University of Massachusetts Boston

About: University of Massachusetts Boston is a education organization based out in Boston, Massachusetts, United States. It is known for research contribution in the topics: Population & Health care. The organization has 6541 authors who have published 12918 publications receiving 411731 citations. The organization is also known as: UMass Boston.

The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice

Abstract: The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practice. Bradley A. Levinson, Douglas E. Foley, and Dorothy C. Holland, eds. Albany: State University of New York Press, 1996. 338 pp.

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

Abstract: The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID. The survey consisted of 63 items organized into 10 sections including: institution or program characteristics, dual enrollment characteristics, referral and application process, college course access and supports, employment, residential options and campus access, family support, student outcomes, challenges, and program contact information. Some 149 programs in institutions of higher education in 39 states indicated that they served students with ID. PSE program characteristics included basic characteristics, recruitment and admission, course access, campus activities, accommodations, funding, collaboration, employment, and residential services. The results of the survey show that for students with an ID, the college experience differs in a number of important ways from the experiences of their peers without an ID. The high degree of variability among programs responding to the survey suggests that the experiences of students with ID differ from one program to another as well. The authors note that their findings can be used to describe current practice as well as to serve as a baseline of practice that will be important to reference as the field evolves.

Auditor Negotiations: An Examination of the Efficacy of Intervention Methods

Abstract: Negotiations are a pervasive feature of the audit process (e.g., the resolution of proposed audit adjustments and disclosures). The results of such negotiations are of great importance to the capital markets, the client, and the auditor. The purpose of this study is to examine the effectiveness of three promising, pragmatic intervention methods for enhancing auditor negotiation performance: a role‐playing intervention—assuming the client's position in a mock negotiation; a passive intervention—explicitly considering the client's interests and options; and a practice intervention—engaging in a mock negotiation prior to the client negotiation. We posit that the role‐playing intervention will improve negotiation results, because this approach requires direct experience in considering and arguing the client's position and more cognitive effort in obtaining an understanding of the counterpart's position, a critical factor identified in the negotiation literature for successful performance. Forty‐five audit man...