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Journal articles on the topic 'Business teachers – United States – Attitudes'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Cornoldi, Cesare, Alessandra Terreni, Thomas E. Scruggs, and Margo A. Mastropieri. "Teacher Attitudes in Italy After Twenty Years of Inclusion." Remedial and Special Education 19, no. 6 (1998): 350–56. http://dx.doi.org/10.1177/074193259801900605.

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In 1977, Italy adopted a national policy on inclusion, whereby separate schools for students with disabilities were virtually eliminated in favor of neighborhood schools and general education classrooms. Substantial support was provided to general education teachers with respect to favorable class sizes and availability of special education teachers. The purpose of this study was to determine the nature of Italian teachers' attitudes toward inclusion after 20 years of inclusion policies and practice. A total of 523 education teachers in Northern and Central Italy responded to a survey that was

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Chang, Otto H., and Michael D. Slaubaugh. "Business Professionals’ Attitudes toward Sustainable Business Practices." Journal of Management and Sustainability 6, no. 3 (2016): 1. http://dx.doi.org/10.5539/jms.v6n3p1.

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<p>Maintaining the sustainability of our planet is an important issue as it affects the wellbeing of future generations. Businesses can potentially play an instrumental role in addressing global warming and maintaining the ecological equilibrium of nature. Attitudes held by business executives and professionals regarding sustainable business practices can help determine the outcome of this battle. A survey instrument was administered to 166 business professionals in the Midwest United States to assess these attitudes. In general, we found that the surveyed business professionals have pos

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Dupoux, Errol, Clara Wolman, and Elisa Estrada. "Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States." International Journal of Disability, Development and Education 52, no. 1 (2005): 43–58. http://dx.doi.org/10.1080/10349120500071894.

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Walker, Susan K. "‘It Depends’: Technology Use by Parent and Family Educators in the United States." Education Sciences 9, no. 4 (2019): 293. http://dx.doi.org/10.3390/educsci9040293.

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Using data from a national sample of parent and family educators in the US (n = 697), this comparative study examines professionals’ practices and technology-related attitudes, skill and workplace conditions. Overall, professionals report positive attitudes about the value of using technology in practice and view themselves as proficient. They most frequently use technologies like the email and document preparation software, and less frequently social media and even virtual reality. Workplace resources vary significantly, educators are not motivated by employer expectations and most report sel

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5

Tirri, Kirsi A., Mary K. Tallent-Runnels, Aida M. Adams, Mantak Yuen, and Patrick S. Y. Lau. "Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States." Journal for the Education of the Gifted 26, no. 2 (2002): 112–31. http://dx.doi.org/10.1177/016235320202600203.

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This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes

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Wang, Ping, Susan W. Palocsay, Jinyan Shi, and Marion M. White. "Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China." Decision Sciences Journal of Innovative Education 16, no. 3 (2018): 197–216. http://dx.doi.org/10.1111/dsji.12159.

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Comegys, Charles, Jaani Vaisanen, Robert A. Lupton, and David R. Rawlinson. "Attitudes Toward Business Ethics And Degree Of Opinion Leadership Of Future Managers In The United States, Finland, And China." Journal of International Education Research (JIER) 9, no. 1 (2012): 7–20. http://dx.doi.org/10.19030/jier.v9i1.7495.

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The purpose of this study was to compare the attitudes towards business ethics of future managers in three countries: the United State, Finland, and China, and determine whether business ethics attitudes differed by the students major, class year, GPA, gender, age, and the number of ethics and religious studies courses completed. Additionally the relationship between the degree of opinion leadership and ethical attitudes was examined to determine if opinion leaders exhibited different attitudes towards business ethics.

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Silveira, Jason M., and Sarah C. Goff. "Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices." Journal of Research in Music Education 64, no. 2 (2016): 138–58. http://dx.doi.org/10.1177/0022429416647048.

