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1 – 10 of over 1000
Open Access
Article
Publication date: 12 September 2023

Becky Wai-Ling Packard, Beronda L. Montgomery and Joi-Lynn Mondisa

The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics…

Abstract

Purpose

The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

Design/methodology/approach

This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

Findings

The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

Research limitations/implications

This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

Practical implications

The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

Originality/value

In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Open Access
Article
Publication date: 24 June 2022

Elizabeth Cascio González

This article aims to consider teacher's views about intervisitations regarding its application and its usefulness as a community-enhancer. Many educators venture into the world of…

1189

Abstract

Purpose

This article aims to consider teacher's views about intervisitations regarding its application and its usefulness as a community-enhancer. Many educators venture into the world of teaching because they love learning and value learning from their peers (rather than merely from text or administrators); however, teacher reservations or hesitations towards the practice of engaging in intervisitations do exist and can serve as an obstacle.

Design/methodology/approach

The findings reported in this study resulted from the analysis of two teacher's perspectives towards classroom intervisitations. The subset of data presented in this study resulted from the surveys and semi-structured interviews that were conducted. Qualitative methodology was used to address the research question as it allows for a greater exploration, description and ideally the emotions of participants/teachers. The coding process consisted of open coding, which then led to axial coding and the elevation of codes to themes.

Findings

In this study, teacher buy-in would be enhanced through the protocol feeling more personalized, less-dictated and more flexible in its execution, especially through the support of administrators and district leaders. In addition, teacher mindsets and perceptions also need some reshifting and should be part of the professional development process involving intervisitation roll-outs as any hesitations/limitations/and lack of willingness need to be honed in on and prioritized. Lastly, limiting teachers from an appropriate amount of time to complete such work may also encourage shallow collaboration among teachers instead of in-depth reflexive practice. By prioritizing intervisitations and/or inter-teacher collaboration in the building and allowing teachers to embark on professional development sessions with each other as a means of growing as a teacher and community, all will flourish.

Originality/value

Through examining the narratives of two educators, it was found that teacher willingness to partake in intervisitations is dependent on the school climate, particularly with regards to trust and a yearn-to-learn among inter-school peers and administrators. In addition, providing ample time and educating teachers on the benefits of such practices enhances one's wanting to independently venture into such work.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 11 October 2022

Bryant Jensen and Royce Kimmons

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized…

Abstract

Purpose

Many K-12 teaching practices unwittingly reproduce social privileges. To transform their teaching and provide more equitable learning opportunities for students from minoritized communities, teachers need professional learning experiences that are collaborative and “close-to-practice” (Ermeling and Gallimore, 2014). This study aims to propose an approach to open educational resources (OER) to support teacher learning to enact equitable teaching practices.

Design/methodology/approach

Based on an integrative review of research on OER, equitable teaching and teacher collaboration, the authors propose the “Open Guidebook Approach” (OGA) to realize and sustain enactment of equitable teaching. OGA materials are practical, available and adaptable for teachers to learn together to transform their practice incrementally and continually within small, job-alike teams. The authors illustrate OGA with Making Meaning (https://edtechbooks.org/making_meaning), which offers information on equitable teaching through graphically illustrated scenarios and guides teachers to plan lessons together, observe each other, debrief and analyze implementation and reflect on and revise lessons based on peer observation and student learning goals.

Findings

Teachers using Making Meaning recommend ways to enhance its adaptability and practicality, e.g. by providing repositories of lesson ideas for and by teachers, using classroom videos in addition to illustrated scenarios and emphasizing teacher dispositions underlying equitable teaching practices.

Originality/value

OGA provides a promising way for educators, designers and researchers to work arm-in-arm to transform schooling for teachers and students. Further research is needed to identify structural conditions requisite for OGA use and how OGA materials can optimize teacher collaboration to enact meaningful and effective opportunities for minoritized students to participate and learn in classrooms.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 1 July 2021

Jasna Pocek, Diamanto Politis and Jonas Gabrielsson

This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who…

2214

Abstract

Purpose

This study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.

