Search results

Place-based, social studies teaching and learning has the potential to foster engaged citizens connected and committed to improving their communities. This study explored the research question, “In what ways do classroom and field-based experiences prepare teacher candidates (TCs) to make connections between place-based education and elementary social studies education?”

This qualitative case study examined how elementary TCs learned about, researched, curated and created place-based social studies educational resources related to community sites. Data collection included TCs’ Pre- and Post-Course Reflections as well as Self-Evaluations, which were analyzed using an inductive approach and multiple rounds of concept coding. Several themes emerged through data analysis.

The authors organized their findings around three themes: connections (i.e. place becomes personal), immersion (i.e. learning about place to learning in place) and bridge building (i.e. local as classroom). The classroom and field-based experiences in the elementary social studies methods course informed the ways in which TCs learned about and connected to the concept of place, experienced place in a specific place (i.e. downtown Statesboro, Georgia), and reflected upon the myriad ways that they could utilize place in their future elementary social studies classrooms.

TCs (as well as in-service teachers and teacher educators) must become more informed, connected and committed to places within their local communities in order to consider them as resources for elementary social studies teaching and learning.

This study aims to better understand the emotional challenges that inexperienced accounting researchers may face in conducting ethnographies. To do so, the authors use Arlie Russell Hochschild’s (1979, 1983) notions of “feeling rules” and “emotion work” to shed light on the possible nature and impact of these challenges, and how her ideas may also become fruitful for academic purposes.

The authors take a reflective approach in sharing the raw observation notes and research diaries as first-time ethnographers in the area of management accounting. The authors use these to analyze “unprocessed” experiences of emotional challenges from the fieldwork and how the authors learned to cope with them.

The authors illustrate how emotional challenges in conducting ethnographies can be rooted in a clash with prevalent feeling rules of certain study situations. The authors explore the conditions under which these clashes occur and how they may prompt researchers to respond through means of emotion work to (re-)stabilize those situations. Based on these insights, the authors also discuss how wider conventions of the accounting academy may contribute to emotional challenges as they stand in contrast to principles of ethnographic research.

There remains a tendency in the accounting domain to largely omit emotional challenges in the making of ethnographies, especially in writing up studies. In this paper, the authors are motivated to break this silence and openly embrace such challenges as an asset when the authors talk about the process of creating knowledge.

This chapter presents a methodological discussion about ethnographic practice from a feminist perspective that contributes to the field of communication studies methodology and theory. The ethnography engages Black (Afro-Brasileiro and African-American) and economically disadvantaged youth from Rio de Janeiro (Brazil) and New Orleans (USA) regarding their strategies of social and media visibility. This multi-sited ethnography proposes to improve the objectives of ethnography through theoretical flexibility, liberation from a priori assumptions, greater representation of the voices of community members, disavowal of the imperatives of positivist work, and abiding respect for the “other.”

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

This study aims to investigate the effect of virtual reality experience quality on destination visit intention and virtual reality travel intention through the technology acceptance model (TAM).

Quantitative data gathered from questionnaires applied to 198 people after undertaking an imaginary three-dimensional (3D) destination experience were analyzed with PLS-SEM.

Virtual reality experience quality influences perceptions and intentions. The perceived ease of use affects perceived usefulness, perceived usefulness effects attitude and destination visit intention, while perceived risk affects only virtual reality travel intention. Attitude affects both intentions.

The main limitation of the study relates to the quality of the experience offered, which is limited to the technical capacity of the virtual reality glasses used. Virtual reality can be used as a new economic offering and create a realistic destination experience. Virtual reality experience quality is an important determinant of intention in physical and imaginary travels, in shaping perceptions and minimizing travel risks. The explanatory power of the model can be increased by adding the perceived risk variable to TAM. The study has brought new perspectives, new insights and suggestions for developing tourism.

In the study, a 3D imaginary destination with its mise-en-scène and story, which includes more than one destination type, was designed. This study contributes to the literature by analyzing real and virtual visit intentions, combining the fields of the experience economy, risk perception and TAM.

