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1 – 10 of 97
Article
Publication date: 11 October 2018

Baris Cayli, Charlotte Hargreaves and Philip Hodgson

This study advances our knowledge about the effectiveness of body-worn cameras (BWCs) through exploring the perceptions of English police officers in three principal areas…

Abstract

Purpose

This study advances our knowledge about the effectiveness of body-worn cameras (BWCs) through exploring the perceptions of English police officers in three principal areas: positive perceptions, negative perceptions and evidence-focussed perceptions. In doing so, the purpose of this paper is to shed new light on the democratising process in the habitus of policing.

Design/methodology/approach

This study presents a novel data set that evaluates the introduction of BWC to police officers in the East Midlands area of England. The authors conducted an extensive survey to explore the perceptions of 162 police officers about the BWCs. The authors examined the empirical data using Stata within the theoretical framework of Pierre Bourdieu concerning the concept of habitus.

Findings

The authors have found that most police officers perceive that BWCs have a positive impact on policing practices and evidence collection. The positive perceptions and evidence-focussed perceptions increase the importance of BWCs; however, there are also negative perceptions regarding effective policing, administrative functionality and establishing a better relationship with the community. The authors argued that all three areas: positive perceptions, negative perceptions and evidence-focussed perceptions play a stimulating role to democratise the habitus of policing. On the other hand, BWCs do not guarantee the consolidation of democratic principles in the habitus of policing because of the authority of police to decide when, where and how to use BWCs.

Research limitations/implications

The research is limited to the perceptions of 162 police officers in East Midlands before they actually started using it. A future study to analyse their real-life experiences after using the BWCs may help us to compare their perceptions before using it with real-life experiences after BWCs are used. In addition, a comparative approach between countries in future research will help to explain the role of technological applications in different social geographies and legal systems.

Originality/value

This study offers new insights about the perceptions of police on BWCs before they started using them. The authors introduce the democratic habitus of policing as an innovative concept and explored power dynamics in the habitus of policing through BWCs. The findings provide a strong empirical contribution to determine the conditions of democratic habitus of policing. In doing so, this study develops our theoretical knowledge about the habitus concept in sociology by employing BWCs in policing activities.

Article
Publication date: 1 July 1970

G.D. Hargreaves

IN 1846, Charlotte Brontë was attempting to find a publisher for the sisters' first book—a selection of their poems. It was a bad time for poetry. In the earlier years of the…

Abstract

IN 1846, Charlotte Brontë was attempting to find a publisher for the sisters' first book—a selection of their poems. It was a bad time for poetry. In the earlier years of the century it had flourished remarkably with the rise of Scott and Byron, whose popularity brought record sales, but by the 1840s the demand had declined, and while prose fiction had a reasonable market, poetry was unwanted. Even the arch‐publisher of Victorian poets, Edward Moxon, was not keen to undertake the Poems (1844) of the established Elizabeth Barrett, and showed some reluctance even in the publication of Wordsworth. By 1848 Charlotte had come to appreciate ‘that “the Trade” are not very fond of hearing about poetry, and that it is but too often a profitless encumbrance on the shelves of the bookseller's shop’. It is little wonder, therefore, that of 1846 she later wrote: ‘As was to be expected, neither we nor our poems were at all wanted…. The great puzzle lay in the difficulty of getting answers of any kind from the publishers to whom we applied.’

Details

Library Review, vol. 22 no. 7
Type: Research Article
ISSN: 0024-2535

Article
Publication date: 13 March 2017

Charlotte Jonasson, Jakob Lauring, Jan Selmer and Jodie-Lee Trembath

While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining…

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Abstract

Purpose

While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics’ job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues.

Design/methodology/approach

The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees.

Findings

The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust.

