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I address the question, Is theory useful when collaborating with teachers to improve student engagement?

We based our work on four principles of motivation drawn from the research literature: students are more likely to engage in learning if teachers support their perceptions of competence, autonomy, belongingness, and make learning meaningful. To bridge the gap between theory and practice, we suggested that teachers use certain instructional strategies, like open-ended questions, related to supporting student engagement. These strategies were both more complex than the standard practices and more challenging to implement, given the current U.S. emphasis on standardized testing. In two longitudinal studies, we provided rationales for engagement principles and instructional strategies related to student engagement and encouraged teachers to use new practices. Mixed methodology included online observation measures and video of classroom instruction, retrospective interviews with teachers, and student interviews and experience sampling self-reports.

Short case studies of teachers change illustrate the examples of implementation. In both studies, about half the teachers made significant instructional changes, which were related both to teacher perceptions of student engagement and to student self-reports.

Insights gained from the studies may offer researchers practical information about how to work with teachers to improve engagement in the classroom. They include whether teachers can understand abstract motivation terminology, consider students’ “basic needs” when planning instruction, and implement strategies so that they are likely to support student engagement. Other learnings include the strong impact of teacher culture on change efforts and the need to consider teachers’ “basic needs” if we are to support them in instructional change. Long-term collaboration and establishing mutual trust may be the best way for both researchers and teachers to develop common understandings for supporting student motivation in the classroom.

One particular egregious type of workplace mistreatment is supervisor abuse, which has received extensive attention due to its heavy cost to organizations including up to 23 billion dollars in annual loss resulting from increases in absenteeism, health care costs, and productivity loss. Employees attribute causes to abusive supervision, and these attributions impact subsequent reactions. In some cases, employees may feel that abusive supervision is justified, leading to the reaction of Schadenfreude, or pleasure in another’s pain. In this chapter, we discuss antecedents to Schadenfreude, its role in observed mistreatment, and propose a conceptual model based on attribution theory.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

The use of artificial intelligence (AI) in management research is still nascent and has primarily focused on content analyses of text data. Some method scholars have begun to discuss the potential benefits of far broader applications; however, these discussions have not led yet to a wave of corresponding AI applications by management researchers. This chapter explores the feasibility and the potential value of using AI for a very specific methodological task: the reliable and efficient capturing of higher-level psychological constructs in management research. It introduces the capturing of basic emotions and emotional authenticity of entrepreneurs based on their macro- and microfacial expressions during pitch presentations as an illustrative example of related AI opportunities and challenges. Thus, this chapter provides both motivation and guidance to management scholars for future applications of AI to advance management research.

The purpose of this paper is to empirically investigate the relationship among inventory performance, financial performance (FP) and product quality.

The empirical analysis is based on two-stage least squares analysis of detailed firm-transaction data from Chinese manufacturing export firms for the period between 2001 and 2013.

Results show that inventory performance has a positive impact on product quality while using inventory efficiency, inventory productivity and inventory leanness to measure inventory performance. Furthermore, the effect of inventory performance on product quality is found to be partially mediated by FP.

The research provides mangers evidence of the benefits of inventory performance as an antecedent of product quality. Managers without sufficient liquidity or cost advantage to get better FP can achieve product quality improvement through enhancing inventory management performance.

This study first empirically investigates the relationship between inventory performance and product quality, and examines the mediating effect of FP on this relationship.