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1 – 10 of over 17000
Article
Publication date: 11 August 2023

Sarah Fine

This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper…

Abstract

Purpose

This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper describes the team's effort to align their decision-making with two frameworks selected to anchor the school's institutional change process: restorative justice and deeper learning. Interweaving rich case data with analysis, the paper explores the dilemmas that emerged as leaders struggled to “walk the talk” of these two frameworks, using this to theorize about the synergies between them and to explore the broader leadership challenges involved in transforming schools from authoritarian to humanizing institutions.

Design/methodology/approach

The researcher employed an ethnographic approach with the goal of generating a thickly-textured single case study. Data-gathering activities included more than 400 h of participant-observation, in-depth interviewing and artifact collection, conducted over the course of a ten-month academic year. Data analysis was iterative and included frequent member checks with participants.

Findings

The paper finds that restorative justice and deeper learning have powerful epistemological connections that school leaders can harness in order to ensure a coherent approach to change processes. The paper also illuminates several of the core dilemmas that school leaders should anticipate facing when embracing these two frameworks: the dilemma of responding to feedback, the dilemma of power-sharing and the dilemma of balancing expectations with support.

Research limitations/implications

The case study approach employed in this paper allows for rich understandings of specific phenomena while also providing a platform for exploring the general qualities that these phenomena might illustrate. This approach does not allow for statistical generalizability.

Practical implications

The paper suggests that it is imperative for school leaders to explore what it means to lead in ways that are coherent with their vision for change, e.g. to cultivate symmetry. Moreover, the paper demonstrates that the value of such explorations lies in the process of grappling with the tensions that arise when humanizing frameworks are implemented within systems that uphold traditional power hierarchies. Additionally, the paper affirms the value of de-siloing the transformation of school culture from the transformation of instructional practice.

Originality/value

This paper offers an unusually textured account of the messy and uncertain processes that constitute the work of school change. This paper also draws together two educational paradigms which are rarely brought into conversation with each other despite their epistemological synergy.

Details

Journal of Educational Administration, vol. 62 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 5 April 2019

Chris Brown

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for…

Abstract

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Details

Emerald Open Research, vol. 1 no. 3
Type: Research Article
ISSN: 2631-3952

Keywords

Article
Publication date: 23 January 2024

Zahid Siddique and Muhammad Abubakar Siddique

The purpose of this study is to explain the opinions of the Muslim jurists available in the fiqh books so that they may be compared with the approaches adopted by modern scholars…

Abstract

Purpose

The purpose of this study is to explain the opinions of the Muslim jurists available in the fiqh books so that they may be compared with the approaches adopted by modern scholars for defining the concept of riba. It is argued that the method of jurists was different from the one adopted by the modern Muslim jurists and Islamic economists. The new method dichotomizes riba into those of the Quran and Sunnah. On the contrary, jurists of four Sunni schools considered the Quran and Sunnah in this regard as a single whole, and they saw Sunnah as the elaboration of riba. By explaining the similarities shared by different fiqh schools, it is explained that there is no need for a definition of riba.

Design/methodology/approach

The paper uses the method of content analysis. The authors have consulted the authentic fiqh manuals of the four Sunni fiqh schools to substantiate the objectives.

Findings

One of the major findings of this paper is that interest charged in loan transactions, including bank loans, is riba according to the four Sunni fiqh schools. Moreover, the paper also shows that the similarities among the four Sunni fiqh schools are far more significant than the often-highlighted disagreements among them regarding the concept of riba. The methodology adopted by modern Muslim scholars seems to add confusions around the concept of riba.

Research limitations/implications

The paper discusses views of only four Sunni fiqh jurists.

Originality/value

The paper explains the common methodology followed by the jurists for understanding riba, the significant similarities resulting from their common method, the link between the concept of riba and different types of financial transactions within the framework of the jurists and that combining several fiqh schools at a time is a contradiction-ridden methodology.

Details

International Journal of Ethics and Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9369

Keywords

Article
Publication date: 23 January 2024

Tue Ngoc Hoang and Phong Ba Le

The purpose of this study is to investigate the effect of transformational leadership (TL) of school leaders on tacit and explicit knowledge sharing (KS) of teachers via the…

Abstract

Purpose

The purpose of this study is to investigate the effect of transformational leadership (TL) of school leaders on tacit and explicit knowledge sharing (KS) of teachers via the mediating roles of knowledge self-efficacy. This study also attempts to bring a deeper insight on the correlation between TL and KS by exploring the moderating effect of knowledge-oriented school culture (KSC).

