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This is a narrative inquiry into the phenomenon of teacher retention. Specifically, we study an 18-year teaching veteran’s stories that span her career. We address the…
This is a narrative inquiry into the phenomenon of teacher retention. Specifically, we study an 18-year teaching veteran’s stories that span her career. We address the question of what sustains her in her profession. We chose to “see big” (Greene, 1995) our teacher participant, Anne, exploring, with her, the particulars of her teaching world, the contextual factors, emotional processes, and her relationship with her administration, subject matter, students. The research opens a view into Anne’s decisions along the way that contributed to her constructing a “story to stay by” (Craig, 2014; Ross & Prior, 2014). Narrative inquiry helped us see big through Anne’s stories. Anne’s best-loved self was closely connected with her professional knowledge landscape. In Anne’s case, her interactions with students, her collaboration with other teachers, and her reactions to the evaluation system stimulated the evolution of her perceptions of herself as a teacher. Therefore, the best-loved self is featured as a dynamic image resulting from continuous interactions between the teacher and other components of the professional knowledge landscape. The teacher’s meaning-making of those interactions, likewise, plays a significant role in shaping his or her image of the best-loved self. Our inquiry into the best-loved reminds teachers that they can cultivate their best-loved selves through personal storytelling that begins with reflection. Anne’s stories of fear, doubt, hope, inferiority, and joy may be important for other teachers. Such reflection may yield further insight into the behaviors and beliefs that encourage and sustain teachers.
This chapter investigates how we have come to know what we know, in the United States, about the terms “ability” and “disability” through the story of Helen Keller and her…
This chapter investigates how we have come to know what we know, in the United States, about the terms “ability” and “disability” through the story of Helen Keller and her teacher Anne Sullivan Macy. What is the narrative of Helen Keller as told through children’s literature? How might the ways in which her life is presented contribute to stereotypes of what it means to be disabled? What, if any, are the ways in which authors of these books resist writing about her as someone who “overcame” her disabilities? How is Helen Keller’s relationship with her teacher, Anne Sullivan, portrayed and what might this representation contribute to the concepts of dependence and interdependence?
This project provides a sociological analysis of common themes through a content analysis of 20 children’s books on Helen Keller.
The theme of the widely circulating “story of the water pump moment” (when Keller realizes that hand movements signify language) depicts a one-sided relationship of Helen Keller and her teacher Anne Sullivan Macy. This informs the narrative representations of Anne Sullivan Macy as “miracle worker” and Helen Keller as “miracle child.” Another theme is the “complexities of resistance,” which shows how these narratives uphold the stereotype that Helen Keller needed to “overcome” her disabilities while also resisting this notion and showing how she also helped Anne Sullivan Macy.
This demonstrates how widely circulating stories such as those about Helen Keller shape what we know about what it means to be abled or disabled, challenges simplistic binary understandings of the disability experience, and points to the power of narratives to shape systems of beliefs.
Researchers of the history of women teachers have included fiction, as well as memoirs and history, as an important part of that testimony. The aim of this article is to…
Researchers of the history of women teachers have included fiction, as well as memoirs and history, as an important part of that testimony. The aim of this article is to examine the novel, Anne of Avonlea (1925) by Lucy Maude Montgomery as both a source of information about the working life of a woman teacher and, due to the immense popularity of the book, as a shaper of how women understand and enact teaching. Anne is a young teacher in her first posting consisting of a rural Canadian one‐ teacher school. She struggles to resist using corporal punishment in favour of winning her students respect, stimulating their minds and finding a ‘genius’. However, the local community, fellow teachers and her students have different notions of how teachers should behave. Her beliefs are further undermined when in a fit of anger she succumbs to beating one her students. Her reflections on what drove her actions are realistic and contain warnings for contemporary teachers to appreciate the often fragile hold they have on their espoused educational philosophy. Another danger revealed is the unconscious leaking of the shadow side of the psyche in the necessary close but dangerous relationships between students and teacher thereby providing a complex view of what motivates young women to teach and how they approach their work.
Undergraduate level course in international business.
Two fellow students at the Wharton School at the University of Pennsylvania, Wen-Szu Lin and Joseph Sze, reconnected after finishing their MBAs and decided to launch a franchise together in China. The franchise they decided upon was Auntie Anne’s Pretzels. The company had experienced strong growth in Asia with over 85 stores in Thailand, 30 stores in Korea, 25 stores in Malaysia and 8 stores in Japan. Because of these successes, Win and Sze had forecast smooth sailing for their franchise in Beijing. However, things were not as smooth as they had expected. The first challenge was the impounding of their second shipment of pretzel mix for a few weeks. Other problems that they faced had to do with Lin’s inability to write Chinese, although he could speak the language, the lack of regulation of food and ingredients in China which led to their producing some poisonous products, and problems they had with their own employees. Lin and Sze were searching for ways to overcome the cultural and other challenges they faced in Beijing with their franchise.
Expected learning outcomes
At the conclusion of the case discussion, students should be able to identify the appropriate global strategy for Auntie Anne’s in China; identify whether Lin and Szu were intending to use a production orientation or the marketing concept in introducing Auntie Anne’s Pretzels into China; list and describe challenges the two entrepreneurs encountered in China; develop a list of actions that American businesspeople should follow in anticipating setting up a business in China; and outline a strategy for Lin and Szu to use in attempting to save the Auntie Anne Pretzel franchise in China.
