenance are highlighted, revealing the old and new forms of power likely to emerge at the corporate, national and global levels across the pandemic crisis and endure beyond it.

It is hoped that the critical examination here may build more awareness about the deep and complex nature of elite power and systems across the globe that preclude meaningful system change to address societal challenges. It may thereby provide more informed engagement toward system change.

The main originality of the paper lies in its attempt to tie together the various types of elite maintenance works and their potential effects into an overarching narrative. Making these connections and interpreting them from a critical perspective provides a rare large-canvas picture of elite power and system maintenance, particularly across a global crisis.