Originality/value

This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

Details

Journal of Global Mobility: The Home of Expatriate Management Research, vol. 5 no. 1
Type: Research Article
ISSN: 2049-8799

Keywords

Article
Publication date: 1 November 2010

Paul G. Fitchett, Tehia V. Starker and Amy J. Good

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to…

1929

Abstract

The purpose of this qualitative study was to design and implement a model of cultural-responsiveness within a social studies teacher education program. Specifically, we sought to understand how pre-service grades 6-12 social studies practitioners construct culturally responsive teaching (CRT) in their lesson planning. In addition, we examined the professional barriers that prevented teacher-candidates from actualizing culturally responsive pedagogy. Incorporating a conceptual model of Review, Reflect, and React, 20 teacher candidates in a social studies methods course engaged CRT theory and practice. Thematic analysis of lesson plans and clinical reflections indicated successful proponents of CRT critically analyzed their curriculum, explored the diverse needs of their students, and engaged learners in culturally appropriate social studies pedagogy. Findings also showed that unsuccessful CRT was characterized by a lack of content knowledge, resistance from the cooperating teacher, and a reliance on the textbook materials.

Details

Social Studies Research and Practice, vol. 5 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 7 January 2019

Janean Robinson

In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a…

Abstract

In revisiting the very first ethnographic research the author ever completed has ‘unearthed’ a significant project that speaks to policy makers, educators and teachers with a greater impact than it did when written and shelved over a decade ago. This insider’s journey in reclaiming teaching, conducted within a public high school in Australia, captures the author’s experiences of daily events and is intertwined with the narratives of other teachers interviewed. This ethnography occurred during the implementation of a ‘School Development Plan’ that was sweeping swiftly though the institution. The execution of this plan was unreservedly implemented with little, if any, consultation, explanation or collaboration with the teachers on site. Even though it had been anticipated, and indeed encouraged to publish from this nascent thesis, it did not happen. In reaching for it once again off the shelf, dusty and neglected, was the discovery of a ‘lost thing’. This was a recommendation ‘found’ on the final pages of the thesis; that if one should choose to partake in a similar journey in reclaiming teaching, then they would be wise to garner the support of significant ‘others’. Throughout this chapter, the author finds her own silenced voice (no longer a nom de plume) and the voices of her neglected colleagues to ‘speak back’ to neoliberal policy practice with renewed confidence and clarity. It is the teachers’ voices within their collective ‘present’ that this ethnography unifies and provides transforming nexus points and dialogic spaces to discover, and also maintain hope, possibility, trust, respect and relationships in teaching.

Details

The Lost Ethnographies: Methodological Insights from Projects that Never Were
Type: Book
ISBN: 978-1-78714-773-7

Keywords

Book part
Publication date: 24 November 2016

Ann E. Lopez and Gale Solomon-Henry

This chapter examines our leadership journey as Black female social justice leaders and culturally responsive leaders from the Caribbean Diaspora in Canada. Borrowing from Mullen…

Abstract

This chapter examines our leadership journey as Black female social justice leaders and culturally responsive leaders from the Caribbean Diaspora in Canada. Borrowing from Mullen, Fenwick, and Kealy (2014) and Campbell’s (2008) notion of leadership as a journey, we critically examine what it means to navigate educational leadership contexts. Through our lived experiences as racialized leaders, border crossing spaces and cultures, and with a deep sense and agency to resolve social inequities and injustice we critically gaze at our leadership contexts. This chapter examines ways we, as critical leaders, challenge inequities, issues of power and marginalization, and find transformative actions and purpose by critically reflecting on our leadership journey. This work will add to the educational leadership discourse by positing ways that leaders can develop agency and engage in leadership that is transformative – bringing theory into action.

