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This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of…
This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.
Following a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.
The main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.
The study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices.
The purpose of this paper is to investigate whether intention to report fraud varies by organization type or fraud type. Employees who self-select into not-for-profits may…
The purpose of this paper is to investigate whether intention to report fraud varies by organization type or fraud type. Employees who self-select into not-for-profits may be inherently different from employees at other organizations.
The authors conduct a 2 × 2 experiment in which (n=107) individuals with a bookkeeping or accounting background respond to a fraud scenario. Analysis of covariance models are used for data analysis.
The authors find evidence that not-for-profit employees are more likely to report fraud and that reporting intention does not differ significantly by fraud type.
Limitations of this study include the simulation of a fraud through a hypothetical incident and the use of online participants.
This study expands the commitment literature by examining the role that commitment plays in the judgment and decision-making process of a whistleblower. Findings suggest affective commitment, which is an employee’s emotional attachment to the organization, and mediate the path between organization type and reporting intention. Affective commitment significantly predicts whistleblowing in not-for-profit organizations but not in for-profit organizations.
This research provides insight into how organization type influences whistleblowing intentions through constructs such as organizational commitment and public service motivation.