Affirmative action, minorities, and public services in India: Charting a future research and practice agenda

Contracts are a formal mode of governing interorganizational relationships. They specify the terms and conditions of the agreement between two parties, interpret and adapt the relevant legal and industrial norms, serve as framing devices, and establish the rules and norms underpinning the relationship. The objective of this chapter is to synthesize the extant literature on interorganizational contracting to guide future research and practice. This chapter focuses on the three phases of contracting: (1) designing the contracting portfolio; (2) negotiating initial contracts; and (3) managing the relationship using contracts. The chapter explores the key decisions in each phase and the criteria involved in making these decisions. In doing so, it draws on existing research and theoretical frameworks that have contributed to the development of the contracting literature. The chapter also identifies some important and interesting directions for future contracting research and offers suggestions regarding how selected theoretical lenses might guide these endeavors. The principal conclusion is that while the existing research has primarily focused on the structural issues guiding contracting design, a more processual, social, and behavioral focus is required in future developments of the contracting literature.

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Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

Australian Journal of Education ◽

10.1177/00049441211003429 ◽

2021 ◽

pp. 000494412110034

Author(s):

Lucy Corbett ◽

Philayrath Phongsavan ◽

Louisa R Peralta ◽

Adrian Bauman

Keyword(s):

Professional Development ◽

Future Research ◽

Evidence Based ◽

Development Programs ◽

Research And Practice ◽

Health And Wellbeing ◽

Manual Search ◽

Australian Education ◽

Teacher Wellbeing ◽

Evidence Based Programs

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

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Co-Creating New Directions for Service Robots in Hospitality and Tourism

Tourism and Hospitality ◽

10.3390/tourhosp2010003 ◽

2021 ◽

Vol 2 (1) ◽

pp. 43-61

Author(s):

Francesc Fusté-Forné ◽

Tazim Jamal

Keyword(s):

Ethical Issues ◽

Research Literature ◽

Service Robots ◽

Future Research ◽

Research Attention ◽

Research And Practice ◽

Tourism Management ◽

New Directions ◽

Hospitality And Tourism ◽

New Research

Research on the relationship between automation services and tourism has been rapidly growing in recent years and has led to a new service landscape where the role of robots is gaining both practical and research attention. This paper builds on previous reviews and undertakes a comprehensive analysis of the research literature to discuss opportunities and challenges presented by the use of service robots in hospitality and tourism. Management and ethical issues are identified and it is noted that practical and ethical issues (roboethics) continue to lack attention. Going forward, new directions are urgently needed to inform future research and practice. Legal and ethical issues must be proactively addressed, and new research paradigms developed to explore the posthumanist and transhumanist transitions that await. In addition, closer attention to the potential of “co-creation” for addressing innovations in enhanced service experiences in hospitality and tourism is merited. Among others, responsibility, inclusiveness and collaborative human-robot design and implementation emerge as important principles to guide future research and practice in this area.

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Children With Intellectual Disability and Victimization: A Logistic Regression Analysis

Child Maltreatment ◽

10.1177/1077559521994177 ◽

2021 ◽

pp. 107755952199417

Author(s):

Katherine R. Brendli ◽

Michael D. Broda ◽

Ruth Brown

Keyword(s):

Logistic Regression ◽

Regression Analysis ◽

Intellectual Disability ◽

Logistic Regression Analysis ◽

District Of Columbia ◽

The Other ◽

Future Research ◽

Common Assumption ◽

Research And Practice ◽

Demographic Correlates

It is a common assumption that children with disabilities are more likely to experience victimization than their peers without disabilities. However, there is a paucity of robust research supporting this assumption in the current literature. In response to this need, we conducted a logistic regression analysis using a national dataset of responses from 26,572 parents/caregivers to children with and without disabilities across all 50 states, plus the District of Columbia. The purpose of our study was to acquire a greater understanding of the odds of victimization among children with and without intellectual disability (ID), while controlling for several child and parent/adult demographic correlates. Most notably, our study revealed that children with ID have 2.84 times greater odds of experiencing victimization than children without disabilities, after adjusting for the other predictors in the model. Implications for future research and practice are discussed.

