Search results

This vignette reports on a range of implementation models for an approach dubbed Collaborative Interdisciplinary Publication Skills Education (CIPSE). CIPSE aims to develop the skills of early-career researchers, including higher degree by research students, to write about their research in ways that meet the expectations of external assessors – editors and referees of international journals. CIPSE involves expert researchers from a specific field, in this case scientists, and English language specialists with specific expertise in research communication working together on the planning, design and implementation stages of education programmes adapted to fit local contextual constraints. It combines the knowledges and skills of scientists/reviewers/editors, matched to the research discipline of students, and the skills of language educators experienced in genre analysis and language-based elements of English writing. The programme develops skills in three interwoven components: genre analysis, the deconstruction of the scientific journal article genre into functional steps and learning of skills required for each identified component of the genre; gatekeeper awareness, understanding and anticipating the role of reviewers, and developing strategies for presenting quality research and negotiating the acceptance phase of publishing; and story development, packaging and value-adding to data, analysis and information to present and discuss the most important and novel findings of research to the chosen audience. The vignette presents an analysis of CIPSE implementation in two types of higher education contexts, in order to draw out principles of general relevance to the sector: three science disciplines in a research-intensive Australian university and three sites beyond Australia where English is used as an additional language – one in Spain and two in China. Implications are presented for curriculum design and interdisciplinary practice.

Taken in its entirety, this edited volume presents broad, sweeping perspectives on race culture, society, socialization and education. The topics are expansive and the analyses incisive. Various contributors to the volume earned doctoral degrees in education, human development, psychology, social work and sociology across four decades (1970s, 1980s, 1990s, 2000s). Despite the variety of disciplines, theoretical perspectives, methodological approaches and conclusions, there is an underlying coherence. This coherence derives in part from the authors' shared commitment to an holistic approach, which examines questions around educational achievement in relation to ecological, cultural, historical, political, economic, social and psychological contexts. In a word, these chapters embody an holistic approach to educational research, theory, practice and policy that is very much consistent with the Chicago School Tradition.To be sure, the studies in this volume raise far more questions than provide definitive answers concerning the perplexing problems of race, culture, inequality and education in America. The central importance of these studies and this volume may reside in their very ability to challenge established orthodoxies. By doing so, the studies published here provide a vital heuristic function. Certainly, there continues to be a pressing need for concerted efforts on research, theory, teaching/learning and policy fronts in order to achieve educational equity for African Americans and for other disenfranchised groups. To the extent that this volume fuels the dialogue and continues the quest, then our purpose of honoring Professor Edgar G. Epps, consummate scholar and important contributor to the Chicago School Tradition, has been well served.

Purpose – Negotiations can be stressful, yet are unavoidable in many organizations. Members of organizational workgroups for instance need to negotiate about issues such as task division and different ideas on how to complete a project. Until recently little research effort has been directed to understanding negotiators' stress responses. Similarly, little is known about the consequences that these stress responses may have on negotiation outcomes. In this chapter we argue that group members' physiological stress responses are a key determinant of the outcomes of intragroup negotiations.

Design/Methodology/Approach – We focus on two distinct physiological responses (i.e., threat and challenge) and argue that relative to threat responses, challenge responses will be related to superior information sharing, information processing, and decision-making quality. Moving beyond a uniform relationship between physiological reactions and negotiators' behaviors and outcomes, we also focus on two moderating characteristics: the relative power of group members, and whether the negotiation is purely task related, or co-occurs with relationship issues. We discuss effects on both the individual and the group level, extend our ideas to other forms of negotiations, and end with practical and theoretical implications.

Originality/Value – A better understanding of psychophysiological processes during intragroup negotiations may help to explain when intragroup disagreements help or hinder group outcomes and, therefore, may help to solve the paradox of intragroup conflict.

Purpose: The death of a child can elicit enduring and intense parental grief. Additionally, as parents are both confronted with the loss of their child, interpersonal processes come into play. This study aimed to examine the change in reported levels of grief among bereaved parents individually and at a couple-level. The authors examined the differences in grief trajectories between mothers and fathers and whether the reported level of grief of one partner predicts the other partner’s reported level of grief.

Design/methodology/approach: Our longitudinal study included 229 bereaved couples who completed the Inventory of Complicated Grief at 6, 13, and 20 months post-loss.

Findings: A latent growth curve analysis showed that parents reported consistently high average grief levels, mothers reported higher grief levels than fathers, and all parents reported a similar small decline in grief. A cross-lagged panel analysis showed that the grief of one parent affected the grief of the other parent with similar strength. Our results held regardless of the child’s gender and age, but an expected loss was associated with a lower grief level 6 months post-loss and a smaller decline in reported levels of grief.

Originality/value: These findings highlight bereaved parents as a particularly vulnerable population, increase our understanding of change in parental grief over time and of the interdependence of grieving in bereaved couples.

The field of learning disabilities has been greatly influenced by both legal and policy decisions throughout its relatively short history. This chapter presents an overview of the historical analysis of learning disabilities and inclusion to provide a context for the present. An analysis of the studies conducted examining effects of inclusive interventions with students with learning disabilities is provided. Finally, predictions for the future of learning disabilities and inclusion are made based on the historical analysis and literature reviewed. Implications for educators, policy, and practice are made.

Articulation of a vision is commonly held to be a critical component of theories of outstanding leadership – both transformational and charismatic leadership. Although there is reason to suspect that vision contributes to leader performance, less is known about the nature and origin of viable visions. In the present chapter, we argue that leaders’ visions can be viewed as a prescriptive mental model reflecting beliefs about the optimal functioning of an organization. To test this proposition, outstanding leaders possessing two contrasting types of prescriptive mental models were identified: ideologues whose models stress the maintenance of extant standards and charismatics whose models stress adaptive change. These two types of prescriptive mental models were associated with distinct patterns of leader behavior in a sample of notable historic leaders. The implications of these findings are discussed with respect to current theories of outstanding leadership.