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Book part
Publication date: 18 July 2008

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.

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

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Article
Publication date: 28 June 2013

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

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Book part
Publication date: 18 July 2008

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.

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

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Book part
Publication date: 3 February 2015

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.

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

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Book part
Publication date: 2 August 2018

Judy Sharkey and Megan Madigan Peercy

In this chapter, we introduce readers to the volume, a collection of 13 inquiries that employ the methodology of self-study in teacher education practices (S-STEP) in…

Abstract

In this chapter, we introduce readers to the volume, a collection of 13 inquiries that employ the methodology of self-study in teacher education practices (S-STEP) in culturally and linguistically diverse settings across the globe. After sharing the purpose and origins of the project, we provide an overview of the volume’s organization and brief summaries for each study. As a whole, the collection addresses two pressing yet interrelated challenges in teacher education research: understanding teacher educator development over the career span and how these scholar-practitioners prepare teachers for an increasingly diverse, mobile, and plurilingual world.

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Book part
Publication date: 2 August 2018

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.

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

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Article
Publication date: 19 January 2010

Patricia Cairns, Barry Quinn, Nicholas Alexander and Anne Marie Doherty

The purpose of this paper is to explore the role played by leadership in divestment decision making and indeed during the corporate restructuring phase for retail…

Abstract

Purpose

The purpose of this paper is to explore the role played by leadership in divestment decision making and indeed during the corporate restructuring phase for retail organisations. In doing so, the paper aims to contribute to a growing body of research that seeks to develop understanding of the factors leading to retail divestment and the nature of corporate response to divestment.

Design/methodology/approach

A multiple case approach is utilised. The cases are selected from a database of international retail divestment activity over a longitudinal period.

Findings

The paper demonstrates that divestment can be a response to “failure”, however, support is also provided for the assertion that divestment can be a strategic decision to devote resources more efficiently elsewhere, either at home or abroad. A key finding is the role of leadership and managerial stability in relation to divestment and restructuring at home and abroad.

Research limitations/implications

The themes presented in this paper are developed from observational data. The validity of the themes should be examined further through in‐depth, qualitative case studies of divestment activity. Future research could examine the role of new CEOs both in relation to the divestment itself and during the process of restructuring following divestment.

Practical implications

The role of leadership and managerial stability in divestment and corporate restructuring processes are highlighted. Insights are provided into the organisational response to divestment actions and the implications for further international strategies.

Originality/value

Academic debate on divestment has highlighted a wide range of reasons that lead to retailers divesting international operations and the strategic value of divestment. This paper adds to existing knowledge by examining the role of leadership within the divestment process.

Details

European Business Review, vol. 22 no. 1
Type: Research Article
ISSN: 0955-534X

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Article
Publication date: 7 September 2020

Laura Teichert

This paper describes the unintended and unanticipated ways an iPhone as a data collection tool created distractions during observations of five-year-old twins' digital…

Abstract

Purpose

This paper describes the unintended and unanticipated ways an iPhone as a data collection tool created distractions during observations of five-year-old twins' digital literacy practices while in their home.

Design/methodology/approach

Situated in sociocultural theories of learning and development and new literacy studies, the 12-month-long case study examined young children's digital literacy practices in their homes before and during their transition into kindergarten. The article focuses on the data collection of five-year-old twins in their home with their parents, a family the author called the Skywalkers. Data sources included semistructured interviews, participant observations and informal conversations.

Findings

The mother was a low-technology user and preferred her children to engage in nondigital activities. The children were permitted 10 min every other day of “digital time.” The iPhone as a data collection tool provided them with digital access they would otherwise not have. The mother knew the focus of the study was digital engagement and that the iPhone was used for data collection (i.e. photographs and videos). Although the iPhone was intended to be used in establishing rapport and taking photographs, the children frequently asked to video record their play and therefore the iPhone became a distraction.

Originality/value

Given the prevalence of smartphones in Western society, the recruitment of a family with such low-technology use was unforeseen. As digital data collection increases in qualitative research, researchers should not assume that a smartphone is always appropriate for gathering photographic data. This is particularly important when investigating digital literacy practices of families in their homes.

Details

Qualitative Research Journal, vol. 21 no. 2
Type: Research Article
ISSN: 1443-9883

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Book part
Publication date: 10 July 2019

Katarina Norberg

In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system…

Abstract

In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students’ education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn’t necessarily related to the number of students in question. More telling was the school’s history, the principal’s leadership and the school’s experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the ‘other’ among educators, attitudes that conflict with the school’s democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.

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Education, Immigration and Migration
Type: Book
ISBN: 978-1-78756-044-4

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Book part
Publication date: 2 August 2018

Laura C. Haniford and Brian Girard

This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study…

Abstract

This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.

Details

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

Keywords

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