Search results

1 – 10 of 206
To view the access options for this content please click here
Book part

Laura S. Hamilton, Brian M. Stecher, Jennifer Lin Russell, Julie A. Marsh and Jeremy Miles

The design of the ISBA project was guided by an analysis of the SBA theory of action, its likely effect on educators’ work across levels of the educational hierarchy, and…

Abstract

The design of the ISBA project was guided by an analysis of the SBA theory of action, its likely effect on educators’ work across levels of the educational hierarchy, and prior research on the impact of SBA policies on teachers’ work. We begin placing our work in the context of theoretical accounts of school organizations and the occupational norms of teaching.

Details

Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability
Type: Book
ISBN: 978-1-84663-910-4

To view the access options for this content please click here
Article

Laura S. Hamilton, Heather L. Schwartz, Brian M. Stecher and Jennifer L. Steele

The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider…

Abstract

Purpose

The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability. It provides research‐based guidance for entities that are developing or adopting new measures of school performance.

Design/methodology/approach

The study relies on literature review, consultation with expert advisers, review of state and district documentation, and semi‐structured interviews with staff at state and local education agencies and research institutions.

Findings

The research shows mixed effects of test‐based accountability on student achievement and demonstrates that teachers and administrators change their practices in ways that respond to the incentives provided by the system. The review of state and district measurement systems shows widespread use of additional measures of constructs, such as school climate and college readiness.

Research limitations/implications

There is a clear need for additional research on the short‐ and long‐term effects of expanded systems of measures. In particular, currently little is known about how the inclusion of input and process measures influences educators’ practices or student outcomes.

Practical implications

The research suggests several practical steps that can be taken to promote effective systems of measurement, including providing supports for high‐quality teaching to accompany new measures, offering flexibility to respond to local needs, and conducting validity studies that address the various purposes of the measures.

Originality/value

The paper provides new information about how states and districts are expanding their systems of measures for various purposes, and informs accountability policy by highlighting the benefits and limitations of current outcomes‐based approaches to accountability and by clarifying the trade‐offs and decisions that should be considered.

Details

Journal of Educational Administration, vol. 51 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article

Lisa Maltman and Laura Hamilton

Positive professional attitudes towards personality‐disordered clients have been linked with extensive clinical and strategic benefits. The largest influences upon such…

Abstract

Purpose

Positive professional attitudes towards personality‐disordered clients have been linked with extensive clinical and strategic benefits. The largest influences upon such attitudes are associated with staff training, supervision and support. This preliminary evaluation seeks to consider the effect of an introductory personality disorder awareness workshop upon trainees' attitudes towards personality disordered prisoners.

Design/methodology/approach

The attitude towards personality disorder questionnaire (APDQ) was administered to prison staff (predominantly prison officers) immediately before the workshop and then re‐tested, on average, two months later.

Findings

The study sample (n=26) showed significant improvements on the “security versus vulnerability” APDQ sub‐scale. The remaining four sub‐scales and overall APDQ scores showed no significant change.

Practical implications

The findings indicate that personality disorder awareness training should initially engage with trainees' perceptions of their personal security and vulnerability when working with this client group, rather than aiming to increase liking, enjoyment and acceptance of such offenders.

Originality/value

This study marks a preliminary analysis of a new personality disorder awareness training programme.

Details

The British Journal of Forensic Practice, vol. 13 no. 4
Type: Research Article
ISSN: 1463-6646

Keywords

To view the access options for this content please click here
Article

Louise Mort Feldmann

The purpose of this paper was to examine on a national scale how academic business librarians are working with community organizations and other libraries to assist local…

Abstract

Purpose

The purpose of this paper was to examine on a national scale how academic business librarians are working with community organizations and other libraries to assist local entrepreneurs with their information needs.

Design/methodology/approach

A multi method approach was used to gather information. In spring 2012, a survey and follow-up interviews were conducted with academic business librarians. Additionally, business consultants who have worked with librarians were interviewed.

Findings

The survey had 53 respondents. Of those, 40 percent indicated that they collaborate to assist entrepreneurs. Five interviewees confirmed the findings of the survey and discussed their collaborative arrangements. The consultants discussed best practices in working with entrepreneurs.

Research limitations/implications

This research studied academic business librarians and reached those who monitor the buslib-l and brass-l listservs. Not all librarians have the time or take the time to respond to a survey. Additionally, this research only explored collaborations to assist local entrepreneurs and did not specifically focus on campus entrepreneurs and outreach to business schools.