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The purpose of this study was to measure music teachers’ attitudes toward transgender individuals and toward school practices that support transgender students. Participants ( N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire was distributed to participants representing 28 states in the United States. The questionnaire consisted of demographic information and several attitudinal statements designed to measure music teachers’ attitudes toward transgender individuals (MT-ATTI

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9

Stewart, Karen, and Linda Felicetti. "The Attitudes of Business Majors in Australia and the United States toward the Teaching of Business Ethics." Journal of Education for Business 71, no. 6 (1996): 363–67. http://dx.doi.org/10.1080/08832323.1996.10116814.

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10

Daley, Lane, James Jiambalvo, Gary L. Sundem, and Yasumasa Kondo. "Attitudes Toward Financial Control Systems in the United States and Japan." Journal of International Business Studies 16, no. 3 (1985): 91–110. http://dx.doi.org/10.1057/palgrave.jibs.8490461.

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Wu, Jia-Fen, and Xiaoxiao Lin. "Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020." Science Editing 8, no. 1 (2021): 79–84. http://dx.doi.org/10.6087/kcse.233.

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Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, t

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Hall, William J., and Grayson K. Rodgers. "Teachers’ attitudes toward homosexuality and the lesbian, gay, bisexual, and queer community in the United States." Social Psychology of Education 22, no. 1 (2018): 23–41. http://dx.doi.org/10.1007/s11218-018-9463-9.

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13

Nava Gómez, Guadalupe Nancy. "Elementary Teachers’ Attitudes and Beliefs Towards Their Students’ Use of Code-Switching in South Texas." Lenguaje 37, no. 1 (2009): 135–58. http://dx.doi.org/10.25100/lenguaje.v37i1.4892.

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This study was an attempt to investigate some of the academic consequences of elementary teachers’ attitudes and beliefs towards their students’ use of code-switching in a South Texas border area. The study presented both qualitative and quantitative data to examine and compare the teachers’ discourse patterns from fourteen different elementary schools, seven South Texas and seven North Texas schools located in a southern region of the United States. A non-parametric test including descriptive statistics was used. The focus of this study consisted of describing the impact of elementary teacher

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Moberg, Sakari, Marshall Zumberg, and Ants Reinmaa. "Inclusive Education as Perceived by Prospective Special Education Teachers in Estonia, Finland, and the United States." Journal of the Association for Persons with Severe Handicaps 22, no. 1 (1997): 49–55. http://dx.doi.org/10.1177/154079699702200105.

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A survey of 125 prospective undergraduate special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States. The attitudes toward inclusion were rather critical. The Estonians were the most critical group; the Finns, the least critical. The findings suggest that prospective special educators' perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that perceptions about a person with a disability are connected with possible actions toward this person.

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Cornoldi, Cesare, Agnese Capodieci, Carla Colomer Diago, Ana Miranda, and Katharine G. Shepherd. "Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities." Journal of Learning Disabilities 51, no. 1 (2016): 43–54. http://dx.doi.org/10.1177/0022219416678408.

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In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific contextual circumstances and national legislation. This study examines these issues by comparing beliefs and attitudes among 557 primary school teachers from specific areas of three countries (Italy, Spain, and the United States). Results from this s

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Orpen, Christopher. "The attitudes of united states and South African managers to corporate social responsibility." Journal of Business Ethics 6, no. 2 (1987): 89–96. http://dx.doi.org/10.1007/bf00382022.

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Gilsdorf, Jeanette W. "Metacommunication Effects on International Business Negotiating in China." Business Communication Quarterly 60, no. 2 (1997): 20–37. http://dx.doi.org/10.1177/108056999706000203.

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Forpractitioners and teachers, this article reviews the literature on differences in cultural assumptions underlying negotiation between businesspersons in the People's Republic of China and those from the West, particularly the United States. Unless perceived and understood, profound differences in atti tudes, expectations, and unworded messages will frustrate businesspeople's efforts to do business with China, a huge and developing market.

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Southerland, William. "The Rainbow Connection: How Music Classrooms Create Safe Spaces for Sexual-Minority Young People." Music Educators Journal 104, no. 3 (2018): 40–45. http://dx.doi.org/10.1177/0027432117743304.

