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Rosa L. Rivera-McCutchen and Nell Scharff Panero
The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New…
Abstract
Purpose
The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice.
Design/methodology/approach
Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an “Aha!” moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift.
Findings
Three kinds of interactions were identified as leading to an “Aha!,” all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful.
Research limitations/implications
Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance.
Practical implications
–LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers’ thinking in ways that are likely to improve instructional practice and thus student outcomes.
Originality/value
This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.
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Anne H. Simmonds and Andrew P. Dicks
Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for…
Abstract
Purpose
Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics.
Design/methodology/approach
In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning.
Findings
Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment.
Originality/value
Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.
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Andrew B. Stafford and Jonathan Hobson
There has been a widespread move in England’s city centres to a business crime reduction partnership (BCRP) model that welcomes businesses from all commercial sectors and that…
Abstract
Purpose
There has been a widespread move in England’s city centres to a business crime reduction partnership (BCRP) model that welcomes businesses from all commercial sectors and that operate during day time and night time trading hours, and that seeks to tackle a broad range of crimes and associated behaviours. The purpose of this paper is to consider whether this new holistic approach offers benefits that narrower models do not.
Design/methodology/approach
This study draws upon data from a multi-year examination of the Gloucester City Safe BCRP, including quantitative analysis of 4,523 offences recorded by the partnership and qualitative analysis of 149 interviews with its members.
Findings
In Gloucester there was a small minority of offenders who commit offences against more than one type of business, who offend during both the day time and night time trading hours and who commit more than one type of offence. There is value, therefore, in partnerships bringing together businesses from different commercial sectors and that operate in the day and night time economies to coordinate their efforts to tackle such activity.
Practical implications
Sharing information among partnership members via e-mail and secure web-based platforms helps raise awareness concerning offenders and the offences that they commit which in turn can be used to prevent offences from occurring.
Social implications
This inclusive holistic BCRP model can lead to an increased sense of community cohesion for its members arising from the collective effort of multiple types of businesses.
Originality/value
The authors are not aware of other studies that have considered these issues.
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The purpose of this paper is to investigate the theoretical potential of applying Jungian/analytical psychology concepts to a contemporary therapeutic community (TC) within the…
Abstract
Purpose
The purpose of this paper is to investigate the theoretical potential of applying Jungian/analytical psychology concepts to a contemporary therapeutic community (TC) within the national health service.
Design/methodology/approach
A literature review concerning a Jungian understanding of group psychotherapy and TCs was undertaken. A summary and discussion of a detailed written account of a previous Jungian TC was then conducted. A comparison between a modern-day TC and Jungian approaches was then conducted with an ending discussion on the feasibility of incorporating Jungian ideas into modern work.
Findings
While Jung is thought to have a wholly negative view of groups and group psychotherapy, this was not found in the case. Furthermore, post-Jungian authors have attempted to use ideas from analytical psychology in their group work. While there are some aspects that could be implemented with relative ease in the modern TC, a complete shift into this different way of working would be a challenge and its current evidence base would not support this.
Originality/value
To the best of author’s knowledge, there are no other academic papers that have considered this subject.
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Ouedraogo Noufou, Davar Rezania and Muhammad Hossain
– The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness.
Abstract
Purpose
The purpose of this paper is to measure students’ willingness to mentor their peers and explores key factors to student peer mentoring effectiveness.
Design/methodology/approach
The paper uses a hybrid research methodology consisting of a survey and a focus group discussion. The survey was conducted with students of a bachelor of commerce (BCom) program of a North American university to analyze the impact of organizational culture and altruism on their willingness to mentor their peers. The focus group discussion was carried out with students of the same program to explore the objectives, focus, and factors contributing to their willingness to mentor and to peer mentoring effectiveness.
Findings
Organizational culture and altruism significantly affect students’ emotional and intentional willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. Critical factors to peer mentoring effectiveness include a good fit between mentors and mentees, a reasonable ratio of mentor to protégés, and an understanding of and a willingness to address each student's specific needs.
Practical implications
Business schools should embrace and promote a culture of mutual help, look for altruistic students as prospective peer mentors, and promote voluntary student peer mentoring. A mentoring program should be flexible enough to meet each student's needs. Attention should be paid to finding a good fit between mentors and protégés. Communication should focus on the benefits of student peer mentoring for mentors and protégés.
Originality/value
This research brings empirical evidence on peer mentoring by testing and confirming the impact of altruism and organizational culture on students’ willingness to mentor their peers. It also provides practical insight to business schools for implementing student peer mentoring programs.
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