Practical implications

This study provides information on academic business librarians' efforts to assist community entrepreneurs. It also provides some information on lessons learned.

Originality/value

A national study of academic business librarians' outreach to entrepreneurs has not been conducted in the past.

Details

Reference Services Review, vol. 42 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

To view the access options for this content please click here
Book part

Bruce Fuller

Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local…

Abstract

Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A variety of central governments in the West had tried to lift children's learning curves through new funding for particular categories of students, along with tighter regulation of how these dollars must be spent. But this assumed that legislators and education bureaucrats knew how to best organize instructional “inputs” and social relations inside classrooms. The conceptual breakthrough with the new buzz around standards-based or performance-focused reform was that government would concentrate on clarifying learning outcomes, leaving local educators to tailor school inputs and pedagogical practices. (Several chapters in this volume show how, in fact, central governments have difficulty resisting the exercise of control over output standards and input mixes.)

Details

Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability
Type: Book
ISBN: 978-1-84663-910-4

Abstract

Details

Journal of Educational Administration, vol. 51 no. 4
Type: Research Article
ISSN: 0957-8234

Content available
Article

Carol A. Ireland and Neil Gredecki

Abstract

Details

The British Journal of Forensic Practice, vol. 13 no. 4
Type: Research Article
ISSN: 1463-6646

To view the access options for this content please click here
Book part

Soung Bae is a doctoral candidate in the Human Development and Education program at the University of California, Berkeley. Her work examines how teacher learning and…

Abstract

Soung Bae is a doctoral candidate in the Human Development and Education program at the University of California, Berkeley. Her work examines how teacher learning and development is best cultivated and the relation between beliefs and practice.

Details

Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability
Type: Book
ISBN: 978-1-84663-910-4

To view the access options for this content please click here
Book part

Yvonne S. Freeman and Alma D. Rodríguez

The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual…

Abstract

The authors explain their approach to teaching literatura infantil (children’s literature) in Spanish to bilingual teachers pursuing their master’s degree in bilingual education at a university in South Texas. In this Self-Study of Teacher Education Practice (S-STEP) research, the authors investigated how teachers can transform their practice and come to value their students’ abilities to interpret literature. They engaged the teachers in projects using quality children’s literature. The projects were carried out by graduate inservice teachers teaching Spanish/English bilingual students studying at different grade levels. Some teachers taught along the Texas/Mexico border and others taught in a large metropolitan school district in central Texas. The authors used their analysis of the inservice teachers’ projects as data to inform their own practice as teacher educators. In the first project, the bilingual teachers engaged their students in exploratory talk that allowed them to bring their backgrounds and experiences into discussions of what they read. The second project challenged the teachers to consider the importance of the images in high-quality illustrated children’s books. The teachers asked their students to read the images and expand their understanding of the books by considering more than the words in the texts. In the final project, the teachers guided their students through Ada’s stages of creative dialogue using children’s literature. The authors describe the projects in detail and give examples from four different teachers showing what they learned about teaching children’s literature and how they changed their perspectives about what their emergent bilingual students could do. Although only four teachers are highlighted, they are representative of students taking the course and engaging in the projects over three different semesters.

Details

Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Type: Book
ISBN: 978-1-78441-494-8

Keywords

To view the access options for this content please click here
Book part

Laura Schall-Leckrone, Lucy Bunning and Maria da Conceicao Athanassiou

This chapter explores how TESOL teacher educators used self-study to respond to educational policies for emergent bilingual learners (BLs) and their teachers. The purpose…

Abstract

This chapter explores how TESOL teacher educators used self-study to respond to educational policies for emergent bilingual learners (BLs) and their teachers. The purpose was to examine tensions, challenges, and opportunities in our efforts as teacher educators to prepare teachers to teach BLs in mainstream classes through a state-mandated sheltered English instruction (SEI) course. Data sources, including emails, course artifacts, meeting agendas, and journals, pre and post surveys and course assignments were analyzed using mixed methods. Practitioners and participants agreed one SEI course is insufficient. In a coherent approach to preparing mainstream teachers to teach language, learning would be reinforced from coursework to the classroom. Without self-studies that provide an informed response to external policies that shape teacher education, the danger is new policies result in no substantive change.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

1 – 10 of 206