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Article
Publication date: 4 November 2014

Andrew Hobson and Janette Long

125

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 3
Type: Research Article
ISSN: 2046-6854

Content available
Article
Publication date: 7 December 2015

Andrew J. Hobson, Janette Long and Linda Searby

164

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 4 no. 4
Type: Research Article
ISSN: 2046-6854

Content available
Article
Publication date: 25 February 2014

Andrew J. Hobson

105

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 1
Type: Research Article
ISSN: 2046-6854

Article
Publication date: 1 July 2007

Fiona Mackay and Claire Wilson

Janette1 is a young woman with both a mild intellectual disability and moderate physical disabilities who experienced a major depressive disorder at a stage in her life when many…

Abstract

Janette1 is a young woman with both a mild intellectual disability and moderate physical disabilities who experienced a major depressive disorder at a stage in her life when many young adults leave home. This case study exemplifies the success of a multi‐disciplinary, multi‐agency and multi‐element intervention for severe depression in relation to the tasks of adolescence. The impact of a combination of treatments (including attendance at an assessment day unit, electro‐convulsive therapy (ECT) and cognitive behavioural therapy (CBT)) on Janette's mood has been assessed regularly using the Glasgow Depression Inventory ‐ Learning Disability (GDS‐LD) scale (Cuthill, 2003). There is currently very little literature on either using ECT with people with learning disabilities or assessing depression in this population. The multiple inputs, in Janette's case, have had the desired effect of greatly improving her mood, which has been sustained via outpatient follow‐up and tailoring of day and respite services.

Details

Tizard Learning Disability Review, vol. 12 no. 3
Type: Research Article
ISSN: 1359-5474

Article
Publication date: 7 December 2015

Christine Grima-Farrell

The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year…

Abstract

Purpose

The purpose of this paper is to examine the critical features and outcomes of an Australian collaborative university- and school-based immersion project for mentoring final year pre-service primary teachers in the area of special education as they embed theory and practice in inclusive classrooms for a full year, to respond to diverse student needs.

Design/methodology/approach

Using a three-year qualitative study design, data were gathered through pre surveys and post surveys, two one-to-one semi-structured interviews, and reflexive journal entries. Analysis using triangulation of data sources and inter-rater reliability was employed to reach consensus on the key themes.

Findings

Findings suggest that mentors proved critical to reducing pre-service teacher anxieties and to enhancing their personal and professional knowledge, confidence and skills as they differentiated instruction and assessment techniques to cater for students with a diverse range of abilities.

Research limitations/implications

This research suggests that maintaining the balance of theory and practice through genuine extended school engagement experiences provided opportunities for collaborative connections on multiple levels across the school. This mentoring pathway enhanced and reinforced pre-service teachers’ professional capacity, confidence and employability potential. Limitations such as small sample size and lack of secondary school representation must be noted.

Originality/value

This work identified the importance of the unique features of a mentoring programme within a university-school partnership, including the benefits of a full-year immersion experience, financial reward, responsibility, empowerment and enhanced employability status of final year pre-service teachers as they transition to classroom teachers. This paper provides useful insights for researchers, practitioners and teacher education policy developers.

Details

International Journal of Mentoring and Coaching in Education, vol. 4 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 31 May 2019

Janette Raubenheimer and Patrick Ngulube

The purpose of this paper is to gain original evidence of the perception of Open Distance Learning (ODL) library middle managers towards the meaning of career success from the…

Abstract

Purpose

The purpose of this paper is to gain original evidence of the perception of Open Distance Learning (ODL) library middle managers towards the meaning of career success from the perspective of the individual.

Design/methodology/approach

This quantitative research study was conducted with the help of a survey questionnaire designed by the first researcher.

Findings

Results revealed that career success no longer only relates to criteria such as the hierarchical position or progression through high ratings obtained during performance appraisal. A high premium is placed by ODL library middle managers on other success criteria identified in the literature, such as the positive effect of their work on the institution, success achieved through a focus on work life and home life balance and personal recognition due to competence.

