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1 – 10 of 19Madison B. Harvey, Heather L. Price and Kirk Luther
The purpose of this study was to explore potential witnesses' memories for a day that was experienced an unremarkable. There may be instances in an investigation in which all…
Abstract
Purpose
The purpose of this study was to explore potential witnesses' memories for a day that was experienced an unremarkable. There may be instances in an investigation in which all leads have been exhausted, and investigators use a broad appeal for witnesses who may have witnessed something important. Investigators can benefit from knowing the types of information that may be recalled in such circumstances, as well as identifying specific methods that are effective in eliciting useful information.
Design/methodology/approach
The present study explored how the delay to recall and recall method influenced the recollection of a seemingly unremarkable day that later became important. Participants were asked to recall an experienced event that occurred either recently (a few weeks prior) or in the distant past (a year prior). Participants recalled via either a written method, in-person individual-spoken or collaborative-spoken interviews.
Findings
Results suggest an independent benefit for individual-spoken in-person recall (compared to written or collaborative-spoken recall) and recall undertaken closely after an event (compared to delayed recall). Both individual-spoken interviews as well as more recent recollection resulted in a greater number of overall details recalled. The authors further examined the types of details recalled that might be important to progressing an investigation (e.g. other witnesses and records).
Originality/value
The present work provides important implications for interviewing witnesses about a seemingly unremarkable event that later became important.
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Zhuo Min Huang, Heather Cockayne and Jenna Mittelmeier
The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught…
Abstract
Purpose
The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.
Design/methodology/approach
We examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.
Findings
Our findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.
Originality/value
The study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.
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Heather Keathley-Herring, Eileen Van Aken and Geert Letens
This study assesses performance measurement (PM) system implementation efforts across various organizational contexts and investigates which factors are critical to achieving…
Abstract
Purpose
This study assesses performance measurement (PM) system implementation efforts across various organizational contexts and investigates which factors are critical to achieving implementation success (IS).
Design/methodology/approach
An empirical field study was conducted to refine a framework of PM system IS that consists of 5 dimensions of success and 29 factors. A survey questionnaire was used to investigate actual organizational practice and exploratory factor analysis was conducted to refine constructs corresponding to potential factors and dimensions of IS. The resulting variables were then investigated using multiple regression analysis to identify critical success factors for implementing PM systems.
Findings
The survey was completed by representatives from 124 organizations and the exploratory factor analysis results indicated that there are three underlying dimensions of IS (i.e. Use of the System, PM System Performance, and Improved Results and Processes) and 12 factors. Of the factors, nine can be considered critical success factors having a significant relationship with at least one dimension of IS: Leader Support, Design and Implementation Approach, Reward System Alignment, Organizational Acceptance, Organizational Culture and Climate, Easy to Define Environment, IT Infrastructure Capabilities, PM System Design Quality, and PM Participation and Training.
Originality/value
The results show that there are distinct dimensions of IS and, although some factors are associated with all dimensions, most are more closely related to only one dimension. This suggests that different strategies should be utilized based on the types of challenges experienced during implementation.
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Kelly Chandler-Olcott, Sharon Dotger, Heather E. Waymouth, Keith Newvine, Kathleen A. Hinchman, Molly C. Lahr, Michael T. Crosby and Janine Nieroda
This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary…
Abstract
Purpose
This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.
Design/methodology/approach
Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.
Findings
Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.
Originality/value
This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.
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Jurgen Grotz, Lindsay Armstrong, Heather Edwards, Aileen Jones, Michael Locke, Laurel Smith, Ewen Speed and Linda Birt
This study aims to critically examine the effects of COVID-19 social discourses and policy decisions specifically on older adult volunteers in the UK, comparing the responses and…
Abstract
Purpose
This study aims to critically examine the effects of COVID-19 social discourses and policy decisions specifically on older adult volunteers in the UK, comparing the responses and their effects in England, Scotland, Wales and Northern Ireland, providing perspectives on effects of policy changes designed to reduce risk of infection as a result of COVID-19, specifically on volunteer involvement of and for older adults, and understand, from the perspectives of volunteer managers, how COVID-19 restrictions had impacted older people’s volunteering and situating this within statutory public health policies.
Design/methodology/approach
The study uses a critical discourse approach to explore, compare and contrast accounts of volunteering of and for older people in policy, and then compare the discourses within policy documents with the discourses in personal accounts of volunteering in health and social care settings in the four nations of the UK. This paper is co-produced in collaboration with co-authors who have direct experience with volunteer involvement responses and their impact on older people.
