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Book part
Publication date: 10 August 2023

Maria Assunção Flores, Darlene Ciuffetelli Parker, Maria Inês Marcondes and Cheryl J. Craig

This chapter is a multinational policy analysis focusing on what happened in the aftermath of the Covid-19 pandemic in Brazil, Canada, Portugal, and USA. It is a follow-up to the…

Abstract

This chapter is a multinational policy analysis focusing on what happened in the aftermath of the Covid-19 pandemic in Brazil, Canada, Portugal, and USA. It is a follow-up to the first two analyses which were also conducted collaboratively (2019, 2022). The studies are constant-comparative. The four-country approach illuminates policies and practices in what hopefully is post-Covid-19 times. Neoliberal approaches to policymaking and education in general ensure that the technicalities of teaching received heightened attention to the neglect of the well-being of teachers and the agency afforded them. The critical situation of the teaching profession in the post-pandemic time means there are teacher shortages as well as the lowering of working conditions for teachers. Turmoil and crisis are two words that describe the education sector and are clearly illustrated in the media and in research. While the need to invest in education, and particularly teachers' education and career prospects, is reiterated in policy discourse, it is far from being a reality as the four cases show. The pandemic has exacerbated the existing problems in the field of education, causing heightening concern about teachers' recruitment, working conditions and well-being.

Details

Teaching and Teacher Education in International Contexts
Type: Book
ISBN: 978-1-80455-471-5

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Book part
Publication date: 10 August 2023

Cheryl J. Craig

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the…

Abstract

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.

Details

Teaching and Teacher Education in International Contexts
Type: Book
ISBN: 978-1-80455-471-5

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Book part
Publication date: 10 August 2023

Tracy Dayman

In Aotearoa New Zealand (Aotearoa), bicultural education has reinforced the privilege of settler colonial knowledge with te reo Māori, the language of Indigenous people of…

Abstract

In Aotearoa New Zealand (Aotearoa), bicultural education has reinforced the privilege of settler colonial knowledge with te reo Māori, the language of Indigenous people of Aotearoa New Zealand, used as decorative labels to create a bicultural étagère. Similarly, for inclusive education ableist notions of personhood have maintained approaches that attempt to assimilate the person into the educational hood. In this chapter, research findings from a doctoral case study highlight the intersecting nature of ableism and racism in the foundations of the Aotearoa education system. The author argues that Indigenous knowledge and customs in a bicultural Initial Teacher Education (ITE) program that prepares early childhood educators promote positive constructions of inclusion. Using the tenets of DisCrit and the Alaskan Cultural Standards as tools of analysis, key bicultural practices that support inclusion are identified and discussed. In addition, the inclusive opportunities and the fragility of meaningful intentions are highlighted.

Content available
Book part
Publication date: 10 August 2023

Andrew J. Hobson and Carol A. Mullen

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across…

Abstract

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is an alternative to more traditional, hierarchical, and unidirectional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship – informed by specific approaches to mentoring and coaching – that is intended to support participants' professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organizational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.

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Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

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Book part
Publication date: 10 August 2023

Melissa Newberry and Phil Riley

Although the emotion work of teaching has been part of the conversation for more than 30 years, it remains a side conversation, as sort of an afterthought to academics and the…

Abstract

Although the emotion work of teaching has been part of the conversation for more than 30 years, it remains a side conversation, as sort of an afterthought to academics and the accepted mainstream point of teaching and learning. In this chapter, we reflect on what has occurred in the field in the decade since our book Emotion in school: Understanding how the hidden curriculum influences relationships, leadership, teaching and learning was published. We approach the topic through a lens of tensions that we perceive occurring in the field. Emotions in schools, for the most part, remain the hidden curriculum in that in many ways emotions are still downplayed in the classroom and have no space in teacher preparation programs. Teachers, students, administrators, and teacher educators alike are left to deal with the tensions that confront them that educational researchers have yet to resolve – tensions related to measurement (what are we measuring and why), related to how we define emotion and tensions related to practice. In this short chapter we do not have the space to address all tensions that might arise; we have chosen a few to provoke conversation and thoughts about where the field may go from here. Suggestions for beginning teachers and research for teacher preparation are offered.

Details

Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

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Article
Publication date: 26 April 2023

Kwesi Amponsah-Tawiah, Justice Mensah, Ruth Boakyewaa and Grace Asare

Building on the emerging literature on the psychology of working theory, this study aims to examine the impact of decent work on employees’ mental health as well as the…

Abstract

Purpose

Building on the emerging literature on the psychology of working theory, this study aims to examine the impact of decent work on employees’ mental health as well as the association between the dimensions of decent work on employees’ mental health.

Design/methodology/approach

Quantitative data were collected from 260 employees working in the Ghanaian mining industry.

Findings

Data analysis showed a positive significant relationship between decent work and employee mental health. Furthermore, access to health care, adequate compensation and hours that allow for free time and rest related positively and significantly with employee mental health. However, the relationships between physical and interpersonal safe working conditions, organizational values that complement family and social values and employee mental health were not significant.

Originality/value

The findings extend the emerging literature relative to the influence of decent work on mental health in developing country context, specifically, sub-Saharan Africa where concerns for decent work have become extremely relevant because of the experience of extreme poverty and unemployment that characterize the region.