Details

Racially and Ethnically Diverse Women Leading Education: A Worldview
Type: Book
ISBN: 978-1-78635-071-8

Keywords

Article
Publication date: 1 March 2013

Paul G. Fitchett and Phillip J. Vanfossen

In this paper, we outline the rationale for developing the Survey of the Status of Social Studies (S4). The instrument contains items for analyzing the organizational structure…

3812

Abstract

In this paper, we outline the rationale for developing the Survey of the Status of Social Studies (S4). The instrument contains items for analyzing the organizational structure, instructional decision-making, professional attitudes, and demographics of social studies teachers. Nationally-inclusive data generated from this survey analysis were used to examine the technical and theoretical validity of the instrument. Incorporating factor analysis, findings suggest constructs embedded within S4 related to social studies pedagogy, content emphases, and technology-use that reflect extant theory. As such, the S4 and accompanying nationwide data set offer social educators a valuable resource for fostering professional development and policy.

Details

Social Studies Research and Practice, vol. 8 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 26 October 2015

Pablo Fraser and Sakiko Ikoma

Amidst a worldwide concern with teacher quality, recent teacher reforms often focus on how to certify teachers, how to evaluate teachers, how to recruit the best and brightest…

Abstract

Amidst a worldwide concern with teacher quality, recent teacher reforms often focus on how to certify teachers, how to evaluate teachers, how to recruit the best and brightest people to be teachers, and how to fire bad teachers. The political discourse of these policy reforms oftentimes depicts teachers as largely inactive transmitters of knowledge and does not recognize the agency they have in affecting standards. Yet, such a narrow framework may suppress teacher pedagogy, practices, and also teacher beliefs. In this chapter, we seek to understand the extent that two types of math teacher beliefs – traditional and constructivist orientations – are related to national cultural factors. In doing so, we test both “culturist” and “neo-institutional” hypotheses by observing how those beliefs vary across different nations.

Details

Promoting and Sustaining a Quality Teacher Workforce
Type: Book
ISBN: 978-1-78441-016-2

Keywords

Book part
Publication date: 7 March 2013

Charlotte Struyve and Geert Kelchtermans

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement…

Abstract

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement and professional development, the practices and experiences of teacher leaders are more complex than that. The change in roles blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools. We conducted semi-structured interviews of 28 ‘teacher leaders’ in Flemish primary and secondary schools. We explored their perceptions and evaluation of their position in schools as well as the way their position and role as teacher leaders affected their professional relations with teacher colleagues and school leaders. The results demonstrate how the introduction of new positions and roles in the school as an organisation affects the professional relationships and collegiality. From a micro-political perspective, we show that the new positions also create emotional labour for the teacher leaders, since they find themselves juggling two different agendas of professional interests: on the one hand, receiving recognition by others of their position as teacher leaders, while on the other hand maintaining their former social–professional relationships as teachers with their former colleagues.

Details

Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
Type: Book
ISBN: 978-1-78190-651-4

Keywords

Article
Publication date: 29 March 2022

Kaone Bakokonyane

The purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural…

Abstract

Purpose

The purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural primary schools of Kweneng region.

Design/methodology/approach

Qualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used, and the study drew data from 56 participants. These were 4 school heads, 4 deputy school heads, 4 heads of department, 8 senior teachers, 12 teachers and 24 learners.

Findings

The cross-analysis case study findings revealed that high-performing rural primary schools involved their staff and stakeholders in crafting and implementation of the school vision, mission, values and strategic plans. This approach helped them in monitoring school and classroom instructions; hence, resulting in improved academic performance. On the contrary, low-performing schools paid lip service to “involvement” approach.

Research limitations/implications

The implication for further study is that any future study can consolidate and expand the findings of this research by focusing on Botswana's rural secondary schools.

Practical implications

The implication of this study is that the ability of an excellent school head with instructional leadership proficiencies can change a low-performing rural primary school into a high-performing rural primary school. Therefore, schools heads who have instructional leadership proficiencies can be placed in low-performing schools for transformation.

Social implications

Moreover, the social implication is that school heads from low-performing schools should benchmark instructional leadership proficiencies from high-performing schools.

Originality/value

The written case study narratives were given to participants for approval to find out if what was written was what they said. After their approval, the research supervisors validated them to check for biases and exaggerations.

Details

International Journal of Educational Management, vol. 36 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

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