Despite numerous efforts to bring about a clear and unbiased definition of CSR, there is still some confusion as to how CSR should be defined. In this paper five dimensions of CSR are developed through a content analysis of existing CSR definitions. Frequency counts are used to analyse how often these dimensions are invoked. The analysis shows that the existing definitions are to a large degree congruent. Thus it is concluded that the confusion is not so much about how CSR is defined, as about how CSR is socially constructed in a specific context. Copyright © 2006 John Wiley & Sons, Ltd and ERP Environment.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/csr.132

How corporate social responsibility is defined: an analysis of 37 definitions

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

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Teacher Quality and Student Achievement: A Review of State Policy Evidence

The circular economy concept has gained momentum both among scholars and practitioners. However, critics claim that it means many different things to different people. This paper provides further evidence for these critics. The aim of this paper is to create transparency regarding the current understandings of the circular economy concept. For this purpose, we have gathered 114 circular economy definitions which were coded on 17 dimensions. Our findings indicate that the circular economy is most frequently depicted as a combination of reduce, reuse and recycle activities, whereas it is oftentimes not highlighted that CE necessitates a systemic shift. We further find that the definitions show few explicit linkages of the circular economy concept to sustainable development. The main aim of the circular economy is considered to be economic prosperity, followed by environmental quality; its impact on social equity and future generations is barely mentioned. Furthermore, neither business models nor consumers are frequently outlined as enablers of the circular economy. We critically discuss the various circular economy conceptualizations throughout this paper. Overall, we hope to contribute via this study towards the coherence of the circular economy concept; we presume that significantly varying circular economy definitions may eventually result in the collapse of the concept.

Conceptualizing the circular economy: An analysis of 114 definitions

/pdf/an-overview-of-content-analysis-53zvb3be0k.pdf

An Overview of Content Analysis.

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The

The Massachusetts Teacher Tests (MTT), introduced last year, have never been subject to external review as required by the measurement profession's standards and many legal precedents. Neither the Massachusetts Department of Education (DOE) nor the tests' manufacturer have made public information about the exams' reliability (consistency) or validity (meaningfulness). Using data from state and academic reports from the April and July test dates, an ad hoc committee of nationally-known researchers has now been able to make a preliminary assessment of the exams. The committee focused on the Communications and Literacy exam that was required of all prospective teachers regardless of grade level or subject area. The purpose of the analysis was to determine the accuracy of the tests in assessing the reading and writing skills of the test-takers. Scores on the Massachusetts Teacher Tests of reading and writing are highly unreliable. The tests' margin of error is close to double to triple the range found on well-developed tests. A person retaking the MTT several times could have huge

Less Truth than Error? An Independent Study of the Massachusetts Teacher Tests.

The No Child Left Behind (NCLB) Act has brought increased attention to the rating of school quality in terms of student performance on state math and reading tests. Because state tests are of uneven quality, the emphasis on test-based accountability has also focused more attention on the National Assessment of Education Progress (NAEP) as a check on state test results. In this paper I discuss why results on NAEP are dubious bases for reaching summary judgments regarding school quality. As one way of demonstrating this, I explain why the 2005 NAEP math grade 4 results for Florida are highly misleading. Implications for the reform of NCLB legislation are discussed.

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Evidence on Education under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap)

Student Self-Portraits as Test-Takers: Variations, Contextual Differences, and Assumptions about Motivation

/pdf/effects-of-standardized-testing-and-the-future-of-the-4lwp7i7x7w.pdf

Walt Haney

Papers

Less Truth than Error? An Independent Study of the Massachusetts Teacher Tests.

Evidence on Education under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap)

Student Self-Portraits as Test-Takers: Variations, Contextual Differences, and Assumptions about Motivation

Effects of Standardized Testing and the Future of the National Assessment of Educational Progress. Working Paper for the NAEP Study Group.

Preservice Evaluation of Teachers