Search results

1 – 10 of over 18000

Abstract

Details

A Sociological Perspective on Hierarchies in Educational Institutions
Type: Book
ISBN: 978-1-80382-229-7

Book part
Publication date: 24 October 2022

Einav Argaman

Abstract

Details

A Sociological Perspective on Hierarchies in Educational Institutions
Type: Book
ISBN: 978-1-80382-229-7

Abstract

Details

A Sociological Perspective on Hierarchies in Educational Institutions
Type: Book
ISBN: 978-1-80382-229-7

Article
Publication date: 24 November 2020

Naoko Araki

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas…

Abstract

Purpose

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.

Design/methodology/approach

The study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.

Findings

Initial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.

Originality/value

The study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

Details

Qualitative Research Journal, vol. 21 no. 3
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 12 July 2021

Alexandria Bradley and Bill Davies

This paper aims to highlight the impact that Covid-19 has had on the quality of education in prisons. This study considers the restrictive approaches taken by Her Majesty’s Prison…

1018

Abstract

Purpose

This paper aims to highlight the impact that Covid-19 has had on the quality of education in prisons. This study considers the restrictive approaches taken by Her Majesty’s Prison Service during this challenging time, to argue that prisoner education is not being adequately prioritised. This study highlight issues relating to the digital divide in prisons and the lack of technological advancement, which could improve educational continuity and in-cell learning.

Design/methodology/approach

This study provides an examination of the broad impact the national pandemic has had on prisons and punishment, Covid-19 National Frameworks and policies relating to prison restrictions, the movements within prisoner education policy, scholarship and reflections from delivering Learning Together in HMP Full Sutton, to argue that prisoners are at the bottom of the educational hierarchy in terms of delivery, innovation and prioritisation of learner needs. However, this study proposes that some of the technologically enhanced learning is a potential solution, to transform educational equity and to reduce the digital divide.

Findings

This study highlights that education in prisons has taken a sudden and substantial deterioration. Findings suggest that there are few signs of this improving in the immediate future due to ongoing national restrictions. The Covid-19 prison restrictions further demonstrate the neglect of prisoners' educational needs. In addition, the national pandemic has highlighted the lack of use of technology within educational delivery in prisoners. However, findings suggest that through engaging digital learning platforms and the greater inclusions of technology in prisons, they can enhance educational opportunities and inclusive experiences for isolated learners.

Research limitations/implications

This is a study piece with support from a review of policy and scholarship. This is not based on data collected with serving prisoners during the national pandemic.

Originality/value

This study provides an overview of the current restrictions and lockdowns in prison associated with the national pandemic. Contemporary consideration to this underexplored area is essential to highlight the severe deprivations of prisoners and the fundamental impact this has had on educational delivery and much anticipated progression. Nuanced approaches to increase the use of technology within prison education are considered, in light of the challenges the pandemic has spotlighted.

Details

Journal of Criminal Psychology, vol. 11 no. 3
Type: Research Article
ISSN: 2009-3829

Keywords

Book part
Publication date: 22 August 2022

Helen Gross, Daniel A. Novey and Jessica L. Triskett

This chapter provides a review of the literature regarding the challenges found in leading and delivering instruction for online teaching and learning. The chapter describes how…

Abstract

This chapter provides a review of the literature regarding the challenges found in leading and delivering instruction for online teaching and learning. The chapter describes how the principal of a rural high school in eastern North Carolina and her team modified Maslow’s Hierarchy of Needs to provide five support levels for students to help prepare them to learn in an unconventional environment. The chapter describes a study to determine the impact of the support by reviewing school and state data. The authors review summative testing, school-made survey, and Cognia Climate Survey data to share timely results indicating student and staff wellness and school academic health. In turn, practitioners and researchers may shape current practice and future studies with as much agility, flexibility, and resilience as educators have mustered during these extraordinary times.

