Organizational Dissent as a Function of Organizational Justice

This study examined the relationships between perceptions of organizational justice and enacting organizational dissent. Participants were 107 full-time employees working in various organizations. Results indicated that employee perceptions of distributive and interpersonal justice negatively predicted latent dissent, while perceptions of informational justice positively predicted latent dissent. Perceptions of interpersonal justice were the strongest predictor of latent dissent. Perceptions of justice were not related to articulated or displaced dissent. Future research should continue to explore triggering agents of dissent in organizations.     

The effect of tuition fees on student mobility: the UK and Ireland as a natural experiment

We exploit changes in student funding policies across the four UK nations and the Republic of Ireland to conduct a natural experiment investigating the marginal effect of differing tuition fee levels on students' enrolment behaviour. Whilst previous international research suggests increases in fees suppress demand and disincentivise cross‐border educational migration, some studies in North America and Germany find an element of inelasticity of demand. In the UK, various commentators have predicted marked shifts in student mobility in response to variation in tuition fee prices by country, trends expected to sharpen following substantial planned rises in tuition fees from 2012. After outlining tuition fee policies in the UK and Ireland, we analyse data on student enrolment destinations across the five countries for the period 2000–2010. We find little evidence to support the notion that student mobility is driven by economic ‘rationality’. Enrolment rates have risen despite increases in tuition fees and there is a long‐term trend for students to stay at home. Students seem not to be ‘pushed’ out‐of‐country by higher fees, but may be discouraged from moving if fees are lower in‐country. Student mobility within the UK and Ireland follows well‐worn paths from and to specific countries and institutions. Finally, we consider the implications of our findings for student mobility in general and forthcoming changes to UK student funding policies in particular.     

Long-term instructional development: A 20-year ID and implementation project

This article describes the development and implementation in the schools over a 20-year period of the Energy Source Program, a comprehensive K-12 energy education curriculum. The program was developed beginning in 1980 using state-of-the-art development procedures for that time and has been used to date by more than 12 million American students to learn about energy and energy issues. End-of-unit posttest scores for the elementary and high school units averaged above 80% for their field tests. Data obtained from a large sample during the first three years of installation of the program in the schools indicated that posttest scores remained at a level during installation similar to that during the field-test phase. A study conducted in the early 1990s by an independent research organization to assess the program's long-term effects revealed that grade 6 students who had used one or more units from the program had significantly greater energy knowledge and better energy conservation habits than students who had not used any units. A set of 10 guidelines are offered for long-term instructional development and implementation projects. He supervised the development of the Energy Source Program from 1980 to 1984 while serving as a consultant to EDS. Kay Ice was Director of Program Development at EDS, and she was a primary writer and developer of the Energy Source Program. She has been president of EDS since 1999. Fred Niedermeyer was the founding president of EDS. He was project director of the Energy Source project, and he played a major role in all aspects of the project from its inception until his retirement in 1999.     

Caution: Classroom under observation

In this article, it is argued that there are serious difficulties in observing someone else teach for the purpose of providing evaluation or corrective feedback on their teaching. The article reports on responses from a group of teacher educators who watched a videotaped classroom lesson. Their written critiques were surprisingly contradictory, so much so as to call into question the reliability of lesson critiques. It is suggested that, where observation and critique of classroom teaching are used, summative judgements be avoided, and that a major goal of observations be to stimulate debate about different teaching styles and individual and cooperative reflection. Most importantly, observers must acknowledge the variety of intentions and perspectives of classroom teachers.     

Walking backwards into the future: Indigenous wisdom within design education

This research parallels Tongan academic Hūfanga ‘Okusitino Māhina’s assertions in the 1994 Contemporary Pacific article Our Sea of Islands, that ‘People are thought to walk forward into the past and walk backward into the future, both taking place in the present, where the past and the future are constantly mediated in the ever-transforming present’ alongside those of Professor Terry Irwin and fellow Transition Designers in which they discuss the use of Indigenous Wisdom to enable designing for the Long Now as defined by Brand in his 1999 book The Clock for the Long Now: Time and Responsibility. In the 2015 Transition Design Monograph Irwin asserts that, ‘Transition Design draws on knowledge and wisdom from the past to conceive solutions in the present with future generations in mind’. This paper draws on the pre-industrial wisdom of indigenous knowledge, specifically that of the Pacific regions, Moana, who have lived and designed sustainably in-place for generations to illustrate the value it holds for the formulation of sustainable and sustaining futures.     

Hands-On: Investigating the role of physical manipulatives in spatial training

Studies show that spatial interventions lead to improvements in mathematics. However, outcomes vary based on whether physical manipulatives (embodied action) are used during training. This study compares the effects of embodied and non-embodied spatial interventions on spatial and mathematics outcomes. The study has a randomized, controlled, pre-post, follow-up, training design (N = 182; mean age 8 years; 49% female; 83.5% White). We show that both embodied and non-embodied spatial training approaches improve spatial skills compared to control. However, we conclude that embodied spatial training using physical manipulatives leads to larger, more consistent gains in mathematics and greater depth of spatial processing than non-embodied training. These findings highlight the potential of spatial activities, particularly those that use physical materials, for improving children's mathematics skills.     

App-Based Manipulatives and Explicit Instruction to Support Division with Remainders

ABSTRACT

In theory, both virtual manipulatives and explicit instruction are viable options to support students with disabilities as they learn mathematics. This study explored the effect of a treatment package—an app-based virtual manipulative (Cuisenaire® Rods) in conjunction with explicit instruction—on students’ acquisition and generalization of solving problems involving division of whole numbers with remainders. Three middle school students with disabilities participated in this multiple baseline, multiple probe across participants single case design study. Each of the students acquired the mathematical behavior of being able to solve division with remainders problems. In other words, a functional relation existed between the intervention package of explicit instruction and the Cuisenaire® Rods app-based manipulative and students’ accuracy in solving division with remainders problems. Yet, two students failed to generalize the skill without the explicit instruction and use of the app-based manipulative.