本研究通过应用技术接受模型, 探讨虚拟现实体验质量对目的地参访意愿和虚拟现实旅游意愿的影响。旨在识别这些变量之间存在的关系, 并解释这些关系的因果链接。

本研究从198名参与虚拟三维目的地体验后填写的问卷中获得定量数据并通过PLS-SEM方法进行分析。

虚拟现实体验的质量影响用户的感知和意愿。虚拟现实旅游意愿仅受感知风险的影响。感知易用性影响感知有用性。意愿受态度影响, 但感知有用性不影响虚拟现实旅游。

本研究的主要局限性与提供的体验质量有关, 该质量受到虚拟现实眼镜技术能力的限制。虚拟现实可以作为一种新的经济提供方式进行开发。通过将感知风险变量添加到技术接受模型中, 可以增加模型的解释力。本研究为旅游业的发展提供了新的视角、见解和建议, 并解释了虚拟现实提供的真实目的地体。

为了研究的目的, 本研究设计了一个虚拟的三维目的地, 包含多个目的地类型。该目的地有自己的布景和故事情节。本研究通过分析真实和虚拟参访意愿的领域, 将体验经济、风险感知和技术接受模型领域相结合, 为文献做出了贡献。

This personal reflection piece relates my experience of vulnerability as a researcher when doing ethnographic fieldwork with journalists. Drawing on my empirical and emotional experience, I show the way the encounters in the field made me feel vulnerable and challenged my identity as a researcher. The chapter also introduces the way my self-disclosure in various ways as a fellow imperfect human being – a.o. regarding motherhood – was an important way to build relationships with the research participants and gain their trust. By doing so, this reflective commentary seeks to contribute to a better understanding of the articulation between researcher identity, fieldwork, and vulnerability.

There is an urgent need for teacher preparation programs to equip teachers to teach in innovative and transformative ways, meeting the needs of diverse learners. Coaching is an instrumental tool for supporting change and development, especially in contexts with decentralized teacher preparation guidelines.

This multicase study examines cross-institutional programmatic innovations for coaching teacher candidates (TCs) and centering equity using improvement science and equity coaching. The authors explore the networked improvement community’s (NIC’s) examination of problems of practice through plan–do–study–act cycles in three coaching contexts within and across seven institutions.

Qualitative methods revealed that adapting coaching protocols can center equity and build equity-focused practices. This work highlights revisions to coaching within and across teacher preparation programs (TPPs), which the authors hope inspires extending equity-centered coaching and improvement science to new contexts. This cross-case analysis revealed program innovations for coaches, digital technologies and alignment.

This study addresses ongoing challenges faced by TPPs in the United States, including TCs' understandings of equity in teaching and decentralized teacher preparation that results in varied and incongruent understandings about quality teaching. This study builds on previous scholarship that examines shifts in coaching practices by disrupting silos in TPPs as examined innovations.

The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.

Empirical evidence on how supervisors have perceived the changes and the implications of the COVID-19 pandemic on their supervision is scarce. This paper aims to examine how the changing landscape of doctoral education has affected supervision from the supervisors’ perspective.

This survey addressed change, challenges and impact in supervisory responsibilities due to COVID-19 pandemic. The survey was completed by 561 doctoral supervisors from a large multi-field research-intensive university in Finland.

Results show that supervisors estimated that their supervision had been negatively affected by the pandemic, but to a lesser extent than their doctoral candidates’ progress and well-being. In the changed landscape of supervision, the supervisors grappled with challenges related to recognising doctoral candidates’ need of help. Supervisors’ experiences of the challenges and the impact of changed circumstances varied depending on the field and the position of the supervisor, whether they supervised part- or full-time candidates, and the organisation of supervision.

The slowed-down progression and diminishing well-being of doctoral candidates reported by supervisors is likely to influence supervision in a delayed way. Supervisors may be anticipating some issues with stalled studying and stress, but the question is the extent to which they are prepared to handle these as they emerge in supervision encounters. The fact that the experiences varied across field, position, organisation of supervision and the type of candidates (full or part time) suggests that support provided for supervisors to overcome challenges needs to be tailored and engineered.

This study contributes to the literature on doctoral supervision by exploring the impact of transitioning to online supervision and the rapid changes in doctoral supervision as a consequence of the recent global pandemic.

Customer experience management (CXM), which aims to achieve and maintain customers' long-term loyalty, has attracted the attention of many organizations. Improving customer experience management in organizations requires that, first, their relevant capabilities be evaluated. The present study aimed to offer a set of key performance indicators for evaluating customer experience management in commercial banks.

The study, first, attempted to identify the components of evaluating customer experience management by reviewing the related literature and conducting interviews with experts. Then, the extracted components were transformed into assessable metrics using the goal question metric method, and the key performance indicators relevant to customer experience management in commercial banks were selected according to the experts' opinions and the Fuzzy Delphi method.

According to the findings of the study, 21 key performance indicators were identified for customer experience management in commercial banks, and customer satisfaction, the mean number of calls to resolve an issue in customer journey touchpoints, the NPS, and the ratio of the budget allocated to the CXM department to the budget of the marketing department were found as the most significant performance indicator according to banking experts.

The present study was among the first research projects intended to evaluate CXM and offer key performance indicators that could help the managers of commercial banks assess the maturity levels of their CXM.