Search results

1 – 6 of 6
Open Access
Article
Publication date: 26 March 2024

Laura Hedin, Lydia Gerzel-Short, Lisa Liberty and Jason Pope

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…

Abstract

Purpose

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

Design/methodology/approach

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

Findings

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Research limitations/implications

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical implications

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

Social implications

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Originality/value

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Details

PDS Partners: Bridging Research to Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 7 March 2024

Lisa H. Rosen, Linda J. Rubin, Savannah Dali, Daisie M. Llanes, Ahissa Lopez, Ashton E. Romines and Samantha A. Saunders

The COVID-19 pandemic dramatically altered daily life for Gen Z. The purpose of this study was to examine parental perceptions of the pandemic’s effects on their children’s peer…

Abstract

Purpose

The COVID-19 pandemic dramatically altered daily life for Gen Z. The purpose of this study was to examine parental perceptions of the pandemic’s effects on their children’s peer relationships. As children sought peer connection during the pandemic, technology usage soared. The second purpose of the current study was to assess how greater time on social media affected adjustment among Gen Z and whether this effect was mediated by experiences of cyber victimization.

Design/methodology/approach

In total, 250 U.S. parent-child dyads participated in the study. Parents reported on their children’s social media use and described how they believed the pandemic affected their children’s peer relationships. Child participants were transitioning to middle school and reported on cyber victimization and adjustment.

Findings

Thematic analysis of parental reflections revealed three themes: children spent more time online since the onset of the pandemic, there were negative implications of increased time online and there were positive and protective implications of being online. Analysis also indicated significant indirect effects of social media use on internalizing and externalizing problems through victimization.

Originality/value

Parents reported Gen Z continues to use electronic forms of communication and social media at high rates even after pandemic-related restrictions eased with some suggesting that their children prefer digital over face-to-face communication because they have become accustomed to this way of connecting and may find it easier than in-person interaction. Current findings highlight concerns about this increased time online as social media use negatively affected adjustment via cyber victimization.

Details

Young Consumers, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1747-3616

Keywords

Open Access
Article
Publication date: 9 January 2024

Lisa M. Bowers, Heather D. Young and Renee Speight

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the…

161

Abstract

Purpose

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.

Design/methodology/approach

This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.

Findings

It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.

Originality/value

Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 28 November 2023

Maria Aslam, Syeda Hina Batool and Kanwal Ameen

The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.

Abstract

Purpose

The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.

Design/methodology/approach

To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.

Findings

A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.

Originality/value

To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

Open Access
Article
Publication date: 5 September 2023

Vivien Petras

This paper offers a definition of the core of information science, which encompasses most research in the field. The definition provides a unique identity for information science…

2269

Abstract

Purpose

This paper offers a definition of the core of information science, which encompasses most research in the field. The definition provides a unique identity for information science and positions it in the disciplinary universe.

Design/methodology/approach

After motivating the objective, a definition of the core and an explanation of its key aspects are provided. The definition is related to other definitions of information science before controversial discourse aspects are briefly addressed: discipline vs. field, science vs. humanities, library vs. information science and application vs. theory. Interdisciplinarity as an often-assumed foundation of information science is challenged.

Findings

Information science is concerned with how information is manifested across space and time. Information is manifested to facilitate and support the representation, access, documentation and preservation of ideas, activities, or practices, and to enable different types of interactions. Research and professional practice encompass the infrastructures – institutions and technology –and phenomena and practices around manifested information across space and time as its core contribution to the scholarly landscape. Information science collaborates with other disciplines to work on complex information problems that need multi- and interdisciplinary approaches to address them.

Originality/value

The paper argues that new information problems may change the core of the field, but throughout its existence, the discipline has remained quite stable in its central focus, yet proved to be highly adaptive to the tremendous changes in the forms, practices, institutions and technologies around and for manifested information.

Details

Journal of Documentation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0022-0418

Keywords

Open Access
Article
Publication date: 14 February 2023

Fatih Pektaş

Whether a human body has a healthy carrying capacity is calculated by body mass index (BMI). The BMI is found by dividing body weight in kilograms by the square of body length. If…

1172

Abstract

Purpose

Whether a human body has a healthy carrying capacity is calculated by body mass index (BMI). The BMI is found by dividing body weight in kilograms by the square of body length. If the person's body weight is more than the heaviness that the body can carry healthily, it is called obesity. Destinations have a specific area, just like a human body. Therefore, any destination whose carrying capacity is exceeded can be called an “obese destination”. This study's primary purpose is to reveal the importance of destination carrying capacity through the concept of obesity.

Design/methodology/approach

Content analysis, one of the qualitative research methods, was employed, and graffiti reflecting the feelings of the local people toward tourists were used as data. Graffiti was considered as a social carrying capacity indicator to identify obese destination symptoms. Fifty graffiti obtained from search engines about destinations with obesity problems were analyzed.

Findings

The study's findings reveal that anti-tourist graffiti indicates obese destination symptoms. Furthermore, when the content analysis of graffiti is examined, it is seen that the obese destination's local people have intense anger toward tourists. This is a clear manifestation of the destination's health deterioration.

Originality/value

This study, in which the concept of obese destination is used for the first time, suggests that destinations' health may worsen just like people. If destinations with over-tourism are called obese, a more expansive awareness will be created about the destinations' problems. The study suggests that nonecolabel can be used as a mandatory diet tool for obese destinations. Anti-tourist graffiti has been addressed as an obese destination symptom.

Details

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

Keywords

1 – 6 of 6