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Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76230-758-6

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Article
Publication date: 1 April 2004

David A. Gamson

Examines the history of educational administration in the USA during the Progressive era (1890‐1940). Using Callahan's Education and the Cult of Efficiency as a starting…

Abstract

Examines the history of educational administration in the USA during the Progressive era (1890‐1940). Using Callahan's Education and the Cult of Efficiency as a starting point, examines school district‐based administrative practices that offered viable alternatives to the business‐oriented, “scientific management” reforms that tended to dominate much of the educational dialogue and innovation of the early twentieth century. Offers cases studies of three superintendents who creatively resisted the ideology of efficiency or who skillfully utilized administrative structures to buttress instructional reforms. Using archival records and other historical sources, first examines Superintendent A.C. Barker in Oakland, California between 1913 and 1918 and Superintendent Charles Chadsey in Denver, Colorado during the years 1907‐1912. Then analyzes the tenure of Jesse Newlon during his superintendency in Denver from 1920 to 1927. Using the conception of “authentic leadership” and the frameworks of the ethics of care, critique, and professionalism, argues that these administrators demonstrated how leaders grounded in notions of scholarly skepticism, democratic engagement, and the compassionate care of children were sometimes able to avoid the excesses of the ideology of “efficiency”.

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Journal of Educational Administration, vol. 42 no. 2
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 31 October 2015

Alan Goble, Sara Wrenn and Santiba Campbell

This chapter presents a case study of challenges to psychology majors’ success in research methods and statistics courses at Bennett College, and a description and…

Abstract

This chapter presents a case study of challenges to psychology majors’ success in research methods and statistics courses at Bennett College, and a description and evaluation of measures taken to address these issues. In addition to changes to individual courses and the curriculum pattern, these measures include forming explicit linkages between courses and with relevant co-curricular activities to emphasize the centrality of research and quantitative skills to the psychology major. Particular emphasis is placed on infusing these changes into first-year psychology majors’ experiences and coursework, in order to prepare and motivate students prior to their entry into a significantly revised and expanded sequence of corequisite research methods/statistics courses. These changes are discussed with regard to impact on student achievement in statistics and research methods courses, timely progress toward degree completion, and acceptance into graduate and professional programs. Current challenges, ongoing efforts, and plans for further improvement are also discussed.

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Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula
Type: Book
ISBN: 978-1-78560-159-0

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Book part
Publication date: 26 November 2018

Yulia Tolstikov-Mast, Franziska Bieri, Jennie L. Walker, Alicia Wireman and Vlad Vaiman

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct…

Abstract

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

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Article
Publication date: 13 November 2017

Jason Lee Carter

Thailand desires to improve its economic competitiveness in the Southeast Asia-Pacific region and utilizes the World Economic Forum’s Global Competitiveness Report (GCR…

Abstract

Purpose

Thailand desires to improve its economic competitiveness in the Southeast Asia-Pacific region and utilizes the World Economic Forum’s Global Competitiveness Report (GCR) on the 12 Pillars of Competitiveness to gauge this progress. The purpose of this paper is to study the outcomes for the fifth pillar on “Higher education and training” to identify the challenges to institutional management for the design and implementation of business administration programs.

Design/methodology/approach

The first hypothesis on causality and impact is a comparison of curricula design from published material between Thai and similar highly rated programs from the GCR using a statistical variance method. The second hypothesis is a proposed improvement model for implementation, geocentralization, analyzed using an inferential percentage differentiation.

Findings

The findings reveal a marked misalignment in relevant vs irrelevant curriculum design, with implementation performance results showing lower outcomes from traditional learning methods as compared to geocentralization.

Originality/value

Final remarks outline recommendations that Thai higher education administrators can utilize for improving curriculum design and implementation.

Details

International Journal of Comparative Education and Development, vol. 19 no. 4
Type: Research Article
ISSN: 2396-7404

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Article
Publication date: 4 July 2017

Amara Malik and Kanwal Ameen

This multi-method study is aimed at assessing the quality and alignment of 11 Pakistani library and information science (LIS) master’s programs’ orientation, curricula and…

Abstract

Purpose

This multi-method study is aimed at assessing the quality and alignment of 11 Pakistani library and information science (LIS) master’s programs’ orientation, curricula and course contents, by comparing them with the International Federation of Library Associations and Institutions (IFLA) Guidelines for Professional Library/Information Programs (2012).

Design/methodology/approach

The study is based on a documentary analysis and telephonic interviews with master’s programs’ coordinators of all LIS departments. The data were collected on the 11 master’s programs from three sources: programs’ web pages, prospectuses and curricula with detailed course contents. The principal researcher also conducted 11 structured telephonic and face-to-face interviews with master’s programs’ coordinators.

Findings

Findings of the study show that while there is some compliance with IFLA core elements, the courses are largely inclined toward the management and less toward the information communication technologies (ICTs) components. Generally, the courses are traditional in nature, indicating a problem of widespread reliance on outdated and some irrelevant contents that do not reflect the current needs of the changing environment.

Practical implications

The findings highlight the need of increased efforts for seeking alignment with international standards by redesigning and reorienting LIS curricula. Mission and vision statement, planning and evaluation are the areas that need to be focused on to ensure the future survival of academic programs.

Originality/value

This is the first study of its nature in Pakistan that will be beneficial for Pakistan and other developing countries in their curriculum review and development process and future programs orientation.