Design/methodology/approach

The study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data have been inductively analyzed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.

Findings

The analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.

Originality/value

The findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activities. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 28 no. 2
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 30 March 2023

Pernilla Derwik and Daniel Hellström

Competence development is a prerequisite for successfully meeting existing and future challenges in the retail sector. However, current human resource development practices are…

Abstract

Purpose

Competence development is a prerequisite for successfully meeting existing and future challenges in the retail sector. However, current human resource development practices are often limited in their scope and offerings. This study sets out to investigate and bring to light informal learning among retail professionals.

Design/methodology/approach

This research consists of two exploratory studies focused on store managers and procurement officers, respectively. Based on a typology of learning mechanisms, the authors conducted eleven in-depth interviews, generating a rich body of empirical data centred on how informal learning takes place at work.

Findings

The research points out key learning mechanisms for each occupation and offers detailed narratives of how they are embedded in everyday learning. In addition, the findings provide a synthesis of the complex nature of learning mechanisms and their variations in form and orientation.

Practical implications

By generating tangible and explicit knowledge on the topic of informal learning, the results contribute to both professionals, who may actively engage in useful learning mechanisms, and managers, who may develop processes and structures based on key learning mechanisms.

Originality/value

This paper helps to demystify the tacit and often unnoticed learning that takes place at work. In doing so, it broadens the perspective on competence development and facilitates future discussions of human resource development practices in the retail industry and the research community.

Details

International Journal of Retail & Distribution Management, vol. 51 no. 13
Type: Research Article
ISSN: 0959-0552

Keywords

Open Access
Article
Publication date: 18 June 2020

Jan F. Klein, Yuchi Zhang, Tomas Falk, Jaakko Aspara and Xueming Luo

In the age of digital media, customers have access to vast digital information sources, within and outside a company's direct control. Yet managers lack a metric to capture…

18428

Abstract

Purpose

In the age of digital media, customers have access to vast digital information sources, within and outside a company's direct control. Yet managers lack a metric to capture customers' cross-media exposure and its ramifications for individual customer journeys. To solve this issue, this article introduces media entropy as a new metric for assessing cross-media exposure on the individual customer level and illustrates its effect on consumers' purchase decisions.

Design/methodology/approach

Building on information and signalling theory, this study proposes the entropy of company-controlled and peer-driven media sources as a measure of cross-media exposure. A probit model analyses individual-level customer journey data across more than 25,000 digital and traditional media touchpoints.

Findings

Cross-media exposure, measured as the entropy of information sources in a customer journey, drives purchase decisions. The positive effect is particularly pronounced for (1) digital (online) versus traditional (offline) media environments, (2) customers who currently do not own the brand and (3) brands that customers perceive as weak.

Practical implications

The proposed metric of cross-media exposure can help managers understand customers' information structures in pre-purchase phases. Assessing the consequences of customers' cross-media exposure is especially relevant for service companies that seek to support customers' information search efforts. Marketing agencies, consultancies and platform providers also need actionable customer journey metrics, particularly in early stages of the journey.

Originality/value

Service managers and marketers can integrate the media entropy metric into their marketing dashboards and use it to steer their investments in different media types. Researchers can include the metric in empirical models to explore customers' omni-channel journeys.

Details

Journal of Service Management, vol. 31 no. 3
Type: Research Article
ISSN: 1757-5818

Keywords

Open Access
Article
Publication date: 2 January 2023

Robyn Moallemi

The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.

1912

Abstract

Purpose

The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.

Design/methodology/approach

The author carried out this research using a small-scale action research (AR) study.

Findings

The findings suggest that in acknowledging and responding to individual learner differences, especially interests, levels of learner engagement are positively affected.

Research limitations/implications

This study’s key limitations were sample size, short-term study and potential teacher as researcher bias.

