This study examined collaborative practices in US National Blue Ribbon Schools (NBRS). The study aimed to determine how teachers in these highly successful schools collaborate and how school leaders support teacher collaboration. This study extended earlier research on NBRS' collaboration. Data consisted of interviews with 19 principals and teacher leaders representing 10 NBRS in four different US regions, in addition to their schools' applications to the program. Frameworks for collaboration in schools, as well as prior research on NBRS' collaborative efforts guided analysis. Results included themes of leadership providing supportive autonomy, teachers engaging in collective work versus isolation of practice, and relationships and enjoyment undergirding a supportive culture. Further, school leaders provided logistical and cultural supports for teacher collaboration. As a result, these schools exhibited rich collaboration and manifestations of positive, meaningful social capital and collaborative professionalism, including collective autonomy.
While algorithms increasingly outperform human experts and gain widespread adoption, many individuals still resist using them due to algorithmic aversion. Although prior research has examined the appreciation and avoidance of algorithmic advice, the underlying mechanisms driving these decisions remain underexplored. This paper investigates the role of individuals’ readiness to act, specifically whether they adopt a deliberative or implemental mindset, in shaping their openness to algorithmic advice. Across three hypothetical studies and one incentive-compatible study, results show that individuals in a deliberative mindset, characterized by thoughtful evaluation, tend to prefer advice from human sources. In contrast, those in an implemental mindset, characterized by action-oriented thinking, are more likely to prefer algorithmic advice. Additionally, the findings reveal that perceived uncertainty moderates the influence of mindset on algorithmic receptiveness. These findings offer nuanced insights into the psychological mechanisms that drive engagement with algorithms and suggest practical strategies to enhance collaboration with both algorithmic and human recommendations.
This paper investigates how institutional characteristics influence the relationship between board interlocks and corporate social responsibility (CSR). Our findings indicate that the impact of board connectedness on CSR is significantly shaped by institutional ownership characteristics. Specifically, the positive effect of board connectedness on CSR, as documented in prior studies, is primarily driven by institutional investors with diversified portfolios, including transient and quasi-index institutions, as well as independent institutions such as mutual funds and investment companies. Conversely, firms with institutional holdings characterized by concentrated portfolios, such as dedicated or grey institutions, exhibit a weaker association between board connectedness and CSR. Moreover, we find that institutional ownership moderates the relationship between board connectedness and CSR only in manufacturing and high-competition industries through stronger oversight, but not in non-manufacturing or low-competition sectors. These results highlight the pivotal role institutional characteristics play in determining the effectiveness of board interlocks.
The Alder-Andrews Theorem, a partition inequality generalizing Euler's partition identity, the first Rogers-Ramanujan identity, and a theorem of Schur to d-distinct partitions of n, was proved successively by Andrews in 1971, Yee in 2008, and Alfes, Jameson, and Lemke Oliver in 2010. While Andrews and Yee utilized q-series and combinatorial methods, Alfes et al. proved the finite number of remaining cases using asymptotics originating with Meinardus together with high-performance computing. In 2020, Kang and Park conjectured a "level 2" Alder-Andrews type partition inequality which relates to the second Rogers-Ramanujan identity. Duncan, Khunger, the second author, and Tamura proved Kang and Park's conjecture for all but finitely many cases using a combinatorial shift identity. Here, we generalize the methods of Alfes et al. to resolve nearly all of the remaining cases of Kang and Park's conjecture.
Scientists debate how the public would react when anti-free will messages are communicated in the media. Taking part in this debate, social psychologists test whether letting participants read texts that argue against the plausibility of free will reduces their beliefs related to free will. However, this research leaves open whether merely reading such a text actually changes free will beliefs over and beyond a single experimental session in the lab. To fill this gap, in three experiments we investigated whether merely reading a short text claiming that free will does not exist, influences beliefs related to free will over time. Two experiments demonstrate that reading an anti-free will text (as compared to a control text) reduces participants' beliefs related to free will when measured on the same day (Experiment 1 and 2), the next day (Experiment 1 and 2) as well as one week later (Experiment 2). Critically, when controlling for potential demand effects by making sure that participants do not associate the assessment of free will beliefs with the first session in which beliefs were manipulated (Experiment 3), results no longer showed an effect of reading the anti-free will text over time. Theoretical and ethical implications of these findings are discussed.
