Teaching supply chain risk management in the COVID‐19 Age: A review and classroom exercise

The COVID‐19 pandemic has undoubtedly affected every corner of the world in 2020. It has also emphasized the importance of managing supply chain risk and developing an agile supply chain. Supply chain management instructors will likely want to introduce risk management concepts and strategies into their courses to raise their students' sensitivity to the impact of supply chain disruptions. Unfortunately there is currently a dearth of coverage of supply chain disruptions and risk management in the major supply chain management text books as well as in the broader library of supply chain management pedagogical research publications. To help to close this gap in the literature for instructors, we have developed a reading and set of related discussion questions and exercises that detail the causes of the shortage in toilet paper during the pandemic and short‐ and long‐term strategies to make the supply chain more resilient in the future. By focusing on a disruption students likely experienced first‐hand, they can develop a more nuanced understanding of the complexity and interconnectedness of supply chain functions in providing products and services to customers.     

Revisiting Peirce’s account of scientific creativity to inform classroom practice

Abstract

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom.     

Science and Technology: an alternative perspective of science or an integration of disciplines?

Increasingly the curriculum area of science is being linked with technology. However, traditionally, technology education has been a major component of the ‘technical’ or ‘trades’ subjects in the secondary school. To what degree is this contemporary ‘science and technology’ an amalgamation of two previously separate secondary curriculum areas and what implications does this current development have for science/ technology teachers in training? This article is an account of one attempt to address these questions. It describes and evaluates an integrated undergraduate Bachelor of Education unit involving students from the specialist areas of science and design and technology.     

The Effects of Contingent Teacher Praise,as Specified by Canter's Assertive Discipline Programme,on Children's On‐task Behaviour

The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on‐task behaviour. In Western Australian primary schools (and in an increasing number of British schools) Canter's programme is widely used. However, while there are many anecdotal reports of its effectiveness there is a relative absence of well controlled research studies reporting objective data. In the present study, three teachers from three separate primary schools and eight randomly selected children from each of their classes were systematically observed. Continuous data collection indicated that following training in the appropriate use of praise, as specified by Canter, all three teachers successfully increased their rates of praising. Of the 24 children, all but one evidenced increases in levels of on‐task behaviour. However, observations conducted during a follow‐up phase revealed reductions in the use of praise by the teachers and in some levels of on‐task behaviour.     

Contributing Factors to Earning Tenure Among Black Male Counselor Educators

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.     

Students are not inferential-misfits: Naturalising logic in the science classroom

Currently, there is a focus in science education on preparing students for lives as innovative and resilient citizens of the twenty-first century. Key to this is providing students with opportunities, mainly through inquiry processes, for discovery making and developing their creative reasoning by bringing school science closer to authentic science. I propose, building on the work of Woods, Magnani and the authors of a 2005 special issue of Educational Philosophy and Theory on Peirce, that these efforts can be advanced through the adoption of a Peircean logic of discovery in the science classroom. I further suggest that this can only take place if a classical logic that frames school science, which deems abduction—the creative element of reasoning that drives discovery—as fallacious and not valuable as an inference making process, is replaced with a naturalised logic. Such a logic positions students as practical, not ideal agents of reasoning who in their hypothesis making are inferential-experts not inferential-misfits. In doing so, I propose that actualising Peirce’s vision of education is advanced, particularly as regards science education.     

Changes in Preference for and Perceptions of Relative Importance of Subjects During a Period of Educational Reform

This research formed phase 1 of the Economic and Social Research Council (ESRC) project ‘Pupils’ Approaches to Subject Option Choices’ and is a near repeat of a project carried out in the mid-1980s, thus allowing for a comparison of approaches to subject choice a decade apart, comparing the situation pre- and post-National Curriculum implementation. The simple two-part questionnaire, completed by 1600 children in 11 schools, shows the differences across time and between-school differences in subject preference, but little instability in perceptions of subject importance. Some useful additional data, giving student's reasons for liking subjects and finding subjects important, were obtained from interviews in four schools which formed phase 2 of the project. Comparisons are drawn with the data collected in 1984 on a similar basis. Issues of concern are highlighted with respect to particular subjects and to students’ stated reasons for liking subjects or finding them important, with regard to how this might relate to their subsequent subject choices and career development.     

Children's evaluations of retaliatory aggression

The present study examined how 5-10-year-old children's judgments of retaliation were affected by its severity relative to the initial provocation and by the causal nature of the initial provocation. 72 boys and girls first received information about property-damaging provocations that were portrayed as accidental, foreseeable, justifiably intended, or unjustifiably intended in nature. They were subsequently informed that the victim responded with interpersonal aggression or with a verbal reprimand. Children's perceptions of the causal nature of the provocation and their naughtiness and punishment judgments of the retaliator were assessed. 2 major findings were obtained, both of which were unrelated to age. First, children's perceptions of the initial provocation were more differentiated than has been reported in the past, but these perceptions did not correspond uniformly to the manipulations of causality. Second, although children's evaluations of the retaliator were not an inverse function of their own perceptions of the initial provocation, they did vary systematically according to these perceptions and the extremity of the retaliator's response.     

Adolescent Mothers and Their Children's Early School Performance

This study examined differences in child-mother interaction, classroom adjustment during kindergarten, and retention in kindergarten between 41 first-born children of adolescent mothers (18 years old or younger at the time of the child's birth) and 88 first-born children of adult mothers (20 to 24 years old at the time of the child's birth). Maternal education was included as a covariate in comparisons. The children of adolescent and adult mothers were generally indistinguishable in areas of classroom adjustment, retention in kindergarten, and child-mother interaction when mothers' education was considered. Results are discussed in terms of implications for research and policy.     

Whither Radio

This experimental study tested the effects of instrumental background music on subjects' opinions of the candidate in a political radio commercial. Democrats hearing a Democratic candidate commercial without music considered it more issue-oriented than those hearing it with music. No significant effects were found in Republicans. Controlling for party affiliation, results showed a significant correlation between subjects' perceiving the spot as issue-oriented and their stated intention to vote for the candidate. Subjects hearing the spot with music were more likely to consider the spot “well done,” but this did not translate into a statistically significant preference for the candidate.