Design/methodology/approach

The paper used the quantitative approach and structural equation modeling to test the relationship among the latent factors in the proposed research model using data collected from 335 teachers in Vietnamese universities.

Findings

The findings revealed that TL might be an important precursor to create significant influences on tacit and explicit KS behaviors of teachers directly or indirectly through its positive effect on knowledge self-efficacy. In addition, the paper highlights the moderating role of KSC in strengthening the impact of TL on tacit and explicit KS behaviors of teachers.

Research limitations/implications

This paper offers principals and managers in higher education a novel approach and valuable understanding of the effective pathways to foster KS behaviors of teachers.

Originality/value

This study is unique in its attempts to bridge research gaps in the literature and advance the insights of how school leadership fosters knowledge self-efficacy and KS willingness of teachers through practicing TL style and building a knowledge-oriented climate in higher education.

Details

VINE Journal of Information and Knowledge Management Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2059-5891

Keywords

Article
Publication date: 21 September 2023

Robert Faff, David Mathuva, Mark Brosnan, Sebastian Hoffmann, Catalin Albu, Searat Ali, Micheal Axelsen, Nikki Cornwell, Adrian Gepp, Chelsea Gill, Karina Honey, Ihtisham Malik, Vishal Mehrotra, Olayinka Moses, Raluca Valeria Ratiu, David Tan and Maciej Andrzej Tuszkiewicz

The authors passively apply a researcher profile pitch (RPP) template tool in accounting and across a range of Business School disciplines.

Abstract

Purpose

The authors passively apply a researcher profile pitch (RPP) template tool in accounting and across a range of Business School disciplines.

Design/methodology/approach

The authors document a diversity of worked examples of the RPP. Using an auto-ethnographic research design, each showcased researcher reflects on the exercise, highlighting nuanced perspectives drawn from their experience. Collectively, these examples and associated independent narratives allow the authors to identify common themes that provide informative insights to potential users.

Findings

First, the RPP tool is helpful for accounting scholars to portray their essential research stream. Moreover, the tool proved universally meaningful and applicable irrespective of research discipline or research experience. Second, it offers a distinct advantage over existing popular research profile platforms, because it demands a focused “less”, that delivers a meaningful “more”. Further, the conciseness of the RPP design makes it readily amenable to iteration and dynamism. Third, the authors have identified specific situations of added value, e.g. initiating research collaborations and academic job market preparation.

Practical implications

The RPP tool can provide the basis for developing a scalable interactive researcher exchange platform.

Originality/value

The authors argue that the RPP tool potentially adds meaningful incremental value relative to existing popular platforms for gaining researcher visibility. This additional value derives from the systematic RPP format, combined with the benefit of easy familiarity and strong emphasis on succinctness. Additionally, the authors argue that the RPP adds a depth of nuanced novel information often not contained in other platforms, e.g. around the dimensions of “data” and “tools”. Further, the RPP gives the researcher a “personality”, most notably through the dimensions of “contribution” and “other considerations”.

Details

Journal of Accounting Literature, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-4607

Keywords

Article
Publication date: 24 March 2023

Josephine May

This paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s…

Abstract

Purpose

This paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling.

Design/methodology/approach

The biographical sketches of the women, defined as “elite” by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women.

Findings

The paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed – private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls’ secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the “machinery of exclusiveness which characterised the inter-war years” (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century.

Originality/value

Beyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.

Details

History of Education Review, vol. 52 no. 1
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 25 August 2023

Misbah Tanveer Choudhry and Francesco Pastore

Part 2 of the Special Issue on “School-to-Work Transition Around the World: The Effect of the Pandemic Recession-Global Perspective” focuses on the global panorama of…

Abstract

Purpose

Part 2 of the Special Issue on “School-to-Work Transition Around the World: The Effect of the Pandemic Recession-Global Perspective” focuses on the global panorama of school-to-work transition (STWT). With young people constituting a significant portion of the world's population, their seamless transition from education to employment is paramount for the present and future labor force. This study explores various dimensions influencing youth's STWT worldwide, including education-job mismatch, early career outcomes, young entrepreneurs' profiles, gender and informal sector wage gaps, social capital, social network sites' usage, job attributes and returns to schooling. These insights shed light on the intricate nature of global STWT, offering valuable guidance for policymakers and practitioners. This paper aims to discuss the aforementioned ideas.

