It Takes a Village: The Economics of Parenting with Neighborhood and Peer Effects

As children reach adolescence, peer interactions become increasingly central to their development, whereas the direct influence of parents wanes. Nevertheless, parents may continue to exert leverage by shaping their children’s peer groups. We study interactions of parenting style and peer effects in a model where children’s skill accumulation depends on both parental inputs and peers, and where parents can affect the peer group by restricting who their children can interact with. We estimate the model and show that it can capture empirical patterns regarding the interaction of peer characteristics, parental behavior, and skill accumulation among US high school students. We use the estimated model for policy simulations. We find that interventions (e.g., busing) that move children to a more favorable neighborhood have large effects but lose impact when they are scaled up because parents’ equilibrium responses push against successful integration with the new peer group

Adaptive Rationality in Strategic Interaction: Do Emotions Regulate Thinking about Others?

Forming beliefs or expectations about others’ behavior is fundamental to strategy, as it co-determines the outcomes of interactions in and across organizations. In the game theoretic conception of rationality, agents reason iteratively about each other to form expectations about behavior. According to prior scholarship, actual strategists fall short of this ideal, and attempts to understand the underlying cognitive processes of forming expectations about others are in their infancy. We propose that emotions help regulate iterative reasoning, that is, their tendency to not only reflect on what others think, but also on what others think about their thinking. Drawing on a controlled experiment, we find that a negative emotion (fear) deepens the tendency to engage in iterative reasoning, compared to a positive emotion (amusement). Moreover, neutral emotions yield even deeper levels of reasoning. We tentatively interpret these early findings and speculate about the broader link of emotions and expectations in the context of strategic management. Extending the view of emotional regulation as a capability, emotions may be building blocks of rational heuristics for strategic interaction and enable interactive decision-making when strategists have little experience with the environment

Naval Integration into Joint Data Strategies and Architectures in JADC2

NPS NRP Technical ReportAs Joint capabilities mature and shape into the Joint All Domain C2 Concept, Services, COCOMs and Coalition Partners will need to invest into efforts that would seamlessly integrate into Joint capabilities. The objective for the Navy is to study the options for Navy, including Naval Special Warfare Command under SOCOM, on how to integrate Navy's data strategy and architecture under the unifying JADC2 umbrella. The other objectives are to explore alternatives considered by the SOCOM and the Air Force, which are responsible for JADC2 Information Advantage and Digital Mission Command & Control. A major purpose of Joint, Services/COCOMs, agencies and Coalition Partners capabilities is to provide shared core of integrated canonical services for data, information, and knowledge with representations for vertical interoperability across all command levels and JADC2, lateral interoperability between Naval Service/COCOMs, and any combination of JADC2 constituents, agencies, and coalition partners. Our research plan is to explore available data strategy options by leveraging previous NRP work (NPS-20-N313-A). We will participate in emerging data strategy by Navy JADC2 project Overmatch. By working with MITRE our team will explore Air Force JADC2 data strategy implemented in ABMS DataOne component. Our goal is to find a seamless integration between Naval Data Strategy and data strategies behind JADC2 Information Advantage and Digital Mission Command & Control capabilities. Our plan includes studying Service-to-Service and Service-to-COCOM interoperability options required for Joint operations with a goal to minimize OODA's loop latency across sensing, situation discovery & monitoring, and knowledge understanding-for-planning, deciding, and acting. Our team realizes JADC2 requires virtual model allowing interoperability between subordinate C2 for services, agencies, and partner. Without such flexible 'joint' intersection organizational principal hierarchical structure it would be impossible to define necessary temporal and spatial fidelities for each level of organizational command required for implanting JADC2. Research deliverables will document the results of the exploration of Joint, COCOM, Agency and Partner Data Strategies approaches as JADC2 interoperability options to the emerging JADC2. We strive for standard JADC2 interface. Keywords: JADC2, ABMS, DataOne, Information Advantage, Digital Mission Command, IntegrationN2/N6 - Information WarfareThis research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrpChief of Naval Operations (CNO)Approved for public release. Distribution is unlimited.

Adaptive Rationality in Strategic Interaction: Do Emotions Regulate Thinking about Others?