Findings
The prevailing overall policy approach during the pandemic was that risk of morbidity and mortality to older people was too high to permit them to participate in volunteering activities. Disenfranchising of older people, as exemplified in volunteer involvement, was remarkably uniform across the four nations of the UK. However, the authors find that despite, rather than because of policy changes, older volunteers, as part of, or with the help of, volunteer involving organisations, are taking time to think and to reconsider their involvement and are renewing their volunteer involvement with associated health benefits.
Research limitations/implications
Working with participants as co-authors helps to ensure the credibility of results in that there was agreement in the themes identified and the conclusions. A limitation of this study lies in the sampling method, as a convenience sample was used and there is only representation from one organisation in each of the four nations.
Originality/value
The paper combines existing knowledge about volunteer involvement of and for older adults.
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Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).
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Elizabeth Ries, Erica Steinitz Holyoke, Heather Dunham, Murphy K. Young, Melissa Mosley Wetzel, Criselda Garcia, Katherina Payne, Annie Garrison Wilhelm, Veronica L. Estrada, Alycia Maurer and Katie Trautman
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Practical implications
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.
Originality/value
The paper offers a unique view of cross-institutional collaboration in coaching to improve transformative teaching experiences in teacher preparation field experiences.
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Lisa M. Bowers, Heather D. Young and Renee Speight
Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the…
Abstract
Purpose
Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.
Design/methodology/approach
This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.
Findings
It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.
Originality/value
Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.
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Doris Ochterbeck, Colleen M. Berryessa and Sarah Forberger
Neuroscientific research on addictions has prompted a paradigm shift from a moral to a medical understanding – with substantial implications for legal professionals’ interactions…
Abstract
Purpose
Neuroscientific research on addictions has prompted a paradigm shift from a moral to a medical understanding – with substantial implications for legal professionals’ interactions with and decision-making surrounding individuals with addiction. This study complements prior work on US defense attorney’s understandings of addiction by investigating two further perspectives: the potential “next generation” of legal professionals in the USA (criminal justice undergraduates) and legal professionals from another system (Germany). This paper aims to assess their views on the brain disease model of addiction, dominance and relevance of this model, the responsibility of affected persons and preferred sources of information.
Design/methodology/approach
Views of 74 US criminal justice undergraduate students and 74 German legal professionals were assessed using Likert scales and open-ended questions in an online survey.
Findings
Neuroscientific research findings on addictions and views that addiction is a brain disease were rated as significantly more relevant by American students to their potential future work than by German legal professionals. However, a majority of both samples agreed that addiction is a brain disease and that those affected are responsible for their condition and actions. Sources of information most frequently used by both groups were publications in legal academic journals.
Practical implications
In the USA, information for legal professionals needs to be expanded and integrated into the education of its “next generation,” while in Germany it needs to be developed and promoted. Legal academic journals appear to play a primary role in the transfer of research on addiction into legal practice.
Originality/value
This study complements prior work on US defense attorney’s understandings of addiction by investigating two further perspectives.
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Muhammad Shoaib Saleem, Ahmad Shahrul Nizam Isha and Maheen Iqbal Awan
The study investigated the predictive role of supportive leadership and psychological safety for mindful organizing and the subsequent impact of mindful organizing on individual…
Abstract
Purpose
The study investigated the predictive role of supportive leadership and psychological safety for mindful organizing and the subsequent impact of mindful organizing on individual task performance. Mindful organizing, a concept from high-reliability organizations (HROs), can improve performance in various industrial settings. The limited availability of novel predictors for mindful organizing necessitates exploring this concept in the context of adventure tourism.
Design/methodology/approach
Through a cross-sectional research approach, 394 respondents were selected from the adventure tourism industry in Malaysia. The proposed causal research model was evaluated through structural equation modeling (SEM), aggregation and bootstrapping.
Findings
Psychological safety and supportive leadership significantly impacted mindful organizing. Mindful organizing, in turn, was positively associated with individual task performance. The mediating role of mindful organizing between psychological safety and task performance was statistically significant. However, the mediating role of mindful organizing between supportive leadership and task performance was not statistically significant.
Practical implications
Managers in the adventure tourism industry should consider applying mindful organizing to increase employee productivity and develop collective sensemaking. Also, developing a culture of support among managers and coworkers, emphasizing the team's psychological safety, may boost the morale and productivity of the workforce.
Originality/value
This research has identified and empirically tested new antecedents, psychological safety and leadership for mindful organizing in the adventure tourism context and has addressed a significant research gap (Sutcliffe et al., 2016) by broadening the scope of mindful organizing research to encompass contexts beyond those exclusively considered HROs.
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