Design/methodology/approach

The study builds on the country-specific contributions of the papers selected in the Special Issue by supporting it with additional literature. Moreover, the study reveals a more holistic and global understanding of the school-to-work transition by zooming out on the specific geographic contexts.

Findings

This paper examines the school-to-employment transition challenges in various countries. In Italy, PhD holders face wage disadvantages, especially in physics, engineering, social sciences and humanities. Education positively impacts transition speed, employability and earnings, but effects differ across birth cohorts. Italian women encounter persistent wage gaps, experiencing both a “sticky floor” and “glass ceiling” effect, and in Zambia, working while studying enhances the youth's chances of finding well-matched jobs. Albanian public sector careers rely on political connections over merit, revealing political clientelism. Russian research confirms a 20 percent gender wage gap due to occupational segregation. Polish informal workers generally earn less, with higher penalties for low-wage earners. In Australia, social network site usage yields positive and negative effects on teens' school and work balance. Global analysis reveals varying education returns, with rural areas showing lower returns and women benefiting more than men. Africa and Latin America exhibit higher education returns than Asia and Eastern Europe.

Social implications

This study provides valuable insights into how various countries address the challenges of transitioning from school to work and identifies the educational and economic factors contributing to a successful transition. Given that extended transition periods, high rates of youth unemployment and high NEET rates continue to be a concern for many countries around the world, the implications of this study are significant and extend beyond national borders, despite variations in the specific circumstances analyzed.

Originality/value

The study summarizes the experiences of specific developed and developing countries concerning youth unemployment and their smooth school-to-work transition. Detailed discussions of country experiences around the globe provide valuable guidance for policymakers and practitioners.

Details

International Journal of Manpower, vol. 44 no. 6
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 14 April 2023

J. Srikanth Reddy, Ritu Sharma and Narain Gupta

The main objective of the present research is to depict the experience of challenges and opportunities for virtual accreditation peer review team (PRT) visits. COVID-19 has…

Abstract

Purpose

The main objective of the present research is to depict the experience of challenges and opportunities for virtual accreditation peer review team (PRT) visits. COVID-19 has changed higher education delivery. Higher education accreditation and PRT visits have become online. The lockdown forced schools and accreditation agencies to cancel or change visit arrangements. PRT visits could not be stopped during the COVID-19 pandemic, but accrediting agencies needed to review programme quality to meet standards.

Design/methodology/approach

Eight former and present accreditation specialists were interviewed. The researchers described the challenges and opportunities in virtual accreditation visits (VAV). Also, the authors have explained their own experience of coordinating on-site and virtual accreditation visits. Using the NVIVO tool, the experts' replies are transcribed and categorised as challenges and opportunities.

Findings

The findings will help the professionals and academicians better prepare for, plan and execute virtual PRT visits for accreditation agencies and schools. The results revealed that the evaluation and accreditation outcomes are similar for virtual and physical accreditation visits. Finally, the findings suggest that accreditation agencies and schools need to adopt a hybrid site visit model for accreditation visits.

Practical implications

The school can prepare better for virtual PRT visits by identifying the challenges and opportunities ahead of time. The finding may motivate authorities to schedule meetings in different time zones, prepare document evidence rooms, save money, time, and travel time, and benefit the environment by eliminating paper printing, fuel use, and paper printing.

Originality/value

This research is unique and noteworthy since accreditation organisations, PRT members and schools are uncertain about virtual visits. This may be the first paper in this domain to assist accreditation organisations and institutions review accreditation visits online or in hybrid mode.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 6 February 2024

Anja Lisa Hirscher, Samira Iran, Ulf Schrader and Martin Müller

This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable…

Abstract

Purpose

This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).

Design/methodology/approach

Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.

Findings

Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.

Originality/value

This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 24 July 2023

Magda Mostafa, Marlene Sotelo, Toby Honsberger, Christine Honsberger, Erin Brooker Lozott and Nate Shanok

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the…

1742

Abstract

Purpose

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Design/methodology/approach

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

Findings

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

Research limitations/implications

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

Practical implications

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Social implications

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

Originality/value

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2631-6862

Keywords

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