Practical implications

Recommendations were made for a further longitudinal study into the relationship between DI and language learner levels of engagement at University. An additional study into DI that looksbeyond language learning at HE, could add value to pedagogic approaches, which could make courses of greater intrinsic value to its students.

Originality/value

This research study aims to help fill a gap in the literature on the application of DI, as well as a unique perspective into its effect on learner engagement within a university context.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 27 January 2023

Junmin Li and Matthias Pilz

This paper aims to investigate the in-company training according to the technologically demanding and safety-critical feature of the aircraft industry. This study addresses to the…

Abstract

Purpose

This paper aims to investigate the in-company training according to the technologically demanding and safety-critical feature of the aircraft industry. This study addresses to the tension between the structured and the more incidental part of in-company learning in their training and learning environment.

Design/methodology/approach

Against the background of concepts of workplace learning from vocational training research and concepts of the safety management system from safety research, aircraft companies from England and Germany were visited. Data from interviews with training managers and trainees as well as non-participant observations are analysed.

Findings

The findings show that workplace vocational learning in this industry is guided by different measures to design the learning environment to prevent purely incidental and informal knowledge acquisition. However, the formalisation of informal learning process leads to a high expenditure of material, personnel and time resources. The findings show that trainers and training managers working together internationally creatively manage different training systems. The training activities are designed to convey the values of safety culture like responsibility, accuracy, transparent communication and reporting. The requirements of the safety management system are also met through the training.

Research limitations/implications

Challenges and tensions in the actual implementation of the training activities could not be identified. The people interviewed were selected by the companies, so there is a risk that certain perceptions are over-represented.

Practical implications

The results show that the safety-critical industry needs its own pedagogical approach to workplace learning, which is not based on independent work processes in the workplace. Insights can be drawn for in-company training in other safety-critical industries too. However, to enable effective in-company learning, which at the same time strengthens the safety culture of the company, many resources must be used. The companies must consider all dimensions of work from the individual level to the work structure level.

Originality/value

This paper discusses the tension between formal and informal learning and shows the specific design of this tension on the basis of a concrete industry for the specific needs of this industry. The results lead to the realisation that the general discussion about workplace learning must be viewed in a differentiated way depending on the industry.

Details

Journal of Workplace Learning, vol. 35 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 31 October 2023

Shintia Revina, Rezanti Putri Pramana, Christopher Bjork and Daniel Suryadarma

This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD…

Abstract

Purpose

This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD) system, the outcomes of the current TPD and the factors underlying the stagnation of TPD quality.

Design/methodology/approach

The authors collected data from three types of sources—documents, observations and interviews. Documents examined included the handbooks of the TPD program, handouts for teachers, training modules from TPD workshop sessions and research publications or reports on TPD programs in Indonesia introduced from the 1970s to 2018. The authors conducted formal interviews with trainers, education stakeholders and teachers who participated in recent TPD.

Findings

The findings indicate that, on paper, TPD initiatives in Indonesia have included some of the positive features of TPD highlighted in the literature. However, these factors have not been consistently included in the reforms rolled out over the decades, and, indeed, many of the less desirable features of those reforms have endured. The analysis also reveals the absence of four key factors in multiple TPD reforms that led to teachers' and other stakeholders' dissatisfaction with the TPD implementation. These include consideration of teachers' skills, background and capacities; relevance of training; feedback provided to teachers; and workshop follow-up.

Originality/value

The research indicates that the long-term issues of ineffectiveness of TPD in Indonesia are driven by the incoherence of different elements of the education system. This extends beyond the technical and operational elements of the TPD itself. The absence of a clear vision of the purposes of teacher development has created confusion and uncertainty for teachers.

Details

Asian Education and Development Studies, vol. 12 no. 4/5
Type: Research Article
ISSN: 2046-3162

Keywords

Open Access
Article
Publication date: 22 February 2024

Jiangang Xia and Cailen O'Shea

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1…

Abstract

Purpose

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

Design/methodology/approach

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

Findings

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

Originality/value

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

1 – 10 of over 1000