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Research reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue.
Abstract
Purpose
Research reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue.
Design/methodology/approach
Based on the broader arguments for the democratic purposes of social studies, the author argues for the development of the democratic capacities of teacher citizens by creating deliberative and dialogic spaces in social studies field-based teacher education.
Findings
Four conceptual dimensions of dialogic pedagogy in the supervision of social studies student teachers are explored: questioning, listening, negotiation, and self-critique.
Originality/value
Because supervision of student teachers is a pedagogical interaction, a pedagogy of social studies field-based teacher education must be grounded in dialogue and deliberation.
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As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways…
Abstract
As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.
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Keywords
As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways…
Abstract
As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.
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Keywords
The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust…
Abstract
Purpose
The purpose of this paper is to provide teacher educators with a foundation for including religion in multicultural education classes. In doing so, they can foster more robust discussions of religion and its implications for equity and justice in K-12 classrooms.
Design/methodology/approach
This piece was adapted from the religion unit that the author designed for the multicultural education course, and is the combination of the author’s expertise in religious studies, and curriculum and instruction.
Findings
As a practice piece, this paper is meant to start discussions and reflections for teacher educators as to how we can better address religion when discussing multicultural education, and the implications of equity, diversity and social justice in the classroom.
Originality/value
The author hopes that this piece will contribute to a growing field of literature on how to foster discussions of religion in teacher education and K-12 classrooms. As a former religious studies educator, the author hopes to offer a perspective that combines the fields of curriculum and religious studies to create a more robust relationship that will foster democratic and civic engagement.
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María Pilar Martínez‐Ruiz, Ana Isabel Jiménez‐Zarco and Robert Cascio
This paper aims to establish the main factors that underlie store attributes, to examine which exert the greatest influences on the achievement of a maximum level of customer…
Abstract
Purpose
This paper aims to establish the main factors that underlie store attributes, to examine which exert the greatest influences on the achievement of a maximum level of customer satisfaction. This study seeks to determine if there are significant differences not only in the factor compositions but also in their influence on customer satisfaction, depending on the country of residence of focal customers.
Design/methodology/approach
The test of the proposed framework consists of analyses of two samples of customers that purchased in grocery stores in Spain and the USA. Following a factor analysis of the principal components, a binary logistic regression analysis tests the influence of the identified factors on customer satisfaction.
Findings
This work contributes to extant literature by assessing differences in the main factors that contribute to satisfaction with food stores, depending on the location of the customer.
Practical implications
This work is especially useful to grocery retailers that operate, or plan to operate, in different countries; it outlines key factors to consider to achieve upper‐bounded customer satisfaction scores.
Originality/value
The proposed classification of attributes and factors, according to their importance for customers' evaluations in different countries, includes three main factors. The first‐order factor includes the most valued attributes by all customers, independent of the country of residence. The second‐order factors include attributes with lesser importance though still valued by customers; the importance depends on the country of residence. Finally, the third‐order factor attributes are valued relatively less.
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Verónica Flor Vallejo, Jiju Antony, Jacqueline Ann Douglas, Paul Alexander and Michael Sony
Lean Six Sigma (LSS) is a continuous improvement methodology that has been adopted by several companies as a strategy to increase their competitive advantage. However, due to the…
Abstract
Purpose
Lean Six Sigma (LSS) is a continuous improvement methodology that has been adopted by several companies as a strategy to increase their competitive advantage. However, due to the misuse of LSS theory in practice, a high rate of implementation failure results. There is a need for a structured and standardised framework to describe how the LSS initiative should be implemented and sustained over time. As a result, this study aims to develop a practical, user-friendly and accurate LSS road map for a Scottish manufacturing small and medium enterprise.
Design/methodology/approach
The approach was to analyse existing literature on lean and Six Sigma that included road maps and critical success factors (CSFs) in order to design an in-company, quantitative survey instrument. The aim of the survey was to evaluate employees' perceptions on the importance of LSS CSFs for the successful implementation and sustainability of a continuous improvement initiative. Based on the literature and results from the data collected, an LSS reference guide - in the form of a road map - was designed to support LSS implementation and sustainability.
Findings
A customised LSS reference guide in a road map format for the Scottish SME was proposed. This road map was developed by adopting existing successful road maps from the literature into consideration and then adapting them to fulfil the company's particular perspective on CI. This study complements current literature on LSS road maps and corroborates LSS CSFs as crucial for successful LSS implementation and sustainability, regardless of the type of company and/or culture. However, a degree of importance is ascribed to the organisation's culture.
Research limitations/implications
Whilst a survey was used as the data collection instrument future interviews with employees would enhance the understanding of the organisational culture and hence further improve the road map.
Originality/value
The authors developed a practical and strategic roadmap for a Scottish packaging small- and medium-sized enterprise (SME) which can be used by other similar SMEs. The proposed LSS road map can be replicated and/or adapted for companies in their application of LSS. The methodology by which this study's road map was designed can be used as a guide in the development of further CI road maps.
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