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LGBTQ students in many parts of the United States often experience hostility on the part of other students, teachers, and administrators. This article reviews current terminology, examines present-day attitudes and recent literature, and offers suggestions to educators who want to create safe spaces for all students in their classrooms.

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OZFIDAN, Burhan, and Lynn BURLBAW. "Teachers’ Perspectives and Attitudes towards Computer-Assisted Language Learning (CALL)." Revista de Cercetare si Interventie Sociala 71 (December 1, 2020): 9–24. http://dx.doi.org/10.33788/rcis.71.1.

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Using technology in language learning can develop practices for students through experiential learning, enhance student achievement, motivate students to learn more, encourage greater interaction between teachers and students and students and peers, increase authentic materials for study, escape from a single source of information, enlarge global understanding, and emphasize individual needs. The purpose of the study was to measure the perspectives of teachers regarding computer-assisted language learning (CALL) and create a better understanding of CALL. The study had 186 participants (114 fem

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Amatea, Ellen S., Blaire Cholewa, and Kacy A. Mixon. "Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families." Urban Education 47, no. 4 (2012): 801–34. http://dx.doi.org/10.1177/0042085912436846.

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There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident

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21

Pappamihiel, Eleni. "Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs." TESL Canada Journal 24, no. 2 (2007): 42. http://dx.doi.org/10.18806/tesl.v24i2.138.

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In the United States and Canada, as in many other countries, it has become common for teachers not specifically trained in English as a second language (ESL) to have immigrant and minority language students in their classrooms. These students, who are generally learning English along with the culture of their new countries, present many challenges for their teachers, who are often not appropriately trained to meet their needs. Often teachers of mathematics, science, and other content-area courses feel less than prepared for these students and lack the skills needed to accommodate instruction t

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Sun, Shaojing, and Ying Wang. "Familiarity, Beliefs, Attitudes, and Consumer Responses Toward Online Advertising in China and the United States." Journal of Global Marketing 23, no. 2 (2010): 127–38. http://dx.doi.org/10.1080/08911761003673454.

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Gault, Thomas. "Adult immigrant Latinas' Attitudes towards ESL Classes." ITL - International Journal of Applied Linguistics 139-140 (January 1, 2003): 101–28. http://dx.doi.org/10.2143/itl.139.0.2003200.

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Although the majority of limited English proficient adults in the United States are HIspanic immigrants with 12 years or less of school, few studies have looked at their special needs. This study looks particularly at immigrant Latinas. The most common reason for not attending ESL classes was the lack of childcare. The study also points up the need for information dissemination, including locations, times, and levels of classes. Respondents showed a strong preference for various features of a traditional classroom, particularly grammar instruction, error correction, tests and "mak[ing] sure th

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Okpara, John O., Michael Squillace, and Emmanuel A. Erondu. "Gender differences and job satisfaction: a study of university teachers in the United States." Women in Management Review 20, no. 3 (2005): 177–90. http://dx.doi.org/10.1108/09649420510591852.

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Combs, Gwendolyn M., and Sucheta Nadkarni. "The tale of two cultures: Attitudes towards affirmative action in the United States and India." Journal of World Business 40, no. 2 (2005): 158–71. http://dx.doi.org/10.1016/j.jwb.2005.02.002.

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Tiratsoo, Nick, and Jim Tomlimon. "Exporting the “Gospel of Productivity”: United States Technical Assistance and British Industry 1945–1960." Business History Review 71, no. 1 (1997): 41–81. http://dx.doi.org/10.2307/3116329.

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This article examines the attempts by the United States to export industrial and managerial techniques to Britain in the early post-war years. It analyses the types of technical assistance offered by the U.S., the mechanisms developed to deliver this assistance, and the response of both British industry and government. The conclusion offered is that whilst there were problems of “fit” between the techniques advocated by U.S. agencies and the conditions faced by British industry, overall the reluctance of the British to embrace American techniques did not reflect a rounded assessment of their a

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27

Gill, Peggy, Ross Sherman, and Cynthia Sherman. "The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion." Journal of Teacher Education for Sustainability 11, no. 2 (2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.