Research limitations/implications

The research findings presented in this paper form an important part of a comprehensive study on ODL library middle management development but is limited to the only ODL library in South Africa.

Practical implications

The paper provides current perceptions of ODL library middle managers to be considered during career path planning.

Originality/value

The paper provides the first findings of an overview of the perception of South African ODL library middle managers towards the meaning of career success. The study is timely as the number of ODL institutions is growing. The target population to benefit from this study is ODL library practitioners.

Details

Library Management, vol. 40 no. 6/7
Type: Research Article
ISSN: 0143-5124

Keywords

Article
Publication date: 7 November 2022

Vanessa Angioletti Ferreira Lemos and Janette Brunstein

This paper aims to contribute to the research on the use of reflection in the work environment, highlighting its use in the development of interpersonal skills. This study…

Abstract

Purpose

This paper aims to contribute to the research on the use of reflection in the work environment, highlighting its use in the development of interpersonal skills. This study presents procedures for promoting critical reflection using critical incidents, dialogue and reflective diaries, which can be a reference for researchers, managers, consultants and corporate educators.

Design/methodology/approach

This research was guided by an interpretative qualitative approach that is suitable for the study of critical reflection. The authors chose the method of action research because of its interactionist and interventionist character, which allows for the evaluation of the leadership soft skills development experience.

Findings

A leadership soft skills development program based on the concept of critical reflection in the work context leads to leaders having potential to promote changes in management practices and enhancing behavior, and the study points out the conditions necessary for success in instituting the desired changes and transformation.

Practical implications

The proposed developmental model, based on reflective conversations of critical incidents, dialogue and reflective diaries, stimulates critical reflection. This can be applied by other actors who are interested in promoting assessment and the development of soft skills.

Originality/value

There are few studies that discuss critical reflection in the corporate environment. In particular, few present models or tools that foster a reflective view of one’s assumptions, beliefs and values. This research not only advances this proposal by introducing considerations from practical experience as developed through action research, but it also signals the high potential of the study’s approach to promoting the development of soft skills.

Details

Industrial and Commercial Training, vol. 55 no. 1
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 18 January 2019

Janette Brunstein, Marta Fabiano Sambiase, Roberto Borges Kerr, Claudine Brunnquell and Luiz Carlos Jacob Perera

The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students’ frames…

Abstract

Purpose

The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students’ frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years.

Design/methodology/approach

The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data.

Findings

Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students’ mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts.

Research limitations/implications

Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance.

Practical implications

The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers.

Originality/value

Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students’ learning, especially in relation to the development of a new rationality.

Details

Social Responsibility Journal, vol. 16 no. 2
Type: Research Article
ISSN: 1747-1117

Keywords

Article
Publication date: 1 March 1985

Philomena Millar and Janette Cochrane

The use of a database management system, dBase II, in the computerisation of the reserve book file at Paisley College is described. Reasons are given for the choice of this…

Abstract

The use of a database management system, dBase II, in the computerisation of the reserve book file at Paisley College is described. Reasons are given for the choice of this particular task for automation. The various stages in the development of the database are discussed in detail including database creation, indexing, printing and maintenance, with attention being drawn to the use of many of the basic dBase II commands. Basic use of dBase II has improved the efficiency of the collection and more complex applications are under consideration.

Details

Program, vol. 19 no. 3
Type: Research Article
ISSN: 0033-0337

Article
Publication date: 9 February 2021

Janette Brunstein, Mark Edward Walvoord and Ed Cunliff

The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of…

Abstract

Purpose

The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS).

Design/methodology/approach

A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes.

Findings

Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory.

Research limitations/implications

This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ.

Practical implications

The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues.

Originality/value

There is limited research and analysis of the identification and implications of using PP pedagogy.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

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