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ObjectivesResearch on the relationship between teaching productivity and base salary is sparse, but tends to find no association. However, the research is based largely on student evaluations (student evaluation of teaching (SET)). No study uses peer review of teaching, which may capture qualities of excellence in teaching missed by SETs. The present study addresses this gap.MethodsData refer to all 70 faculty in the social sciences at a Carnegie research‐extensive university. Measures of teaching include peer‐review scores, student evaluations, and teaching awards. Controls are incorporated for other predictors of base salary, including research productivity, years of experience, service, and demographics.ResultsControlling for the other variables, peer review of teaching was unrelated to base salary. However, each year of experience enhanced salary by $905, each book was associated with $2,309 in salary, and membership in the economics department enhanced salary by $23,076. The full model explained 84 percent of the variation in base salaries.ConclusionPeer review of teaching was no better a predictor of salary than SETs. While excellence in teaching is often believed to affect base salary, the present analysis finds no evidence that this is the case. Future work is needed to assess the association in other organizational contexts.

This paper is concerned with performative speech acts in European Union fisheries legislation with a view to relating the semantic analysis of directive and expressive speech act verbs to politeness strategies for the management of positive and negative face. The performative verbs used in directive and expressive speech acts belong to the semantic domain of communication verbs. The directive verbs occurring in the material are: appeal, authorize, call upon, conclude, invite, promise, request, urge and warn while the expressive verbs are: congratulate, express (gratitude), pay (tribute) and thank. The semantic analysis of directive verbs draws on Leech's framework for illocutionary verbs analysis (Leech, 1983: 218). The analysis suggests that the choice of directive and expressive speech act verbs and their co-occurrence with particular addressees are motivated by the socio-pragmatic situation. 30 Naval Engineering students from the UPM also learned how these speech act verbs are used in context in the subject English for Professional and Academic Communication (2011-2012).

PurposeThe aim of this paper is to respond to calls for in‐depth studies of production and operations management (OM) teaching by providing an analysis of the relative effectiveness of a continuous problem‐based assessment and a traditional final exam assessment in OM.Design/methodology/approachAn undergraduate OM module is used to assess how well a problem‐based assessment method performs against a more traditional final exam in terms of impact on student learning, student classification and feasibility. Quantitative data on student performance, feedback and satisfaction are used.FindingsThe analysis shows that the problem‐based assessment provides a better learning experience for the students, but is a worse classificatory of student results than the conventional exam. In terms of feasibility, problem‐based assessment can be a cost‐effective assessment method.Research limitations/implicationsThis study analyses the assessment method used on one module for nine years; to increase the generalizability of the findings further research is needed with different modules and contexts.Practical implicationsThis paper gives guidance to OM educators on how to improve assessment methods to achieve both improved learning effects as well as an accurate classification of student performance.Originality/valueThis study extends the literature on problem‐based learning to assessments and provides an empirical analysis of one such method. This study also provides detailed analysis of different assessment methods in OM based on longitudinal data.

The research employed critical discourse analysis of official social science documents and three prominent lines of social science textbooks. Despite the recent emphasis on incorporating real-world economic practices into school financial education, the findings reveal that new social science textbooks exhibit increased criticism toward the market economy. Furthermore, they tend to avoid addressing and analysing the socio-economic issues of the present day. The study concludes by emphasising the need for economic education in schools to focus on contemporary social and financial problems.

The metaphors we read by: theoretical foundations -- The historical construction of children's literature -- Reading literacy narratives -- Deconstructing multiculturalism in children's literature -- Theorizing critical multicultural analysis of children's literature -- Doors to the diaspora: the social construction of race -- Leaving poverty behind: the social construction of class -- Genres as social constructions: the intertextuality of children's literature -- Cinderella: the social construction of gender -- Shock of hair: the endurance of hair as a cultural theme in children's literature -- Teaching critical multicultural analysis -- Further dialogue with Mingshui Cai, Patrick Shannon, and Junko Yokota

How can philosophical instruction inform practical analysis and decision making among college students in a way that demonstrably benefits them as individual members of our polity and economy? I pose this question because each year, I introduce classic political theory to first- and second-year college students who simultaneously confront a fiscal crisis in the American state and profound financial challenges as individuals, and I want to ensure that the concepts and analytical strategies we study as theory can meet their most pressing practical needs during the first decade that they are out of college.