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The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 d

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Adair, Jennifer Keys. "Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs." education policy analysis archives 24 (January 4, 2016): 1. http://dx.doi.org/10.14507/epaa.24.2110.

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Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that s

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Adair, Jennifer Keys. "Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs." education policy analysis archives 24 (January 4, 2016): 1. http://dx.doi.org/10.14507/epaa.v24.2110.

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Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that s

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Alsaeed, Maha Saad. "Using The Internet In Teaching Algebra To Middle School Students: A Study Of Teacher Perspectives And Attitudes." Contemporary Issues in Education Research (CIER) 10, no. 2 (2017): 121–36. http://dx.doi.org/10.19030/cier.v10i2.9923.

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During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop st

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Mahon, Jennifer. "Conflict style and cultural understanding among teachers in the western United States: Exploring relationships." International Journal of Intercultural Relations 33, no. 1 (2009): 46–56. http://dx.doi.org/10.1016/j.ijintrel.2008.12.002.

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Taylor, Charles R., George R. Franke, and Michael L. Maynard. "Attitudes toward Direct Marketing and its Regulation: A Comparison of the United States and Japan." Journal of Public Policy & Marketing 19, no. 2 (2000): 228–37. http://dx.doi.org/10.1509/jppm.19.2.228.17127.

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The authors propose that the high-context nature of Japanese communication and the collectivistic nature of Japanese culture have an impact on attitudes toward direct marketing and its regulation. The results of a survey of Japanese and U.S. university students suggest that certain types of direct marketing messages are less effective in Japan than in the United States. The results also indicate a greater willingness by Japanese respondents to support regulation of direct marketing practices. The authors discuss managerial implications of the findings for multinational marketers and advertiser

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Ghanem, Romy, and Okim Kang. "ESL students’ reverse linguistic stereotyping of English teachers." ELT Journal 75, no. 3 (2021): 330–40. http://dx.doi.org/10.1093/elt/ccab011.

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Abstract Reverse linguistic stereotyping (RLS) has been shown to affect students’ attitudes towards non-native teachers as well as their performance and retention of information. This study investigates ESL students’ preconceived ideas about non-native English teachers. Seventy-one students enrolled in an intensive English programme at a southwestern university in the United States listened to two speech samples produced by an advanced non-native speaker. Using a matched guise technique, students were led to believe that there were two speakers: a Caucasian teacher and an East Asian one. Stude

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Jastrząb, Mariusz. "Issues concerning relations between business and society in teaching Business History in the United States and Poland." Annales. Etyka w Życiu Gospodarczym 21, no. 6 (2018): 99–120. http://dx.doi.org/10.18778/1899-2226.21.6.08.

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Based on empirical material in the form of case studies prepared at Harvard Business School and Kozminski University, the article analyses the content of teaching materials in the field of business history. The Harvard case studies served as a model for the Polish ones. In contrast to the United States, at Kozminski University and in other Polish business schools, business history is not taught as a separate subject. The article puts forward the thesis that history education could provide an opportunity for future managers to broaden their knowledge of the social environment in which they will

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Kasmer, Lisa Ann, and Esther Billings. "Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (2017): 1–17. http://dx.doi.org/10.36366/frontiers.v29i2.389.

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This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.

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Jensen, Aaron, Edward Janak, and Timothy F. Slater. "Changing Course: Exploring Impacts Of Waiting For Superman On Future Teachers Perspectives On The State Of Education." Contemporary Issues in Education Research (CIER) 5, no. 1 (2012): 23. http://dx.doi.org/10.19030/cier.v5i1.6783.

