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Children who are refugees and who live with disabilities are among the most at-risk groups for marginalization due to compounded disadvantages from the intersection of risk factors such as refugee status and disability status. Despite their high risk, there is no systematic data collected on this group and scant literature on the topic contributing to a feeling of invisibility. The purpose of this study is to better understand the experiences of Syrian refugee families with children living with disabilities.

The authors conducted a narrative inquiry into the experiences of two Syrian refugee families with children living with disabilities. Narrative inquiry is a way to understand experience as a storied phenomenon.

In attending to the families’ stories of their experiences across time, place and social contexts, two narrative threads resonated across their experiences including waiting and a struggle for agency as well as disruption and continuity.

Narrative inquiry does not produce generalizable results but, rather, gives insight into the unique experiences of individuals.

To understand the complexities of the experience of a refugee family with a child living with disabilities, attending to their lived and told stories is essential.

Refugees living with disabilities are among the most vulnerable, isolated and marginalized populations, and, of this group, children are particularly vulnerable. The purpose of this study is to identify current knowledge and research gaps specific to the experiences of refugee families who have children with disabilities. The authors assess the quality of evidence and describe the theoretical underpinnings of research that focuses on refugee families who have children with disabilities.

The authors searched nine electronic databases from database inception for English language, peer-reviewed publications. The authors identified themes from the included studies.

The authors identified 10 studies that fit their inclusion criteria and shown key findings in the form of six themes. Families who have children with disabilities experience structural barriers; their experiences are impacted by family factors and the degree and kind of support received, as well as the knowledge of parents about their rights. Gender differences made visible the precarious situations experienced by girls with disabilities. Gaps in educational standards and the capacity of schools, particularly in refugee camps, were highlighted.

The authors show that there is a lack of evidence-based research focusing on refugee children’s own experiences of living with disabilities. Children’s experiences that were visible were, for the most part, attended to through other’s accounts of their experiences. Many studies that the authors found (the current knowledge to date) describe children with disabilities through third-party accounts, including parents, caregivers and those who provided services to this population. There is an urgent need to explore the experiences of children who have disabilities and are displaced from their home country.

This systematic review focuses on refugee children experiences that has not been conducted before and identifies the research gaps for this group. Attention to how disabilities are understood philosophically and who are defined as refugees are needed in order for the research to accrue in ways that build a consistent body of literature. Without some consistency, it is not possible for studies to build on one another.

Describes research undertaken to study the kinds of understandings and reflections in which administrators‐in‐training engage by writing the story of an experienced administrator. Explains how 17 graduate students in educational administration carried out multiple interviews with practising school administrators concerning their personal biography, professional biography and a discrete incident of professional practice. Reports the findings that novices did get to hear about some of the grey areas in which educational administrators typically operate. The stories provided basic assumptions and details about how experienced administrators performed in specific situations and circumstances and illustrated some of the explicit rules used by administrators to manage problems as well as the more tacit knowledge and assumptions embedded in practice. States that this led students to reflect on their own approaches to practice.

The purpose of this paper is to explore the phenomenon of burnout during early career among knowledge workers in information technology (IT) services industry in India.

The grounded theory research design was used to explore the research phenomenon. The study was based on the analysis of 43 in-depth interviews from the employees, managers and human resource professionals in IT services industry in India. Purposeful and theoretical sampling designs were used to locate the participants for the study. Grounded theory analytical procedures – open, axial and selective coding – were used to analyze and interpret the interview narratives. Atlas ti version 5.0. was used for qualitative data analysis.

The analysis of the interviews with the young knowledge workers reveal the following as the reasons for their burnout during early career: poor integration with the job and the organization at large, underemployment, stressful job and exhausting work environment, fear and insecurity of replacement of talent and downsizing. Strategies are discussed to deal with burnout situations among the young knowledge workers for individual and organizational well-being.

The findings of the study are applicable to organizations such as the IT services industry and thus the research outcome cannot be generalized. The study includes lived experiences of employees only during their early career.