Modern Catholic Social Teaching is the most thorough and authoritative analysis and assessment of modern Roman Catholic social teaching available. Including contributions from twenty-two leading moral theologians, this reference work is designed for anyone interested in understanding or studying the key documents that comprise the central corpus of Catholic social teaching. In addition to interrogations of the major documents, the volume provides an understanding of the biblical and philosophical foundations of Catholic social teaching, addresses the doctrinal issues that arise in such a context, and explores the social thought leading up to the "modern" era, generally accepted as beginning in 1891 with the publication of Pope Leo XIII's Rerum Novarum. The book also includes a review of how Catholic social teaching has been received in the United States, and an informed look at the shortcomings and questions that future generations must address. This second edition will include two new commentaries: one on Pope Benedict XVI's encyclical Caritas in veritate, and one on Pope Francis's encyclical Laudato Si'. In addition, several chapters have been revised and updated

Teaching materials are one of the important components needed in the learning process. With the appropriate teaching materials, it is hoped that it can help the smooth running of learning activities. Science is a compulsory subject for elementary school students. Science contains all things related to nature. Teaching materials that have been used in learning activities are teaching materials made by the government. The purpose of this study was to determine the needs of students for context-based teaching materials and creativity to improve the scientific literacy of elementary school students. The research subjects were students from several elementary schools in Peukan Bada District, 25 students were used as the source of interview data. Data were collected using interviews and open questionnaires for students. The research data were analyzed descriptively qualitatively. Based on the research data, it can be concluded that it is necessary to develop context-based teaching materials and creativity. Context and creativity-based teaching materials were chosen because they can facilitate students to learn, both with educators and independently. Context-based teaching materials and creativity are teaching materials that are packaged in a comprehensive and schematic manner. This study is also part of a study on the development of teaching materials on the topic of human and animal organism.

Though statistics & methodology are usually presented in the undergraduate curriculum, their value is questionable. On the graduate level, one semester of statistics & 2 semesters of methodology are usually required for the MA candidate, with an additional semester of statistics required of PhD candidates. There has been some pressure for one introductory course in applied soc statistics, instead of having each soc sci dept give its own course. Elementary textbooks are unsatisfactory, but on the advanced level the subjects are given good treatment. A journal is needed which would discuss & appraise theoretical & methodological topics for sociol't Sociol'ts should take note of the advantages that electronic computers hold. These computers will revolutionize res & thereby the teaching of methodology. Individual res by the student can profit by thesis seminars & secondary analysis of already collected data. The most important factor is the kind & amount of interaction between the student & the instructor. Collective res by students can be effectively accomplished by having the class, during the first semester, work as far as pre-testing a L 1, & at this point give them data for the secondary analysis of the problem being studied. The res instit provides training for res assistants, gives the res assistant the benefit of working on group projects which provide informal discussion & study groups, & offers formal & internally developed programs of instruction, & res facilities. General purpose instit's which are closely affiliated with a U, but not necessarily with a single dept, are most likely to develop an effective program of training in methodology. AA.

Sultan Qaboos University (SQU) has been the sole English Language Teaching (ELT) research enterprise in the Sultanate of Oman through the Master of Education (M.Ed.) in Curriculum and Methods of Teaching English degree program it launched in the early 1990s. Eighty-two theses have been completed so far about topics pertinent to ELT in the Sultanate of Oman. However, a review of those theses has shown that the discussion of these topics lacks a critical dimension that can advance Omani ELT at the micro and macro levels. This critical qualitative study, therefore, sets out to make a case for new directions in ELT research at the M.Ed. in ELT program at SQU. The discussion should lead to better understanding of the multiple ELT problems in the Sultanate of Oman and have implications for other similar contexts.