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The controversial video documentary Waiting for Superman, released in 2010, has helped to ignite a firestorm of national debate on current educational reforms in the United States. The purpose of this study is to determine the possible impacts of the video documentary Waiting for Superman potentially influencing pre-service education teachers attitudes about education and current educational practices. Twenty-seven pre-service, post baccalaureate, teacher-education students volunteered for this exploratory study which used pre/post surveys and a focus group of six randomly chosen volunteers fr

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Yoo, Alice Julianna. "A Look At The Attitudes Some Korean University Students Have Towards Different Accents In English." Journal of International Education Research (JIER) 8, no. 2 (2012): 155–64. http://dx.doi.org/10.19030/jier.v8i2.6835.

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Casual observation usually shows a tendency for most Korean EFL students to prefer the pronunciation of teachers from English speaking nations such as Canada and the United States. However, sometimes their preferences and the reasons for their preferences, may not always reflect reality. This paper examines the results of a survey done on 92 EFL university students in South Korea, where they had to identify an accent and answer questions on how positive or negative their attitudes towards the accents were. This paper also examines some implications of the survey.

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Weisz, John R., Somsong Suwanlert, Wanchai Chaiyasit, Bahr Weiss, and E. W. Jackson. "Adult Attitudes toward Over- and Undercontrolled Child Problems: Urban and Rural Parents and Teachers from Thailand and the United States." Journal of Child Psychology and Psychiatry 32, no. 4 (1991): 645–54. http://dx.doi.org/10.1111/j.1469-7610.1991.tb00341.x.

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Brunell, Thomas L., and Amihai Glazer. "Rational Response to Irrational Attitudes: The Level of the Gasoline Tax in the United States." Journal of Policy Analysis and Management 20, no. 4 (2001): 761–64. http://dx.doi.org/10.1002/pam.1029.

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Block, Martin E., and Iva Obrusnikova. "Inclusion in Physical Education: A Review of the Literature from 1995-2005." Adapted Physical Activity Quarterly 24, no. 2 (2007): 103–24. http://dx.doi.org/10.1123/apaq.24.2.103.

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The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38 selected studies were divided into six focus areas: (a) support, (b) affects on peers without disabilities, (c) attitudes and intentions of children without disabilities, (d) social interactions, (e) ALT-PE of students with disabilities, and (f) traini

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Vlosky, Richard P., and Olivian T. Pitis. "eBusiness in the forest products industry: A comparison of the United States and Canada." Forestry Chronicle 77, no. 1 (2001): 91–95. http://dx.doi.org/10.5558/tfc77091-1.

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This study compares eBusiness capabilities of the forest products industries in the United States and Canada. Structural and functional factors limiting or encouraging eBusiness development, attitudes and perceived value of eBusiness, concerns and possible impacts of eBusiness on traditional business practices were studied. Results indicate that high potential exists for eBusiness to flourish in the forest products sectors in both these countries. However, the study indicated that Canadian respondents were further along in Internet implementation in 1998 relative to their U.S. counterparts. In

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Wells, Wyatt. "Counterpoint to Reform: Gilbert H. Montague and the Business of Regulation." Business History Review 78, no. 3 (2004): 423–50. http://dx.doi.org/10.2307/25096908.

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During a career that stretched from the Progressive Era through the 1950s, Gilbert H. Montague served businesses as a lawyer and lobbyist, managing relations between companies and the government. In this capacity he had a significant impact on the evolution of regulation, particularly antitrust law. Just as important, his career provides valuable insight into the activities and attitudes of the class made up of corporate lawyers and lobbyists, which constituted an important part of the system of regulated capitalism that emerged in the United States during the first half of the twentieth centu

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Pavett, Cynthia M., and Gary Whitney. "Quality values, attitudes, and behavioral predispositions of employees in Mexico, Australia, and the United States." Thunderbird International Business Review 40, no. 6 (1998): 605–32. http://dx.doi.org/10.1002/(sici)1520-6874(199811/12)40:6<605::aid-tie6>3.0.co;2-d.

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McKelvie, Alexander, Anna Brattström, and William J. Dennis Jr. "What do they think and feel about growth? Examining small business managers’ attitudes towards growth in the United States." Journal of Business Venturing Insights 15 (June 2021): e00243. http://dx.doi.org/10.1016/j.jbvi.2021.e00243.