Details

International Journal of Law and Management, vol. 65 no. 4
Type: Research Article
ISSN: 1754-243X

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Book part
Publication date: 30 October 2023

Chamika L. Ellis

For many foster alumni, challenges arise as they age out and transition into adulthood and higher education. One area that has been overlooked is how intersecting identity impacts…

Abstract

For many foster alumni, challenges arise as they age out and transition into adulthood and higher education. One area that has been overlooked is how intersecting identity impacts transition among foster youth, especially Black women. Using Scholarly Personal Narrative (SPN) as a methodology, I used myself as the subject to share my lived experiences as a Black woman in foster care through my transition from foster care to adulthood, college, and my career as a Student Affairs professional. Utilizing transition theory and intersectionality as frameworks, I aim to highlight the complex and nuanced challenges of foster youth as they experience major transitions as well as how identity can show up in their professional lives, especially if they are in a field that is tasked with supporting individuals that have a similar lived experience.

Details

Leadership in Turbulent Times
Type: Book
ISBN: 978-1-83753-494-4

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Book part
Publication date: 28 August 2023

Caroline Wolski, Kathryn Freeman Anderson and Simone Rambotti

Since the development of the COVID-19 vaccinations, questions surrounding race have been prominent in the literature on vaccine uptake. Early in the vaccine rollout, public health…

Abstract

Purpose

Since the development of the COVID-19 vaccinations, questions surrounding race have been prominent in the literature on vaccine uptake. Early in the vaccine rollout, public health officials were concerned with the relatively lower rates of uptake among certain racial/ethnic minority groups. We suggest that this may also be patterned by racial/ethnic residential segregation, which previous work has demonstrated to be an important factor for both health and access to health care.

Methodology/Approach

In this study, we examine county-level vaccination rates, racial/ethnic composition, and residential segregation across the U.S. We compile data from several sources, including the American Community Survey (ACS) and Centers for Disease Control (CDC) measured at the county level.

Findings

We find that just looking at the associations between racial/ethnic composition and vaccination rates, both percent Black and percent White are significant and negative, meaning that higher percentages of these groups in a county are associated with lower vaccination rates, whereas the opposite is the case for percent Latino. When we factor in segregation, as measured by the index of dissimilarity, the patterns change somewhat. Dissimilarity itself was not significant in the models across all groups, but when interacted with race/ethnic composition, it moderates the association. For both percent Black and percent White, the interaction with the Black-White dissimilarity index is significant and negative, meaning that it deepens the negative association between composition and the vaccination rate.

Research limitations/implications

The analysis is only limited to county-level measures of racial/ethnic composition and vaccination rates, so we are unable to see at the individual-level who is getting vaccinated.

Originality/Value of Paper

We find that segregation moderates the association between racial/ethnic composition and vaccination rates, suggesting that local race relations in a county helps contextualize the compositional effects of race/ethnicity.

Details

Social Factors, Health Care Inequities and Vaccination
Type: Book
ISBN: 978-1-83753-795-2

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Article
Publication date: 5 January 2024

Chris Brown, Ruth Luzmore, Richard O’Donovan, Grace Ji and Susmita Patnaik

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in…

Abstract

Purpose

Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the opportunities and benefits inter-school social capital networks might bring by exploring: (1) what inter-school networks are available internationally for primary and secondary schools, (2) the features and activities present within inter-school networks and (3) evidence of impact of inter-school network activities.

Design/methodology/approach

For this study, the authors employed a systematic review methodology. The review comprised the five stages of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses: PRISMA, 2021) protocol. The study findings derived from 111 research outputs (from a total of 1,221 originally identified).

Findings

The review highlights a number of different inter-school networks and their diverse purposes as well as key network features, such as the actors present in networks and the activities network participants engage with. At the same time, however, the authors only identify limited reliable evidence of the impact of inter-school networks.

Originality/value

The study fills a knowledge gap by exploring, for the first time, the presence, features of inter-school social capital networks available to school leaders as well as investigating the impact of these networks.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 27 November 2023

Richard Jaffu, Sinyati Ndiango, Ruth Elias, Debora Gabriel and Denis Ringo

This study aimed to examine the influence of psychological capital on the students' academic success in a PhD journey in Tanzania.

Abstract

Purpose

This study aimed to examine the influence of psychological capital on the students' academic success in a PhD journey in Tanzania.

Design/methodology/approach

A cross-sectional survey design was used and data were collected through structured questionnaires from 200 PhD students in Tanzania. Confirmatory factor analysis was used to test the measurement model. The hypotheses were empirically tested using structural equation modeling (SEM).

Findings

The findings affirm that psychological capital in terms of hope, self-efficacy, resilience and optimism are significant predictors of students' academic success in a PhD journey.

Originality/value

To the best of the authors' knowledge, this paper is among the first to comprehensively examine the influence of psychological capital on students' academic success in PhD studies. Previous studies have primarily focused on the undergraduate level. Additionally, this study extends the applicability of conservation of resource (COR) theory to the context of PhD students, demonstrating that psychological capital serves as a crucial resource for them to achieve success in their PhD studies.

Details

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

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