Details

Schoolchildren of the COVID-19 Pandemic: Impact and Opportunities
Type: Book
ISBN: 978-1-80262-742-8

Keywords

Content available
Book part
Publication date: 24 October 2022

Einav Argaman

Abstract

Details

A Sociological Perspective on Hierarchies in Educational Institutions
Type: Book
ISBN: 978-1-80382-229-7

Article
Publication date: 8 August 2023

Aikaterini Balasi, George Iordanidis and Eleni Tsakiridou

To improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying…

Abstract

Purpose

To improve school organisational performance and innovativeness, and meet diverse student needs, school leaders should be innovative, risk-takers and proactive, thus applying entrepreneurial practices/strategies and market mechanisms. This study aims to investigate, from a schoolteacher's perspective, the degree of entrepreneurial leadership behaviour (ELB) applied by school principals in European primary schools. Given that school autonomy is perceived as an important predictor of leaders' entrepreneurship, this study investigates the impact of educational macro (autonomy and accountability) and micro (demographics) contexts on ELB by comparing centralised and decentralised European school systems with the highly centralised Greek school system.

Design/methodology/approach

This comparative study was conducted in Greece (630 participants) and in 14 European countries (972 participants). Thornberry's Entrepreneurial Leadership Questionnaire was used, comprising general entrepreneurial leader (GEL), miner (MIN), accelerator (ACC), explorer (EXP) and integrator (INT) behaviours.

Findings

The results revealed that ELB is a multi-dimensional concept, and that all participating teachers perceived ELB application moderately, with more focus on the internal (than external) school environment. Furthermore, the dual-directional macro-contextual influence found in applying ELB indicates that high school autonomy and accountability activate ELB owing to the school's freedom to engage in entrepreneurial ventures, while low autonomy/accountability still activates ELB, but only for organisational survival within hierarchical-bureaucratic school environments. This feature differentiates “intrapreneur/intrepreneur” from “entrepreneur” school principals.

Originality/value

The theoretical basis of entrepreneurial leadership (EL) in education should include entrepreneurial multi-dimensional leadership aspects (competencies, behaviours, skills) and educational context (macro and micro). Implications for school leadership research and practice are also discussed.

Details

International Journal of Educational Management, vol. 37 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 February 2001

Arnaud Dupray

The paper seeks to separate the signalling effect of education on first entry into the labour market and the long‐term influence of its human capital component on earnings. It is…

Abstract

The paper seeks to separate the signalling effect of education on first entry into the labour market and the long‐term influence of its human capital component on earnings. It is claimed that large firms attach more importance than small ones to the signalling component of education. Thus it is assumed, first, that highly educated young people are more likely to be recruited by a large company. Second, size of firm at first job is likely to some extent to be predictive of earnings patterns and career opportunities. Lastly, it is assumed that returns to professional experience and education are likely to be more subject to erosion in large firms than in small ones once the influence of education on the first appointment has been taken into account. In order to test these hypotheses, a multinomial Logit selection model is estimated. The findings are widely consistent with the hypotheses and support the idea that the signalling impact of education is stronger in large firms than in small ones, which might explain wage inequality among workers endowed with the same amount of education.

Details

International Journal of Manpower, vol. 22 no. 1/2
Type: Research Article
ISSN: 0143-7720

Keywords

Article
Publication date: 25 September 2009

Jonathan Winterton

The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European…

2194

Abstract

Purpose

The purpose of this article is to explore diversity in competence models across Europe and consider the extent to which there is sufficient common ground for a common European approach to underpin the European Qualifications Framework.

Design/methodology/approach

The paper uses a literature review and interviews with policy makers.

Findings

Despite the central role of competence in policy initiatives, conceptual approaches to competence vary not only between but also within different member states. This diversity embodies not only language issues but also fundamental cultural differences in approaches to skill formation. Whether the models have sufficient common ground to permit a “best‐fit” European‐wide approach is open to question, although this is clearly an essential prerequisite for removing barriers to labour mobility. Despite initiatives like the European Qualifications Framework there is still no consensus for adopting a common competence model and policy discussions continue to reveal confusion.

Research limitations/implications

The focus on policy discussions at the European level may be a limitation, and readers should see this as the introductory scene setting to more detailed discussions in the following papers of important developments within member states. Beyond this, much is happening at the level of sectors and occupations that is the focus for practical implementation.

Practical implications

The paper highlights the urgent need to develop a coherent conceptual underpinning for competence descriptors in qualifications frameworks that will work as a best‐fit approach across Europe. Without this, occupational and inter‐sector mobility will be hindered.

Originality/value

The paper offers the most comprehensive assessment of European approaches to competence to date.

Details

Journal of European Industrial Training, vol. 33 no. 8/9
Type: Research Article
ISSN: 0309-0590

Keywords

1 – 10 of over 18000