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Yan, Jun, and Ritch L. Sorenson. "Collective entrepreneurship in family firms: The influence of leader attitudes and behaviors." New England Journal of Entrepreneurship 6, no. 2 (2003): 37–51. http://dx.doi.org/10.1108/neje-06-02-2003-b007.

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Collective entrepreneurship is the synergism that emerges from a collective and that propels it beyond the current state by seizing opportunities without regard to resources under its control (Stevenson and Jarrillo 1990). This study provides a conceptual model of collective entrepreneurship and its relationship with leadership and team dynamics in the context of a small family business. It proposes two types of prerequisites for collective entrepreneurship: attitudinal and behavioral. The attitudinal prerequisite is family business members’ commitment to the family business. The behavioral pr

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Beckett, Gulbahar H., and Andrea Stiefvater. "Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers." TESL Canada Journal 27, no. 1 (2009): 27. http://dx.doi.org/10.18806/tesl.v27i1.1028.

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This article discusses the findings of an ethnographic study that explored the perceptions of ESL graduate students toward non-native English-Speaker Teachers (NNESTs) in the United States, a little researched topic. Analysis of classroom observations and interviews with 12 ESL graduate students from various countries showed that international ESL graduate students were active agents capable of exercising their agencies in evaluations of NNESTs. Overall, students enjoyed having a non-native speaker as their ESL teacher, which suggests that NNESTs have the cultural capital necessary for teachin

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Howe, R. Michael, and Jennifer M. Deitte. "Sharing Teaching Ideas: Motivating Students to Learn Mathematics Using Resources from Outside the Classroom." Mathematics Teacher 96, no. 4 (2003): 278–80. http://dx.doi.org/10.5951/mt.96.4.0278.

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Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes in the United States that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. Our challenge is to somehow motivate students to take responsibility for their own learning. This goal is most effectively accomplished if students convince themselves that mathematics i

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48

Howe, R. Michael, and Jennifer M. Deitte. "Sharing Teaching Ideas: Motivating Students to Learn Mathematics Using Resources from Outside the Classroom." Mathematics Teacher 96, no. 4 (2003): 278–80. http://dx.doi.org/10.5951/mt.96.4.0278.

Full text

Abstract:

Teaching required mathematics courses poses a challenge to teachers at all levels. Many of these difficulties are the result of cultural attitudes in the United States that make it socially acceptable, even trendy, to lack mathematical knowledge. Most of our students are aware of the inherent value of mathematics; but because mathematics is a subject that requires hard work, they choose to deny its importance. Our challenge is to somehow motivate students to take responsibility for their own learning. This goal is most effectively accomplished if students convince themselves that mathematics i

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49

Ratten, Vanessa. "Factors influencing consumer purchase intention of cloud computing in the United States and Turkey." EuroMed Journal of Business 10, no. 1 (2015): 80–97. http://dx.doi.org/10.1108/emjb-02-2014-0007.

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Purpose – The purpose of this paper is to examine the different factors affecting purchase intention of cloud computing services in Turkey and the USA. Design/methodology/approach – A research framework is developed based on social cognitive theory and the technology acceptance model. A survey questionnaire is used based on student responses in Turkey and the USA to see if there are any differences toward purchase intentions. Findings – A majority of the research hypotheses are supported in both the Turkish and USA sample indicating that there are similarities in perceived ease of use, perceiv

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Orlans, F. Barbara. "The Three Rs in Research and Education: A Long Road Ahead in the United States." Alternatives to Laboratory Animals 24, no. 2 (1996): 151–58. http://dx.doi.org/10.1177/026119299602400205.

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Attitudes toward the Three Rs concept of refinement, reduction and replacement in the United States in research and education are widely divergent. Positive responses have come from several sources, notably from four centres established to disseminate information about alternatives. Funding sources to support work in the Three Rs have proliferated. The activities of institutional oversight committees have resulted in the nationwide implementation of important refinements. In the field of education, student projects involving pain or death for sentient animals have declined, and the right of st

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