Search results

The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.

This paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.

The paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.

Drawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.

This paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.

Describes the origins and development of the UK retailer, Laura Ashley, emphasizing the internationalization of the company and the emphasis on international comparison from an early stage of the company′s development. Charts the company′s overseas development in North America, Europe and the Pacific Basin with particular reference to the modifications to the trading format of the company that were necessary to gain acceptance in these markets. Considers the factors influencing Laura Ashley′s philosophy in its overseas markets and the recent events establishing Laura Ashley as an international retail brand.

The author uses a novel narrative style to detail the stories of two women coming to feminism and the impact organizational experiences have had on their gender awareness. Frames these two stories by detailing her own journey in becoming a feminist. Together the stories bear witness to the importance of organizational experiences in shaping their identities, specifically in relationship to their awareness of gender, and conversely how their identities in turn affect the way we approach and make sense of their lives inside and beyond organizations.

Previous research indicates that mentalisation-based treatment (MBT) is an effective therapeutic programme for difficulties associated with borderline personality disorder (BPD). The purpose of this paper is to explore service user experiences of the therapy.

Seven adults (five female and two male), recruited via three NHS trusts, were interviewed. Participants were attending intensive out-patient MBT for BPD between 3 and 14 months. Data were analysed using interpretative phenomenological analysis.

Participants experienced the group component of MBT as challenging and unpredictable. They highlighted developing trust as key to benefitting from MBT. This was much more difficult to achieve in group sessions than in individual therapy, particularly for those attending MBT for less than five or six months. The structure of MBT generally worked well for participants but they identified individual therapy as the core component in achieving change. All participants learned to view the world more positively due to MBT.

Enhanced mentalisation capacity may help address specific challenges associated with BPD, namely, impulsivity and interpersonal difficulties. MBT therapists are confronted with the ongoing task of creating a balance between sufficient safety and adequate challenge during MBT. Potential benefits and drawbacks of differing structural arrangements of MBT programmes within the UK are considered.

Learning about service user perspectives has facilitated an enhanced understanding of experiences of change during MBT in addition to specific factors that may impact mentalisation capacity throughout the programme. These factors, in addition to implications for MBT and suggestions for future research, are discussed.

This paper aims to describe the challenges and rewards of service user and carer involvement in clinical psychology training as experienced in one training centre.

After outlining the major challenges of involvement in higher education and in clinical psychology training, the paper describes the work carried out by the authors. Members of the service user and carer advisory group Salomons Advisory Group of Experts by Experience (SAGE) recount their experiences of working with them in clinical psychology and Increasing Access to Psychological Therapies (IAPT) training. The challenges of inclusion and specific approaches that are used to work with these are explored.

Members of SAGE have experienced their contributions to the work in positive ways. However, inclusion in this context requires everyone involved to fully acknowledge the social and historical barriers in order to work together to overcome them.

Some of the approaches to meeting the challenges of inclusion in doctoral level clinical training may be applicable in other places.

In the authors' experience, true inclusion means openness to the authoritative voices of people not normally viewed as educators. A parallel question is the degree to which professionals feel safe to admit to service user experience or to draw upon other aspects of their personhood while working professionally. This may be crucial for successful partnership.

The authors are still on this journey of inclusion, and hope that by sharing some of their experiences of its complexities that they may help illuminate some elements of others' journeys.

The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP).

This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative).

Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration.

This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher.

Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.

The plight of dissatisfied employees has become a recurring theme. A question often asked by management trainees is “How do I handle my difficult boss?” Hence, this paper aims to address the difficult boss problem successfully from the perspective of the subordinate.

The conceptualized legacy framework had been presented to participants and who verified its accuracy by their experiences. They could apply the framework with relative ease. Workshops, interview and online questionnaires informed the development of the framework.

The framework proposes four legacy effects on subordinates that bosses leave after interaction, namely, tense, dark, false and calm legacies. The legacies assist subordinates in classifying their bosses as either a hammer, flat battery, fire-lighter or dynamo. Once the boss is categorized, strategies to assist subordinates in handling their difficult boss flow from the framework.

While extremely useful for subordinates, bosses are limited in the use of the legacy model as it requires very high trust levels to exist. The nature of the difficult boss problem suggests that such trust does not exist.

Benefits of understanding the legacy framework has two benefits: subordinates can use the legacy tool to classify their bosses and find strategies for how to handle difficult bosses. For bosses, subordinate evaluation of their legacies presents an alternative avenue to seek feedback and improve “self-learning” through reflection.

The legacy matrix was shown to be applicable to all bosses at all levels in virtually all organizations. The value of the framework was also observed at the informal level.

The purpose of this paper is to describe the perceptions which senior health and social care leaders have of their own organisations and of partner agencies, illustrating a possible method for beginning to think and talk about organisational and professional culture in settings.

This is a practical case study, with a group of senior leaders from across the health and social care system.

Different groups were often more critical of their own organisations than of others, but could still identify certain characteristics that they associated with partner agencies. While there is much that we admire about ourself and others, we seldom get chance to share this positive feedback. Equally, we rarely have the scope to give each other more challenging feedback and this – when carefully facilitated – can help build stronger relationships in the longer term.

Inter-agency working is often influenced by the implicit assumptions and stereotypes we hold about each other’s professional culture. Surfacing these in a safe, facilitated setting can help to explore and challenge such assumptions (where appropriate), reflect on how we see others and better understand how others see us.

Policy debates about integrated care too often focus on structural “solutions” and arguably pay insufficient attention to the importance of culture. While work with front-line practitioners often tries to explore different perceptions of each other, it is less common for such an approach to be attempted with senior leaders.

This paper is based on the experiences of 31 women who have recently left partner roles within an international management consultancy firm. The purpose of this paper is to explore discursively their perceptions of choice within their decisions to leave.

Data were collected from 31 women using semi‐structured telephone interviews, a 66 per cent response rate. A discursive approach to analysis was adopted.

The decision to leave is the culmination of many interacting factors at a time when a financial incentive for resignation is available. Findings present here focus on discourses of loyalty to and affection for the company and work‐life integration.

Limitations include access only to women who have left the firm, allowing for no comparison with those who were still partners. Additionally, we were unable to speak to any of the male partners who have left the firm in the same timescales, although in smaller proportions.

The findings indicate the need to review the excessive time demands placed on partners and provide further support for policies, which enable greater flexibility.

This paper uses data from a rare sample of women, those who have actually left senior roles within one organization.