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In this chapter, we use intentional noticing to deconstruct and reconstruct assumptions within an exploratory case study that involved a university and a school in Aotearoa New Zealand and how this contributes to global understandings around the influence of power on notions of Indigenous languages in schools. The current chapter originates from an exploratory case study that examined the efficacy of a phonological awareness and vocabulary program for children within their early years of schooling, aimed at developing emergent literacy skills in te reo Māori (the language of Indigenous Māori peoples in Aotearoa New Zealand). Reconstructing understandings was challenged by several factors, including assumptions around the content and implementation of the program and challenges that emerged from within the research team and that influenced the engagement of teachers and children within the program. We explore how teachers and children interrupted existing models of teaching and learning that have previously been used as a tool for assimilation, to foster the development of te reo Māori and emergent literacy skills. We conclude that it is crucial for researchers to be conscious of their assumptions within the research process to decolonize practices and to develop cultural understandings of ways of being. This means that relationships with Indigenous peoples is fundamental within cross-cultural research.

Today’s graduate education should provide students with technical specialization and professional skills to holistically prepare them as genuine leaders, ready to address today’s complex and ethical dilemmas in the workplace. Inclusion of professional development complements their technical specialty by providing opportunities to develop successful, self-aware, authentic leadership within their fields. One way to develop these skills is through an interdisciplinary, online leadership development course. This study examines the effectiveness of an online leadership course in building authentic leadership skills over five academic semesters. Scores on the authentic leadership measure show statistical significance between the pre- and post-tests, with positive effect sizes in transparency and self-awareness. Results suggest that this online course, focused on personal and professional development, improves students’ understanding of themselves and the world around them and capacity to gain the trust of their followers.

The purpose of this paper is to identify if peer firms’ capital structure decision plays a role in determining focal firms’ capital structure decision, despite the fact that correlated effects can also lead to co-movement of financing behavior among firms from the same industry (i.e. industry-specific capital structure).

Instead of using relative measurement (of individual outcome variable over industry variable) as in previous work, this paper borrows the linear-in-means model and, after controlling for potential endogeneity problems, directly identifies the existence of peer effects with coefficient estimation. To deal with correlated effects, additional empirical investigations such as test of heterogeneity in direction and scale, social multiplier identification test and instrumental regression test based on another instrumental variable (that is less influenced by correlated effects) are performed.

Using data from Chinese listed firms, this paper, for the first time, identifies the presence of peer effects in capital structure and debt maturity decision. Further investigations show that first, focal firms react asymmetrically to peer firms’ debt adjustment of different direction and scale. Second, social multiplier, a unique attribute of peer effects, is identified in the leverage choices. Third, the significant correlation of capital structure decision remains even if we use another “correlated effects-immune” instrument. All these results point to the fact that peer effects, rather than correlated effects, play a significant role in determining capital structure.

The empirical results of this paper provide strong evidence that firms, driven by motivations such as either learning or competition, will actively react to peers’ financial decisions. As the bridge between individual firms and the industry, social multiplier can be fully taken advantage of to induce positive spillover of good management practices and prohibit inefficient decisions from spreading.

This paper theoretically and empirically introduces peer effects – a well-acknowledged social concept – into capital structure decision of Chinese listed firms, thus both complementing the traditional capital structure theory and providing an empirical paradigm for peer effects research.

This chapter explains how the idea of this book occurred, and introduces readers to Tierney's multidimensional framework for global meaning making. It describes the organization and structure of the book and the contents of each chapter and calls on readers to transform international language and literacy research through global meaning making.

This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.

Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.

The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.

This study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional leaders and/or trustees. This chapter provides an overview of emotional self-regulation, its importance to library administrators, and the roles that intentional reflective practice and mindfulness play in adaptive emotional self-regulation. There were few articles exploring the impact of intentional reflective practice or mindfulness in libraries, particularly with respect to emotional self-regulation. Much of the reviewed literature was from other disciplines; however, there was much to be applied to library administrators. There are a variety of techniques for intentional reflective practice that library administrators can use to improve emotional self-regulation (as well as improve other aspects of performance). There are fewer techniques to increase mindfulness, though there is stronger evidence of the benefits of mindfulness meditation on emotional self-regulation. This chapter is the first review applying intentional reflective practice and mindfulness on the emotional self-regulation of library administrators.

University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection.

Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org).

Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching.

Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.

Purpose – This essay attempts to answer the question, “What distinguishes inter-human influence from other forms of influence?”

Design/methodology/approach – Specifying the micro-foundations of social structures in terms of communicative inferences necessitates a revision of the concept of social structures (and institutions) as distributed, and hence, uncertain, structures of expectation. Institutional realities are generated in linguistic interaction through the indirect communication of generic references. The generalizing function of language – in particular, abstraction and memory – coupled with its reflexive function, to turn references into things, are sufficient to generate both social structures and institutions as collective inferences.

Findings – Social relations are fundamentally communicative relations. The communicative relation is triadic, implying an enunciator, an audience, and some referential content. Through linguistic communication, humans are capable of communicating locally with others about others nonlocally. Institutions exist only as expectations concerning the expectations of others. These expectations, however, are not only in the mind, and they are not exclusively psychological entities. Linguistically, these expectations appear as the reported statement within the reporting statement, that is, they are constituted through indirect discourse.

Research limitations/implications – An important implication for current sociological theory is that, from the point of view of a sociology defined as communication about communication from within communication, institutional realities should not be reified as existing naturalistically or objectively above or behind the communications through which they are instantiated.

Originality value – This approach, then, is decidedly anti-“realist.” The goal of such research is to examine the inadequacy of nonreflexive models of social order. Accounts of how sets of social relationships emerge will remain inadequate if they do not reflect upon the cognitive and communicative processes which make possible the consideration of such structures.