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Mixed-Income Housing Development Planning Strategies and Frameworks in the Global South
Type: Book
ISBN: 978-1-83753-814-0

Open Access
Book part
Publication date: 1 December 2022

Agnès Vandevelde-Rougale and Patricia Guerrero Morales

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and…

Abstract

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Open Access
Article
Publication date: 10 May 2022

Francesc Fusté-Forné and Asif Hussain

This case study urges the future of visitor economy to rely on regenerative tourism to make tourism systems resilience in the long run.

4365

Abstract

Purpose

This case study urges the future of visitor economy to rely on regenerative tourism to make tourism systems resilience in the long run.

Design/methodology/approach

The paper draws on published research and industry reports to discuss the future visitor economy and its impact on all dimensions of well-being focused on the case of Aotearoa New Zealand.

Findings

Results show that post-pandemic tourism transformation must protect and promote local identities, and enhance and enrich visitor experiences with a focus on cultural and natural heritage.

Originality/value

The recovery of tourism must not implement regenerative tourism as a new specific type of tourism but as a holistic understanding of tourism futures that encompasses communities and the environment, and where visitors are committed to preserve and protect our natural and socio-cultural environment.

Details

Journal of Tourism Futures, vol. 8 no. 3
Type: Research Article
ISSN: 2055-5911

Keywords

Content available
Book part
Publication date: 13 November 2018

Lana Kay Coble

Abstract

Details

Collaborative Risk Mitigation Through Construction Planning and Scheduling
Type: Book
ISBN: 978-1-78743-148-5

Open Access
Article
Publication date: 10 May 2022

Nair Morón-Corujeira and Francesc Fusté-Forné

This research analyses the relationships between local foodscapes and tourism futures departing from furanchos as examples of a rural Spanish's authentic food tradition which…

1115

Abstract

Purpose

This research analyses the relationships between local foodscapes and tourism futures departing from furanchos as examples of a rural Spanish's authentic food tradition which reveals the transformative power of local foods and culinary practices in tourism.

Design/methodology/approach

Using a narrative inquiry, the qualitative case study is based on ten semi-structured interviews with local owners of furanchos in the Spanish region of Galicia.

Findings

Results show the key characteristics of furanchos, and their potential for sustainable food production and consumption. The regulatory framework and its close connection with the environment are the reasons why they provide transformative (food) tourism experiences.

Originality/value

Drawing from the preservation of a culinary culture, the future of food tourism will not only improve the sustainability of food systems and supply chains, but also the understanding of genuine foods and practices that represent people and places.

Details

Journal of Tourism Futures, vol. 8 no. 3
Type: Research Article
ISSN: 2055-5911

Keywords

Open Access
Article
Publication date: 25 July 2019

Hubert Gruber

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching…

2947

Abstract

Purpose

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

Design/methodology/approach

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Findings

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

Research limitations/implications

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

Originality/value

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 14 February 2024

Elisei Emili Lubuva, Placidius Ndibalema and Esther Mbwambo

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Abstract

Purpose

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Design/methodology/approach

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

Findings

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

Research limitations/implications

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

Practical implications

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Originality/value

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.

Details

Arab Gulf Journal of Scientific Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1985-9899

Keywords

Content available
Article
Publication date: 13 April 2015

Mun Ling Lo

400

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 2
Type: Research Article
ISSN: 2046-8253

Open Access
Article
Publication date: 14 May 2020

Kamilla Klefbeck

This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of…

3155

Abstract

Purpose

This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.

Design/methodology/approach

Lesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.

Findings

Students' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.

Originality/value

There is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 9 June 2020

Birgitta Lundbäck and Helen Egerhag

Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for…

2055

Abstract

Purpose

Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.

Design/methodology/approach

Data were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.

Findings

Teachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.

Research limitations/implications

An important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.

Originality/value

The originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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