Details

Library Review, vol. 66 no. 4/5
Type: Research Article
ISSN: 0024-2535

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Article
Publication date: 16 January 2007

Dennis Ocholla and Theo Bothma

The purpose of this paper is to discuss the status, trends and challenges of library and information education and training in Eastern and Southern Africa. It notes that…

Abstract

Purpose

The purpose of this paper is to discuss the status, trends and challenges of library and information education and training in Eastern and Southern Africa. It notes that library and information education and training in Africa is undergoing rapid change, with difficult challenges to be overcome. For example, during the past 20 years, the number of library schools has grown in some regions and declined in some, such as South Africa. Common LIS factors include amalgamation, re‐orientation, and curriculum review and revision.

Design/methodology/approach

The authors' extensive experience with and exposure to LIS education has been used together with observations and literature survey in the field to inform this paper.

Findings

It is evident that LIS schools have, to a greater or lesser extent, been redesigning their curricula to keep track of the latest developments in the information world and keep their teaching market‐related. New qualification programmes have been developed to provide opportunities for further specialization. In many cases departments have changed their names to reflect these new focus areas and extensions, and in many cases departments have realigned themselves within their universities. It is evident that LIS schools have taken the challenges of the changing information environment very seriously, and have adapted their curricula, their names and their institutional alignments to reflect these changes.

Research limitations/implications

The paper raises fundamental issues concerning trends, challenges and opportunities for LIS education and training in eastern and southern Africa by largely drawing examples from the authors' experience and related African studies in the domain.

Practical implications

The paper provides useful current information to inform LIS educators, researchers, students and other stakeholders on the issues and challenges of LIS education in the region.

Originality/value

Information provided in this paper is of value for comparative studies on LIS education and training. The paper is current and largely informed by participant observation, participation and experiential knowledge that is fresh and well informed.

Details

New Library World, vol. 108 no. 1/2
Type: Research Article
ISSN: 0307-4803

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Article
Publication date: 26 September 2018

Andrew Wild, Jodie Galosy, Melissa Kagle, Nicole Gillespie and Jeff Rozelle

The purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their…

Abstract

Purpose

The purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their own collaboration using online tools across time zones and school contexts. The paper seeks to inform teacher communities, school leaders, policy and the growing body of literature about teacher agency.

Design/methodology/approach

This paper uses qualitative case study approach. Data were gathered from individual interviews, classroom observations and the group’s meeting agendas, notes and reflections.

Findings

Central to the group’s work is a norm of teaching “lock-step,” meaning they teach approximately the same lesson at approximately the same time. The norm enabled them to exercise collective agency over the curriculum and professional learning by establishing conditions for sharing knowledge and experiences and fostering accountability while still allowing for some individual adaptation.

Practical implications

An implication for teacher communities is that the norm of lock-step may be of benefit for improving curriculum (or other educational reforms) when the intention of the norm is to advance the collective (vs marching at the same pace). The study underscores the value of school leaders providing opportunities for teacher choice and voice in the design and facilitation of their learning communities.

Originality/value

The case of the IB Physics group contrasts decades of research showing that teachers cling to their autonomy. Group members were willing to give up a good deal of their individual autonomy for the benefits they derived from their collaboration.

Details

Journal of Professional Capital and Community, vol. 3 no. 4
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 9 February 2021

Matilda Keynes and Beth Marsden

The purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous…

Abstract

Purpose

The purpose of this paper is to examine the ways that history curriculum has worked to legitimise dispossession through narratives that elide questions of Indigenous sovereignty, and which construct and consolidate white settler identity and possession.

Design/methodology/approach

The paper uses two case studies to compare history education documentation and materials at key moments where dominant narratives of settler legitimacy were challenged in public discourse: (1) the post-war humanitarian agenda of fostering “international understanding” and; (2) the release and educational recommendations of the 1997 Bringing them Home Report.

Findings

The paper shows that in two moments where narratives of settler legitimacy were challenged in public discourse, the legitimacy of settler possession was reiterated in history curricula in various ways.

Practical implications

This research suggests that the prevailing constructivist framework for history education has not sufficiently challenged criticisms of the representation of Aboriginal history and the history of settler-colonialism in the history syllabus.

Originality/value

The paper introduces two case studies of history curriculum and shows how, in different but resonant ways, curricular reforms worked to bolster the liberal credentials of the settler state.

Details

History of Education Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 1 June 2003

Sajjad ur Rehman and Husain Al‐Ansari

A study was conducted to assess the potential of six library and information education programs in preparing manpower for the digital environment. The situation of six…

Abstract

A study was conducted to assess the potential of six library and information education programs in preparing manpower for the digital environment. The situation of six schools in the member nations of the Gulf Cooperation Council has been analyzed by collecting data from the schools heads and 49 faculty members, focusing on: curricular changes; faculty size and its research and publication record; hardware equipment and software packages available for instruction; use of digital resources such as databases, online services, and electronic utilities for instruction; and availability of periodicals, books, and electronic resources for instructional activity. This study has brought forth a number of crucial issues related to these factors. Unless these schools take significant developmental or remedial initiatives, they cannot fare well in coping with the changes wrought by the digital imperatives.

Details

Library Review, vol. 52 no. 4
Type: Research Article
ISSN: 0024-2535

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