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Open Access
Article
Publication date: 26 November 2019

Katina Pollock and Patricia Briscoe

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

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Abstract

Purpose

The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work.

Design/methodology/approach

The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario.

Findings

Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy.

Research limitations/implications

Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community?

Practical implications

Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society.

Social implications

School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices.

Originality/value

Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

Details

International Journal of Educational Management, vol. 34 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 6 September 2019

Patricia Briscoe

The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed…

Abstract

Purpose

The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to determine whether candidates felt they had increased their professional learning and prepared for the realities of the job early in their training program as a means to enhance their well-being.

Design/methodology/approach

A systemized, virtual mentorship network was set up and a qualitative mixed-methods study was conducted with two separate groups of 77 students total consisting over a three-month course in two consecutive years. Three data sets were collected; this paper reports on one set – qualitative self-reports from mentee participants.

Findings

The response from preservice teacher participants was, through qualitative self-reports, an overwhelmingly positive. After engaging in a guided virtual mentorship with an experienced teacher, they felt more prepared, more confident and more supported. Response from the preservice teacher participants provided evidence and confirmed a sense of improved educational preparedness for teaching by engaging in a guided virtual mentorship partnership with an experienced teacher.

Research limitations/implications

Virtual mentorships are highly beneficial for teacher candidates’ learning and professional growth; the relationships positively impact preservice teachers’ level of preparedness for the profession, which can lead to increased confidence and contribute to a positive sense of well-being. In addition, the virtual approach eliminates many of the access barriers that limit the efficacy of traditional, face-to-face mentorships. In doing so, the virtual format makes mentorships a possibility in any teacher preparatory education program, with endless opportunities to connect teachers across the world.

Originality/value

In an effort to better prepare quality teachers, a virtual mentorship program, embedded in teacher education programs, is a viable solution for shaping preservice teachers learning in the early stages of their careers, establishing a commitment to professional learning and mitigating teacher attrition rates and burnout by enhancing well-being. For these reasons, the authors believe virtual mentorships can be considered to be used as a framework for the future.

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 8 no. 4
Type: Research Article
ISSN: 2046-6854

Article
Publication date: 1 August 2003

Patricia McGee and Felecia Briscoe

This case study examines whether an academic listserv functions primarily as a medium for progressive discourse in which enacted power relations are collaborative or…

Abstract

This case study examines whether an academic listserv functions primarily as a medium for progressive discourse in which enacted power relations are collaborative or primarily as a medium for discourse in which norms are unilaterally established and off‐line hierarchical power relations are re‐enacted. A few instances of progressive norm setting and other indicators of collaborative power relations were found. However, findings overall suggest that the hierarchical power relations of the college context were re‐enacted in the listserv as revealed by the manner in which the discourse was patterned by gender, rank, and role.

Details

Journal of Information, Communication and Ethics in Society, vol. 1 no. 3
Type: Research Article
ISSN: 1477-996X

Keywords

Article
Publication date: 1 April 1918

Such reports as reach us go to prove that few, if any, attacks on library finances, such as are usually frequent in the municipal budgetting month of February, have been…

Abstract

Such reports as reach us go to prove that few, if any, attacks on library finances, such as are usually frequent in the municipal budgetting month of February, have been made this year; and that in spite of the fact that local rates have risen to an unprecedented extent throughout the Kingdom. This is our general impression, although librarians are somewhat reticent upon the matter. Last year we appealed for information as to reductions and retrenchments, but received little response; it appeared that the matter was not sufficiently interesting to librarians to make them express their views or state their experiences concerning it. Library finance is in spite of that a vital matter to us all, and the primary need in connexion therewith is accurate information. We therefore venture to repeat our request for news of the kind. It will be used with discretion.

Details

New Library World, vol. 20 no. 10
Type: Research Article
ISSN: 0307-4803

Article
Publication date: 8 June 2022

Susana Cristina Costa Pestana, Francisco Peixoto and Patrícia Rosado Pinto

The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the…

Abstract

Purpose

The study investigates meaningful learning among higher education students using concept maps (CM) as a learning strategy. The main goals were to understand whether the introduction of CM produced changes in students' academic achievement and intrinsic motivation (IM).

Design/methodology/approach

In this quasi-experimental study, academic achievement was collected using achievement tests made in-class, IM through a self-reported questionnaire and the usefulness of CM using an interview. The research sample consisted of 60 undergraduate students enrolled in the first year of an undergraduate occupational therapy (OT) program of a Portuguese polytechnic institute in two different consecutive academic years. Students were assigned to 2 groups (experimental group (EG) – 23 and control group – 37). CM were introduced in the pedagogical process of the EG.

Findings

CM produced better academic achievement in the EG. Nevertheless, groups presented a decrease in the levels of IM over time.

Practical implications

The paper includes implications for the development of CM as a learning strategy to improve students' learning and academic achievement.

Originality/value

This paper fulfills an identified need to investigate the double impact of CM on academic achievement and IM in higher education students.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 15 October 2013

Edward T. Walker

Corporate foundations – entities established to regularize corporate giving at an arm’s length removed from the firm – command substantial resources, root companies in the…

Abstract

Corporate foundations – entities established to regularize corporate giving at an arm’s length removed from the firm – command substantial resources, root companies in the nonprofit sectors of their host communities, indirectly augment perceptions of corporate responsibility, and help firms to deflect controversies in an attentive global media environment. Despite these important roles, relatively little research has examined the institutional and strategic factors that influence such proximate charitable giving by firms. Using systematic data on foundations linked to S&P 3000 firms in the health sector – a growing domain in which public trust in high-stakes products and services is critical – fixed-effects models illustrate the primary role of network influences on giving: corporate foundations give substantially more in years following higher contributions by other (noncorporate) foundations in the health sector in a firm’s headquarters locality and also following increased contributions by industry peers through their corporate foundations. Giving also appears to reflect strategic reputational concerns, in that foundation contributions increase significantly following controversies associated with the corporate parent’s products and/or services. By contrast, giving tends to decline as the presence of outside directors on a firm’s board increases, as well as when firms carry heavier debt loads. Combined, these findings suggest that corporate foundations serve as a strategic proxy for the firm, reflecting both a company's position in community and interfirm networks while also mitigating the threat of reputational challenges.

Details

Voices of Globalization
Type: Book
ISBN: 978-1-78190-546-3

Abstract

Details

Conceptualizing and Modeling Relational Processes in Sociology
Type: Book
ISBN: 978-1-80382-827-5

Content available
Book part
Publication date: 28 September 2022

Jacqueline Joslyn

Abstract

Details

Conceptualizing and Modeling Relational Processes in Sociology
Type: Book
ISBN: 978-1-80382-827-5

Article
Publication date: 1 April 1989

Gary D. Barber and Carol Burroughs Hammond

It has been two years since our “current” survey last appeared (RSR, Summer 1987). In that survey, we covered 1985 publications. For the sake of continuity, this new…

Abstract

It has been two years since our “current” survey last appeared (RSR, Summer 1987). In that survey, we covered 1985 publications. For the sake of continuity, this new survey looks at 28 titles from 1986 and 14 from 1987. All of them are still listed in Books in Print.

Details

Reference Services Review, vol. 17 no. 4
Type: Research Article
ISSN: 0090-7324

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