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Advertising at the threshold: Paratextual promotion in the era of media convergence

Marketing Theory ◽

10.1177/1470593118787581 ◽

2018 ◽

Vol 19 (2) ◽

pp. 195-215 ◽

Cited By ~ 7

Author(s):

Chris Hackley ◽

Amy Rungpaka Hackley

Keyword(s):

Mass Media ◽

Analytical Framework ◽

Product Placement ◽

Future Research ◽

Media Convergence ◽

Research And Practice ◽

The Media ◽

Advertising Communication ◽

Advertising And Promotion ◽

Hybrid Forms

In the media convergence era, brands are embracing hybrid forms of advertising communication such as branded content, product placement and sponsored TV ‘pods’, brand blogs, shareable video, programmatic advertising, ‘native’ advertising and more, as alternatives to, and extensions of, traditional mass media advertising campaigns. In this article, we draw on Genette’s theory of transtextuality to reframe this phenomenon from a paratextual purview. We suggest that the analogy of the paratext articulates the iterative, ambiguous, participative and intertextual character of much contemporary brand communication. We describe extended examples of paratextual advertising and promotion that illustrate the fluid and mutually contingent relation of advertising text to paratext, and we outline an analytical framework for future research and practice.

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Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development

Gifted Child Quarterly ◽

10.1177/0016986217701837 ◽

2017 ◽

Vol 61 (3) ◽

pp. 172-182 ◽

Cited By ~ 11

Author(s):

David Yun Dai

Keyword(s):

Complexity Theory ◽

Gifted Education ◽

Adaptive System ◽

Talent Development ◽

Social Processes ◽

Future Research ◽

Research And Practice ◽

Four Dimensions ◽

Creative Productivity ◽

Education Needs

This article presents a new theory of talent development, evolving complexity theory (ECT), in the context of the changing theoretical directions as well as the landscape of gifted education. I argue that gifted education needs a new foundation that provides a broad psychosocial basis than what the notion of giftedness can afford. A focus on talent development rather than giftedness should be based on a theory of talent development that is truly developmental, treating the developing person as an open, dynamic, and adaptive system, changing oneself adaptively while interacting with environmental opportunities and challenges. To introduce ECT, I first delineate the meaning and significance of four dimensions or “parameters” of talent development undergirding this new theory: domain, person, development, and culture. I then describe how ECT explicates the developmental processes and transitions as the result of human adaptations to environmental opportunities and challenges. More specifically, ECT uses the constructs of characteristic and maximal adaptation to elucidate how domain, person, development, and culture jointly shape a particular line of talent development, and how cognitive, affective, and social processes interact to push and sustain a critical transition from characteristic adaptation to maximal adaptation, eventually leading to high-caliber performance and creative productivity. I finally discuss the theoretical contributions and practical utilities of ECT for future research and practice.

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Mnemonic Instruction of LD Students: A Field-Based Evaluation

Learning Disability Quarterly ◽

10.2307/1510727 ◽

1989 ◽

Vol 12 (2) ◽

pp. 119-125 ◽

Cited By ~ 33

Author(s):

Thomas E. Scruggs ◽

Margo A. Mastropieri

Keyword(s):

High School ◽

Junior High School ◽

Test Scores ◽

Learning Disabled ◽

Teacher Ratings ◽

Future Research ◽

School Age ◽

Research And Practice ◽

Mnemonic Instruction ◽

Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

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Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

Journal of Positive Behavior Interventions ◽

10.1177/10983007211051090 ◽

2021 ◽

pp. 109830072110510

Author(s):

Rhonda N. T. Nese ◽

Angus Kittelman ◽

M. Kathleen Strickland-Cohen ◽

Kent McIntosh

Keyword(s):

Behavioral Interventions ◽

Data Use ◽

Future Research ◽

Evidence Based ◽

Tier 2 ◽

Behavior Support ◽

Evidence Based Practices ◽

Research And Practice ◽

Positive Behavioral Interventions ◽

Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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Best Practices and Methodologies to Promote the Digitization of Public Services Citizen-Driven: A Systematic Literature Review

Information ◽

10.3390/info9080197 ◽

2018 ◽

Vol 9 (8) ◽

pp. 197 ◽

Cited By ~ 3

Author(s):

Heloise Leão ◽

Edna Canedo

Keyword(s):

Literature Review ◽

Best Practices ◽

Systematic Literature Review ◽

Public Services ◽

Future Research ◽

Private Companies ◽

Digital Platform ◽

Brazilian Government ◽

Delivery Of Services

Governments at all levels have a mandate to provide services, protect society, and make the economy prosper. While this is a long-term goal, citizens are now expecting greater and faster delivery of services from government. This paper presents a systematic literature review of service digitization carried out by the governments of several countries, which was motivated by the lack of primary studies in the literature related to the identification of the processes and methodologies adopted by these governments and private companies to provide their services to the citizen. This work also contributes to the identification of best practices, technologies and tools used for the provision and evaluation of digitized services provided and how governments are evaluating the gains from digitization. These results of this systematic literature review serve as inputs to guide current and future research of the Brazilian Government in the construction of a digital platform for the provision of its services directed to the citizen, seeking to analyze their needs and improving the services currently provided.

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