The findings are relevant and useful in the practice domain as they are grounded in field reality. It provides directions for managerial and organizational practices in preventing burnout in early career among knowledge workers.

The paper is original and the present study is among the first attempts to investigate the nature of burnout through qualitative inquiry.

The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student.

Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics.

The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership.

The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change.

The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change.

By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools.

This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover perceptions female teachers harbor toward misbehaving African-American elementary school males. The study incorporated a narrative inquiry to investigate perceptions female teachers have toward African-American male elementary school students. The research project involved a purposeful sample of eight female elementary teachers, four African-American teachers and four Caucasian teachers from one public school district in the southeastern United States. The female teachers reflected on their lived experiences and perceptions derived from experiences and encounters they have with African-American elementary school males. Data collection from the study occurred through individual responses from a survey and follow-up telephone interviews. From teacher's descriptions of perceived successes and failures, coded commonalities in reports, labeled themes, conclusions, and recommendations resulted from data collection and analysis. The findings revealed some African-American male elementary school students misbehave in the classroom and others do not. The term “misbehave” is based upon the experiences and type of interactions and exchanges teachers had with African-American male students in the classroom and African-American males outside the school environment. Gender, culture, and language may factor in creating effective teacherstudent interactions to enable better relationships and student outcomes.

Although social studies teachers are charged with explicitly teaching about citizenship, all teachers in a school implicitly teach about citizenship. That is, in their daily interactions with students, whether specific to subject area content or not, teachers impart lessons to their students about what citizenship is and what it means to be a citizen. The paper aims to discuss these issues.

Examining the “powerful” stories of three teachers, only one of whom teaches social studies, this paper focuses on “informal citizenship education” across schools.

It concludes with implications for workers in and beyond the field of social studies education.

Ultimately, it suggests that as notions of citizenship education expand to include informal citizenship education, teachers will better teach students to be effective citizens.

This study aims to understand how a community of practice (CoP) facilitates the knowledge spiral of intangible cultural heritage (ICH) in tourist destinations.

This case study focuses on Cantonese opera, a representative example of the ICH of Hong Kong. Narrative inquiry with eight CoP members was used in this study.

The CoP members believed that the city has unique and quality tourism knowledge. They used their professional expertise in the domains of creating, collecting and sharing both explicit and tacit knowledge. With the strategic goal of creating a sustainable competitive advantage, CoP act as a kernel in knowledge creation by converting explicit knowledge into tacit knowledge and vice versa.

This study uses the knowledge spiral model to understand knowledge creation, and it contributes to the sparse literature on knowledge management in the field of tourism, especially the role of CoP. It addressed a gap in the literature pertaining to knowledge creation and ICH.

A team of five researchers set out to document pre-service teachers’ experiences interviewing elementary-aged children about social studies topics. Nearly 200 pre-service teachers across three universities participated in this longitudinal study. Collected data include: course readings, syllabi, and pre-service teachers’ History Through a Child’s Eye essays. Themes from the data include: pre-service teachers’ understanding of multiple perspectives, integration of digital primary sources, and development of historical evidences based upon evidences.

The purpose of this paper is to examine the expectations women have of their women managers and/or women employees and to suggest personal and organizational strategies to strengthen those relationships.

Building on a first phase of research using narrative inquiry into the lived experiences of women managing and/or being managed by women, workshops were held with 13 participants to explore their relationship expectations of women managers and/or employees.

While the participants initially believed they expected the same things of a manager or employee irrespective of gender, a closer examination revealed gender-based expectations. Women expect a higher degree of emotional understanding and support from a woman manager, than they would from a man. They also expect a woman manager to see them as an equal, take a holistic view of them as people, understand the complexities of their lives and provide flexibility to accommodate those complexities.

This is an exploratory study in an under-researched area. Extensive further research is warranted.

Understanding the expectations women have of their women managers enables the development of both personal and organizational strategies aimed at strengthening those relationships.

These findings begin a dialogue on the often-unspoken and unrecognized gender-based expectations women have of their relationships with women managers and/or women employees. Although considerable research exists on gender stereotypes in the workplace, little research exists on these gender-based relational expectations.