Forming beliefs or expectations about others’ behavior is fundamental to strategy, as it co-determines the outcomes of interactions in and across organizations. In the game theoretic conception of rationality, agents reason iteratively about each other to form expectations about behavior. According to prior scholarship, actual strategists fall short of this ideal, and attempts to understand the underlying cognitive processes of forming expectations about others are in their infancy. We propose that emotions help regulate iterative reasoning, that is, their tendency to not only reflect on what others think, but also on what others think about their thinking. Drawing on a controlled experiment, we find that a negative emotion (fear) deepens the tendency to engage in iterative reasoning, compared to a positive emotion (amusement). Moreover, neutral emotions yield even deeper levels of iterative reasoning. We tentatively interpret these early findings and speculate about the broader link of emotions and expectations in the context of strategic management. Extending the view of emotional regulation as a capability, emotions may be building blocks of rational heuristics for strategic interaction and enable interactive decision-making when strategists have little experience with the environment

Training Faculty to Adopt the Ignatian Pedagogical Paradigm, IPP and its Influence on Teaching and Learning: Process and Outcomes

This is the second of two articles describing the action research undertaken by the three trainees and their trainer (author of this article). After formal training, the training team integrated the Ignatian Pedagogical Paradigm (IPP) into their undergraduate courses from fall of 2010 through May 2013 in the College of Professional Studies (CPS) at Marquette University in Milwaukee, Wisconsin. The first article was published in this journal in fall 2012 and provided a narrative describing the faculty development process, predicated on the five constructs of the IPP: Context, Experience, Reflection, Action and Evaluation. This article includes a full description of the training protocol, data collection process, and the qualitative data analysis methods. This training team used an Action Research model put forth by Reil over two years and nine months to determine the influence of the IPP on their teaching. This study seeks to provide others who teach at Jesuit Colleges and Universities a rationale for using the IPP both as pedagogy, a curriculum guide along with specific instructional practices, and learning activities. In addition, a replicable IPP training protocol is provided that is based on best practices derived from analogous research in the fields of contemporary learning, cognitive, and educational research. The study also provides the outcomes related to the impact the infusion of the IPP had on the instructors’ curricula, pedagogies, instructional strategies, learning activities, and assessment practices, as well as the student-teacher learning relationship

Passive Investors, Active Traders and Strategic Delegation of Price Discovery

This paper points out that there is little theoretical or empirical support for the concept of rational performance-chasing equilibrium that appeared in the recent literature. A more accurate model of current active market dynamics involves investor confusion, which is partly driven by some managers ’ performance manipulation. Unlike the former, the incentive structure in the latter model is fragile and not robust to social learning. More rationality means more passive informationless investing, which may ultimately lead to reduced price efficiency and greater misallocation of real resources. The recent growth of index products may continue unabated since there is no invisible hand that would limit it

AUTONOMY SUPPORT, COMPETENCE SUPPORT, AND RELATIONAL SUPPORT CAN FOSTER SELF-EFFICACY FOR SELF-REGULATED LEARNING IN URBAN SCHOOLS

Purpose. The purpose of this research was to examine the relationship between school conditions (namely: autonomy support, competence support, and relational support) and student self-efficacy for self-regulated learning (SESRL) through the lens of psychological needs theory. Method. This study used de-identified data from 949 students nested in 79 elementary and secondary schools in an urban school district. Using HLM 7, three models were produced. First, a one-way random-effects ANOVA was used to partition self-efficacy for self-regulated learning variance into student and school factors. Second, a random coefficient regression model was used to assess the influence of poverty and minority status on self-efficacy for self-regulated learning. Third, while statistically controlling for student background characteristics, a Random-Effects ANCOVA model was used to assess whether self-efficacy for self-regulated learning was equivalent across the three school level predictor variables: autonomy support, competence support, and relational support. Results. Findings indicate that self-efficacy for self-regulated learning does vary across urban schools, with the strongest predictor of self-efficacy for self-regulated learning being relational support, followed closely by competence support, and lastly influenced by autonomy supportive conditions. Implications. Educators can develop school conditions that promote student self-efficacy for self-regulated learning. Keywords. Autonomy support, competence support, psychological needs, relational support, school conditions, self-efficacy, self-regulation, self-regulated learning, self-efficacy for self-regulated learning, urban schools

