An Exploration of Organizational Assimilation Among State-Owned,Private-Owned,and Foreign-Invested Enterprises in China

This study explores organizational assimilation in Chinese organizations. To reflect the Chinese context more accurately, the present study compared employees working in three different kinds of organizations: state-owned enterprises (SOEs), private-owned enterprises (POEs), and foreign-invested enterprises (FIEs). Data collected from 220 full-time employees were analyzed using multiple regression analysis. Regression analyses demonstrated that employees’ level of organizational assimilation was significantly influenced by organizational type: Employees in SOEs reported the highest level and employees in FIEs reported the lowest level of organizational assimilation.     

Instructor Clarity,Humor, Immediacy,and Student Learning: Replication and Extension

This study replicates and extends three widely cited instructional communication research studies regarding instructor clarity, humor, immediacy, and students’ learning: Richmond, Gorham, and McCroskey (1987), Wanzer and Frymier (1999), and Chesebro and McCroskey (2001). Students across four diverse institutions of higher education (N = 1,109) completed survey measures. Replication results suggest that findings from the original studies (clarity, humor, immediacy, and student learning) persist, and extension results, exploring verbal immediacy and perceived immediacy, reveal statistically significant correlations with the original studies’ variables. However, results of the replication and extension reveal measurement validity uncertainties that require further investigation.     

Finding possibilities in the impossible: a celebratory narrative of trans youth experiences in the Southeastern USA

Abstract

Using collective biographical narrative, this paper examines the ways in which school spaces – even in socioculturally and politically conservative locations – might serve to empower trans youth. The authors explore the ways that teacher, peer and curricular interactions enabled them to navigate a range of cultural spaces and arrive at authentic selves who advocate on behalf of trans youth.     

Counter engagement: parents refusing high stakes testing and questioning policy in the era of the common core

This study is a critical discourse analysis of the New Jersey Opt-Out Movement. In 2015, and in response to the increasing standardization of US public school instruction, and over-use of high-stakes testing, NJ parents began to refuse to allow their children to take a key end-of-the year exam, the PARCC. We employ the concepts of master and counter narratives to exam the qualitative data that was collected in an online-questionnaire, a focus group, and refusal letters. We argue that these parents have refused this exam for their children based on differing reasons, that parents effectively changed the master narrative of the PARCC to grow their movement, and their refusal letters were key in promoting a new counter narrative.     

Counterfuturisms and speculative temporalities: walking research-creation in school

In education, walking has typically been used as a pedagogical strategy to move student bodies from one point to another, emphasizing creativity, discovery, health, and mobility. Although there are important reasons to advocate for walking in schools, the tenuous link between walking and creativity can be easily commodified and normalized by neoliberalism. Further, when walking is equated with discovery and mobility it enacts a progress narrative of time. To formulate an understanding of futurity that is counter to such normative articulations, we turn to scholars who conceive of space–time outside humanist reproductive logics. If chronos time accelerates, rendering some bodies and subjects successful in schools, while simultaneously pushing other bodies and subjects ‘out of time,’ then different configurations of time are necessary in order to think otherwise about learning. In this paper, we discuss two walking research-creation projects in school contexts (elementary and secondary) that engage with counterfuturisms and queer enactments of temporality. Departing from an outcomes-based model of walking that is inscribed in neoliberal temporal schemes, we consider the complex ways that students can engage in walking as a method of inquiry into their spatio-temporal world-making.     

Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological,orthographic, and morphological influences

Reading and Writing - Students in grades 5–9 (N?=?29) with specific learning disabilities (SLDs) (dysgraphia, dyslexia, or oral and written language learning disability, OWL LD)...     

Developing teacher knowledge using a tool for creating tasks for the classroom

In this paper we illustrate the use of a tool from a teaching programme with one year graduate students. This tool is designed to help them to develop tasks for the classroom. It is described in its three stages, for analysing mathematics, for connecting the curriculum, and for informing in-the-moment shifts. We finally discuss the role of tools in developing a pedagogy for teacher education.