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CSS 5: International Business.
State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased…
State and national initiatives provide teachers opportunities for interdisciplinary units with increased significance of non-fiction in English Language Arts and decreased reliance on the textbook in history and social studies. In these three disciplines, beginning in elementary school, students are expected to scrutinize multiple trade books of the same event, era, or person to construct understandings. Trade books are a logical curricular link between these three curricula. The initiatives, however, do not prescribe specific curricular materials; teachers rely on their own discretion when selecting available trade books. Historical misrepresentations have been found to emerge within trade books to varying degrees, yet only a few empirical studies have been conducted. We empirically evaluated trade books centered on the Anne Sullivan Macy, Helen Keller’s teacher. Celebrated as the Miracle Worker, she remains a relatively obscure figure. As a child, Macy faced the desertion or death of every family member and struggled to overcome poverty and isolation. Macy’s story, thus, complements Keller’s in consequential ways. We report various historical misrepresentations within the trade books and provide ancillary primary sources for teachers interested in addressing the historical omissions.
This article explodes traditional notions of ethnographic documentary, and instead positions the emerging practice of ethnocinema as a 21st century modality that falls within the paradigm of what Denzin calls the ‘eighth moment scholarship’ in this ‘fractured future’. Drawing on the monological, dialogic and imagistic ‘data’ from the ethnocinematic research project Cross‐Marked: Sudanese Australian Young Women Talk Education, the article uses ethnographic documentary film theory (including Minh‐ha, Rouch, and Aufderheide) and the critical pedagogical scholarship of McLaren to examine notions of performative identity construction and the possibility of intercultural identities and collaborations. Utilising the central metaphor of Minh‐ha’s ethnographic and filmic ‘zoo’, which cages those who are Othered by race, class, gender, sexuality and a myriad of differences, this article and ethnocinema overall seek to overthrow notions of difference, culture and community while recognising the increasingly prescient power of McLuhan’s dictum that the ‘medium is the message’ in this rhizomatic age.
The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the…
The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants.
The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work.
By engaging pre-service teachers and ourselves as mutually engaged in this process, the authors put into practice a sense of community and relationship building the authors hope pre-service teachers will practice with their future students.
This paper provides a qualitative research design employing tenets of the RCT which centers relationships as critical to the research process. The authors offer affordances and limitations to using the RCT in research.
Several affordances are offered to researchers interested in engaging in similar work.
This paper offers an original perspective of how one researcher in teacher education negotiated complex relationships and learned to employ the principles of the RCT within these to build a research design aimed at widening research and practice in teacher education through productive and lasting relationships.
The purpose of this paper is to present Part II of an interview with Dr Anne Tsui, Motorola Professor of International Management. Part I – the scholarly journey, was…
The purpose of this paper is to present Part II of an interview with Dr Anne Tsui, Motorola Professor of International Management. Part I – the scholarly journey, was published in JCHRM Vol. 2 No. 2, 2011. This part of the interview focuses on the following issues: how Dr Anne Tsui has developed her interest and passion in Chinese management research over the years; how Dr Tsui has contributed to the management field; what researchers should do in order to conduct quality management research in China; and what Dr Tsui has envisioned for the future opportunities and challenges of Chinese management research.
The paper reports a recent interview with Dr Anne Tsui, Motorola Professor of International Management at Arizona State University.
Anyone who is interested in quality management research in China should choose interesting topics that are relevant to the Chinese local context and grounded in local phenomena. Qualitative research method and cross‐cultural collaborations are highly recommended for Chinese researchers.
The interview shows the direction of the development of Chinese management research and provides practical advice to researchers in this field on how to conduct quality research in the Chinese context.
The paper presents a real‐world role model for junior scholars in management research.
While much of the existing research regarding moral exemplarity has focused on living individuals, examination of the lives of historical figures can also prove invaluable…
While much of the existing research regarding moral exemplarity has focused on living individuals, examination of the lives of historical figures can also prove invaluable in understanding moral motivation. Consequently, this paper sought to apply Frimer and Walker’s (2009) reconciliation model and methodology in examining themes of agency and communion in the motivation of Miep Gies. Frimer and Walker’s (2009) Self-Understanding Interview and the VEiN coding method (Frimer, Walker, & Dunlop, 2009) served as guides for examining published and audio-recorded interviews, biographical and autobiographical information, as well as video-recorded speeches given by Gies. Aspects of an integrated moral identity appeared evident in the personality of Miep Gies as indicated in statements reflecting an overlap of both agency and communion. The study was limited in its reliance on publically available documents about or by Gies. Further, reliance on these documents, as opposed to a “live” interview, limited the ability of the author to identify responses to all questions included in Frimer and Walker’s (2009) interview or fully utilize the VEiN coding method (Frimer et al., 2009). Exploration of life narratives of historical figures can provide insight into an integrated moral identity as well as examples of developmental crossroads Frimer and Walker (2009) cited as essential in their reconciliation model. Comprehension of this reconciliation process is critical to understanding what lies at the heart of moral motivation and action as well as the ability to promote such growth in the lives of others.