Stories of Resistance: Black Women Corporate Executives Opposing Gendered (Everyday) Racism

For this research, I explored contemporary resistance strategies that Black women executives in the corporate world use to oppose negative behaviors by others associated with their race and gender. The dissertation reviews scholarship about the major role the convergence of race and gender play in the day-to-day existence of Black women. Historically, negative images and beliefs have influenced the treatment of Black women in society. These same thoughts and images affect Black women executives in today’s workplace. African-American women continue to see limited advancement to senior levels within the corporate organization, even though diversity programs abound. As leaders in the corporation jump higher hurdles to achieve executive level positions, Black women continue to be invisible in corporations. Using biographical inquiry, I explored resistance by Black women corporate executives to negative images. I identified specific acts and motifs of resistance in the workplace through questions designed to elicit career life histories through their personal stories. A final purpose was to connect the worlds of the corporate and the academic by sharing the career life history motifs from the interviews with Black women professors whose scholarly pursuits and interests are in the area of critical race and gender studies. I wanted to hear their suggestions for the practical application of this information toward further development and transference of knowledge in this area. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.edu

An Exploratory Comparative Study of Students\u27 Thinking in Arts Classrooms

To be successfully intelligent in the 21st century, students must be able to think well in at least three ways: creatively, critically, and practically, with complexity and wisdom. The purpose of this research was to explore the differences in middle school students\u27 quality of thinking in arts classrooms that are designed to be learner centered to a greater or lesser degree. Classroom environments which foster balanced intelligence in analytical, creative, and practical ways toward depth of understanding were the focus of this study. A better understanding of the impact of learner-centered environments on students\u27 perceptions of their learning and understanding in these classrooms was also sought. This research study supported theory in the area of balanced intelligence, toward the realization of students\u27 increased capacity to learn and achieve. Results of this mixed model comparative study indicated that classrooms designed to be more learner-centered (utilizing inquiry, connection-making, and self-direction to a greater degree) had a positive effect on students\u27 overall quality of thinking as demonstrated in a balanced way. Results also indicated that more learner-centered classrooms also had a positive effect on students\u27 self-beliefs regarding their intelligence and understanding in the context of visual art. This study suggests that infusion of best practice research toward the development of balanced thinking and overall cognitive development in the arts is beneficial to students and provided insight into the ways in which personal belief systems about capabilities and intelligence drive motivation, which may in turn drive learning goals and overall achievement. The mixed model exploratory design led to an emerging theory regarding a systems approach to the development quality thinking, as driven by the learning and thinking culture, belief systems, and dynamic classroom environments. This study provides insight into how dynamic learning systems may better nurture the kind of flexible, adaptive thinkers--at all levels of the learning organization--needed in a complex world

Stories of Resistance: Black Women Corporate Executives Opposing Gendered (Everyday) Racism

For this research, I explored contemporary resistance strategies that Black women executives in the corporate world use to oppose negative behaviors by others associated with their race and gender. The dissertation reviews scholarship about the major role the convergence of race and gender play in the day-to-day existence of Black women. Historically, negative images and beliefs have influenced the treatment of Black women in society. These same thoughts and images affect Black women executives in today’s workplace. African-American women continue to see limited advancement to senior levels within the corporate organization, even though diversity programs abound. As leaders in the corporation jump higher hurdles to achieve executive level positions, Black women continue to be invisible in corporations. Using biographical inquiry, I explored resistance by Black women corporate executives to negative images. I identified specific acts and motifs of resistance in the workplace through questions designed to elicit career life histories through their personal stories. A final purpose was to connect the worlds of the corporate and the academic by sharing the career life history motifs from the interviews with Black women professors whose scholarly pursuits and interests are in the area of critical race and gender studies. I wanted to hear their suggestions for the practical application of this information toward further development and transference of knowledge in this area. The electronic version of this dissertation is accessible at the OhioLINK ETD Center, https://etd.ohiolink.edu