Search results

1 – 6 of 6
To view the access options for this content please click here
Article
Publication date: 14 September 2015

Rodney S Whiteman

Mixed methods research can provide a fruitful line of inquiry for educational leadership, program evaluation, and policy analysis; however, mixed methods research requires…

Abstract

Purpose

Mixed methods research can provide a fruitful line of inquiry for educational leadership, program evaluation, and policy analysis; however, mixed methods research requires a metatheory that allows for mixing what have traditionally been considered incompatible qualitative and quantitative inquiry. The purpose of this paper is to apply Jürgen Habermas’s Theory of Communicative Action as that metatheoretical justification.

Design/methodology/approach

After reviewing the traditional quantitative/qualitative divide based on incompatible ontologies, the author argues for a pragmatist stance toward educational leadership inquiry. Such a stance allows for mixing methods because it privileges methodology and epistemology in social inquiry, rather than ontological theories of reality. Using Habermas’s metatheory, the author shows how truth claims are linguistically mediated; how they make reference to objective, subjective, and normative formal worlds; and how they are always fallible and revisable.

Findings

The author argues that Habermas’s metatheory allows (and requires) integration of qualitative and quantitative approaches to fully understand social phenomena. Such integration is possible if researchers attempt to make methodological decisions explicit by linking methodology (and thus methodical decisions) to all three formal worlds, and articulating the rationale for doing so. The author also argues that making the entire corpus of claims bound within a line of social inquiry subject to critical examination promotes the validity of inquiry.

Originality/value

This paper contributes to the discussion on mixed methods research by applying a particular strand of pragmatism. This is an advance in the extant literature, which argues for a pragmatist stance on mixed methods research, but has not yet conceptualized a metatheoretical position supporting this stance.

Details

International Journal of Educational Management, vol. 29 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 25 November 2013

Aaron J. Butler, Rodney S. Whiteman and Gary M. Crow

The purpose of this paper is to expand the current conversation on and research into the potential use of technology as a means of transforming mentoring processes and…

Abstract

Purpose

The purpose of this paper is to expand the current conversation on and research into the potential use of technology as a means of transforming mentoring processes and those engaged in them. The authors examine the manner in which technology is being integrated into mentoring endeavors and the advantages and disadvantages of this tool, arguing that the particular attributes of e-mentoring make it an ideal platform for enhancing mentoring processes and outcomes through the use of new mentoring perspectives. They describe a specific mentoring perspective that could be adopted as a means of critically examining some of the opportunities and challenges of using technology as a tool for transformational mentoring, with an emphasis on mentoring in educational environments.

Design/methodology/approach

This conceptual paper uses a constructionist perspective to mentoring as a lens to examine how technology influences the mentoring process and investigates the implications of transformational e-mentoring for educational professionals.

Findings

The paper contends that e-mentoring may extend mentoring's horizons to include increasingly broad and diverse constellations of mentors for protégés. With proper guidance, the relationships made possible through e-mentoring can fulfill many mentoring functions and transform both mentors and protégés as they learn from one other.

Research limitations/implications

Other than descriptions of mentoring programs that use technological tools, very little research on the outcomes of e-mentoring is available. The paper calls for a greater focus on the outcomes of e-mentoring in future research.

Practical implications

The paper discusses the advantages and disadvantages of e-mentoring, presents recommendations for using new technologies to enhance mentoring programs in education and argues for the need to reconsider the purposes and structures of such programs.

Originality/value

The paper lays the groundwork for a better understanding of technology's role in mentoring in today's complex, rapidly changing knowledge society.

Details

International Journal of Mentoring and Coaching in Education, vol. 2 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Content available
Book part
Publication date: 6 November 2020

Cheryl K. Crawley

Abstract

Details

Native American Bilingual Education
Type: Book
ISBN: 978-1-83909-477-4

To view the access options for this content please click here
Article
Publication date: 1 February 1972

The pattern of food prosecutions in more recent times has remained relatively unchanged. Most have been taken under Section 2, Food and Drugs Act, 1955, even for foods…

Abstract

The pattern of food prosecutions in more recent times has remained relatively unchanged. Most have been taken under Section 2, Food and Drugs Act, 1955, even for foods which have obviously been unfit for human consumption. The Section because of its wider application has distinct procedural advantages. A few local authorities routinely use Section 8 successfully; it probably depends upon a more liberal interpretation and understanding by local justices. The five‐year study of food prosecutions, (BFJ 1971, 73, 39), separated them into a number of well‐defined groups and showed that those for the presence of foreign material were the majority and remained fairly constant throughout the period; mouldy foods increased during the five years and then remained steady as the second largest single group. The foods most commonly affected and the foreign matter commonly present could be seen; neither changed much during the period of the survey.

Details

British Food Journal, vol. 74 no. 2
Type: Research Article
ISSN: 0007-070X

To view the access options for this content please click here
Book part
Publication date: 1 December 2008

Kimberly Ochs

Migration is one of the most significant domestic, development and foreign policy issues in the world today. According to the International Organization for Migration, 1…

Abstract

Migration is one of the most significant domestic, development and foreign policy issues in the world today. According to the International Organization for Migration, 1 out of every 35 persons worldwide is an international migrant. This chapter discusses the complex issue of international teacher migration, and reports findings from empirical research conducted in the UK to illuminate the socio-cultural and economic contexts of teacher migration in both industrialized nations and in developing countries. This research, commissioned by the Commonwealth Secretariat, served to inform development of a Commonwealth Teacher Recruitment Protocol, which was adopted by 53 countries in late 2004. This chapter serves to disseminate the results of this research to a larger international audience. It also provides an analysis of the process in which educational research informs international policy development.

Details

Power, Voice and the Public Good: Schooling and Education in Global Societies
Type: Book
ISBN: 978-1-84855-185-5

To view the access options for this content please click here
Article
Publication date: 2 September 2014

Kwasi Dartey-Baah

The paper aims to review the concept of leadership as practiced in the West and in Africa, and goes on to establish the link between these two approaches and sustainable…

Abstract

Purpose

The paper aims to review the concept of leadership as practiced in the West and in Africa, and goes on to establish the link between these two approaches and sustainable development in Africa. It does this with the view of assessing their implications for the attainment of sustainable development on the continent through a developed leadership–impact–effect conceptual model.

Design/methodology/approach

In seeking to achieve its purpose, the paper uses a literature review approach to assess the leadership orientation in the West (particularly in relation to effective leadership) as against the studied leadership situation prevalent in the African continent to find out their impact on development (sustainable).

Findings

Findings from the paper reveal a great disparity between the leadership situation in the African continent and the attainment of sustainable development. It also affirms a link between effective leadership approaches, like the transformational leadership approach, and the attainment of sustainable development.

Practical implications

Based on the findings, it is recommended that African leaders resort to effective leadership styles, with a great emphasis on the transformational style, which integrate creativity, vision and participation, as it attempts to create sustainable development for the citizenry in the continent.

Originality/value

The paper demonstrated the relevance of effective leadership in ensuring sustainable development in Africa and as a tool for achieving economic growth and development.

Details

Journal of Global Responsibility, vol. 5 no. 2
Type: Research Article
ISSN: 2041-2568

Keywords

1 – 6 of 6