Papers by Christopher Clark, EdD
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Journal of Investment Compliance, 2014
Purpose – To highlight recent enforcement actions by the SEC demonstrating the agency's incre... more Purpose – To highlight recent enforcement actions by the SEC demonstrating the agency's increased focus on violations of Rule 105 of Regulation M and to provide guidance on how to avoid becoming the target of such an SEC action. Design/methodology/approach – Describes the SEC's 23 recent enforcement actions against firms for violations of Rule 105, explains the conduct prohibited by Rule 105 as well as the exceptions to the Rule, and provides advice on how firms can avoid a Rule 105 related SEC enforcement action. Findings – In light of the SEC's recently announced zero-tolerance policy and the fact that Rule 105 does not require intent on the part of the short seller to engage in a prohibited transaction, firms should provide training to their employees regarding Rule 105, develop and implement policies and procedures to ensure compliance with Rule 105, and enforce those policies and procedures. Originality/value – Practical explanation and guidance by experienced finan...
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The purpose of this transcendental phenomenological study was to understand how in-service teache... more The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
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The purpose of this transcendental phenomenological study was to understand how in-service teache... more The purpose of this transcendental phenomenological study was to understand how in-service teachers with three to five years of experience perceived staff development related to the integration of 21st Century technology. Twenty teachers from southeast North Carolina were selected. This study attempted to describe: How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate 21st Century technology into their instruction? Interviews, and a focus group, were utilized to identify themes that described participant perceptions of staff development regarding the integration of 21st Century technology. Participants reported that: (a) they were more effective teachers due to staff development, and (b) staff development seemed to lack focus and purpose. In turn the identified themes were used in developing a list of best practices as articulated by the participants.
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International Journal on Integrating Technology in Education, 2015
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The purpose of this transcendental phenomenological study is to understand how in-service teacher... more The purpose of this transcendental phenomenological study is to understand how in-service teachers with three to five years of experience perceive their pre-service and in-service training regarding the integration of twenty-first century technology into their instruction. Twenty participants from a rural public school system in southeast North Carolina participated. This study attempted to describe the following: (1) How do third through fifth year teachers in one public school district in North Carolina feel about their technological awareness and ability to integrate twenty-first century technologies into their instruction? (2) How do third through fifth year teachers in one public school district in North Carolina describe their college experiences with training them to integrate twenty-first century technology into their instruction? (3) How do third through fifth year teachers in one public school district in North Carolina describe the staff development initiatives aimed at training them to integrate twenty-first century technology into their instruction? Through interviews, a focus group, and the use of the Computer User Self-Efficacy (CUSE) survey, themes were identified that described participant perceptions of the phenomena of twenty-first century technology integration training. Participant reported themes were: (a) high level of confidence and skill when selecting twenty-first century technologies, (b) integration must be planned for, (c) college professors rarely integrated technologies, (d) twenty-first century technology assignments were neither purposeful nor rigorous, (e) integration confidence/competence began during field placements, (f) staff development exposed participants to a wealth of technologies, and (g) staff development lacked focus and purpose. In turn these themes were used in developing a list of best practices as articulated by the participants. The implications are discussed and further recommendations are made for college of education programs and staff development coordinators along with suggestions for future research.
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Papers by Christopher Clark, EdD
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.