Closing Achievement Gaps: Focusing on the Social and Economic Environment

2012 ◽  
pp. 209-230
Keyword(s):  
Achievement Gaps ◽  
Economic Environment ◽  
The Social ◽  
Closing Achievement Gaps

A Comparison of CSR Disclosure Guidelines and a Self-Prepared CSR Disclosure Index- A Study of Select Automotive Companies

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
N.K. Gupta ◽  
Shilki Bhatia
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Economic Environment ◽  
Global Reporting Initiative ◽  
The Social ◽  
Regulatory Bodies ◽  
Csr Disclosure ◽  
Corporate Social ◽  
The Impact ◽  
Voluntary Guidelines

In India, corporate social responsibility and its disclosure got attention during the eighties and have been gaining importance with time in present economic environment, especially after adoption of liberalization, privatization, and globalization (LPG) (Goswami, 2011). Guidelines, principles, and codes are being developed by various regulatory bodies in India and across the globe to increase transparency and accountability about both a companys daily operations and the impact of these operations on society (Tran, 2014) In this paper, the author has studied the CSR guidelines laid down by Global Reporting Initiative G3.1 (GRI-G-3) and The National Voluntary Guidelines by Ministry of Corporate Affairs (NVG-MCA) and has compared them with a self-composed CSR Disclosure Index (CSRDI). The social responsibility initiatives taken by select Indian Automotive Companies have been analyzed and the companies have been rated as per the disclosures made by them. The main focus of the research is to compare the CSR Rankings of companies as per CSRDI with the companies rankings as per GRI-G-3 and NVG-MCA. It was observed that out of 30 sensex companies, Maruti Suzuki and TATA Motors have been the pioneers in contribution towards CSR initiatives. The top five rated companies were TATA Motors, Maruti Suzuki, Mahindra and Mahindra, Hero Motocorp, Bajaj Auto, and Apollo Tyres.

Closing Achievement Gaps: Examining the Roles of School Background and Process

2021 ◽  
pp. 001312452198944
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Jessaca Spybrook ◽  
Xingyuan Gao
Keyword(s):  
Achievement Gap ◽  
Teacher Collaboration ◽  
White Students ◽  
Science Achievement ◽  
Linear Models ◽  
Achievement Gaps ◽  
School Level ◽  
Academic Learning ◽  
Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

B is for Bias

2014 ◽  
Vol 3 (2) ◽  
pp. 35-47
Author(s):  
Calin Valsan
Keyword(s):  
Economic Theory ◽  
Rational Expectations ◽  
Economic Environment ◽  
Rational Agents ◽  
Economic Agents ◽  
Behavioral Biases ◽  
The Social ◽  
Modern Economic

Standard economic theory assumes rational agents. Individuals are expected to have rational expectations and constantly optimize their choices. Modern economic and financial theory is build under the assumption of rationality. There is plenty of evidence from psychology, however, that individuals are biased and rely heavily on heuristics in order to make decisions. Yet, this is not a mere fluke, a behavioral oddity. Because the social and economic environment in which individuals evolve is complex, behavioral biases represent evolutionary adaptations allowing economic agents to deal with undecidability and computational irreducibility.

Institutions and the Ottoman Past

2018 ◽  
pp. 55-89
Author(s):  
Şevket Pamuk
Keyword(s):  
Economic Growth ◽  
Nineteenth Century ◽  
Economic Development ◽  
Human Development ◽  
Economic History ◽  
Economic Environment ◽  
Important Distinction ◽  
The Social ◽  
Proximate Causes

This chapter looks at the role of institutions in economic development and the evolution of Ottoman institutions before the nineteenth century. It argues that while institutions are not the only things that matter, it is essential to examine their role in order to understand Turkey's experience with economic growth and human development during the last two centuries. The economics and economic history literature has been making a related and important distinction between the proximate and deeper sources of economic growth. The proximate causes refer to the contributions made by the increases in inputs, land, labor, and capital and the productivity increases. The deeper causes refer to the social, political, and economic environment as well as the historical causes that influence the rate at which inputs and productivity grow.

Cultural Humility as a Path to Equity in Higher Education

2022 ◽  
pp. 262-280
Author(s):  
Veronica A. Keiffer-Lewis
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Identity Negotiation ◽  
Conflict Transformation ◽  
Achievement Gaps ◽  
Cultural Humility ◽  
Self Reflection ◽  
The Impact ◽  
Closing Achievement Gaps

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.

Innovation, Financial Culture, and the Social-Economic Environment of SMEs in Hungary

2019 ◽  
Vol 33 (4) ◽  
pp. 976-1004
Author(s):  
Ágnes Győri ◽  
Ágnes Czakó ◽  
Gergely Horzsa
Keyword(s):  
Social Economic ◽  
Economic Environment ◽  
Innovation Activity ◽  
Social Competition ◽  
Communist Society ◽  
Related Factors ◽  
Innovation Activities ◽  
The Social ◽  
Knowledge Competencies ◽  
National Representative Survey

Despite the numerous pieces of research that have been undertaken to aid understanding of the innovative activities of small- and medium-sized enterprises (SMEs), only a few have dealt with the interaction between innovation activity and the finance-related attitudes, literacy, and knowledge (competencies) of these companies. The current research focuses on specific aspects of the innovation activities of SMEs in a post-communist society (Hungary) by taking into consideration elements of both entrepreneurial financial culture and the social-economic environment. Our analysis is based on a national representative survey, 2017. Results show that the presence of a creative financial culture, and the grounding of management decisions correlate with company innovation. We found that subsidies as external financial sources contribute to a larger extent to the innovation activities of SMEs than other external and internal financial resources. Moreover, the study explores the effects of some economic and social competition-related factors.

Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors

2008 ◽  
Vol 108 (5) ◽  
pp. 407-421 ◽  
Author(s):  
Jerry Trusty, ◽  
Elizabeth A. Mellin, ◽  
James T. Herbert
Keyword(s):  
Elementary School ◽  
School Counselors ◽  
Achievement Gaps ◽  
Elementary School Counselors ◽  
Closing Achievement Gaps
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