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Open Access
Article
Publication date: 26 March 2024

Laura Hedin, Lydia Gerzel-Short, Lisa Liberty and Jason Pope

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic…

Abstract

Purpose

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

Design/methodology/approach

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

Findings

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Research limitations/implications

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical implications

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

Social implications

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Originality/value

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

Details

PDS Partners: Bridging Research to Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2833-2040

Keywords

Article
Publication date: 26 March 2024

Colleen Fitzpatrick and Adam Friedman

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

Abstract

Purpose

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

Design/methodology/approach

One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected.

Findings

The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information.

Originality/value

This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Open Access
Article
Publication date: 12 June 2023

Maria Dodaro and Lavinia Bifulco

The purpose of this paper is to explore two financial inclusion measures adopted within the local welfare context of the city of Milan, Italy, examining their functioning and…

Abstract

Purpose

The purpose of this paper is to explore two financial inclusion measures adopted within the local welfare context of the city of Milan, Italy, examining their functioning and underpinning representations. The aim is also to understand how such representations take concrete shape in the practices of local actors, and their implications for the opportunities and constraints regarding individuals' effective inclusion. To this end, this paper takes a wide-ranging look at the interplay between the rise of financial inclusion and the individualisation and responsibilisation models informing welfare policies, within the broader context of financialisation processes overall.

Design/methodology/approach

This paper draws on the sociology of public action approach and provides a qualitative analysis of two case studies, a social microcredit service and a financial education programme, based on direct observation and semi-structured interviews conducted with key policy actors.

Findings

This paper sheds light on the rationale behind two financial inclusion services and illustrates how the instruments involved incorporate and tend to reproduce, individualising logics that reduce the problem of financial exclusion, and the social and economic vulnerability which underlies it, to a matter of personal responsibility, thus fuelling depoliticising tendencies in public action. It also discusses the contradictions underlying financial inclusion instruments, showing how local actors negotiate views and strategies on the problems to be addressed.

Originality/value

The paper makes an original contribution to the field of sociology and social policy by focusing on two under-researched instruments of financial inclusion and improving understanding of the finance-welfare state nexus and of the contradictions underpinning attempts at financial inclusion of the most vulnerable.

Details

International Journal of Sociology and Social Policy, vol. 44 no. 13/14
Type: Research Article
ISSN: 0144-333X

Keywords

Open Access
Article
Publication date: 26 March 2024

Latifa Sebti and Brent C. Elder

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR…

Abstract

Purpose

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

Design/methodology/approach

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

Findings

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

Practical implications

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

Originality/value

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 25 March 2024

Cathy A.R. Brant

This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching…

Abstract

Purpose

This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.

Design/methodology/approach

This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).

Findings

Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.

Originality/value

This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 17 July 2023

Anaile Rabelo, Marcos W. Rodrigues, Cristiane Nobre, Seiji Isotani and Luis Zárate

The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

Abstract

Purpose

The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

Design/methodology/approach

This paper proposes a systematic literature review to identify the main perspectives and trends in EDM in the e-learning environment from a managerial perspective. The study domain of this review is restricted by the educational concepts of e-learning and management. The search for bibliographic material considered articles published in journals and papers published in conferences from 1994 to 2023, totaling 30 years of research in EDM.

Findings

From this review, it was observed that managers have been concerned about the effectiveness of the platform used by students as it contains the entire learning process and all the interactions performed, which enable the generation of information. From the data collected on these platforms, there are improvements and inferences that can be made about the actions of educators and human tutors (or automatic tutoring systems), curricular optimization or changes related to course content, proposal of evaluation criteria and also increase the understanding of different learning styles.

Originality/value

This review was conducted from the perspective of the manager, who is responsible for the direction of an institution of higher education, to assist the administration in creating strategies for the use of data mining to improve the learning process. To the best of the authors’ knowledge, this review is original because other contributions do not focus on the manager.

Details

Information Discovery and Delivery, vol. 52 no. 2
Type: Research Article
ISSN: 2398-6247

Keywords

Article
Publication date: 10 November 2023

Kara Chan

The purpose of this paper is to explore the marketing opportunities for after-school educational services in the Chinese context by examining children’s perceptions of…

Abstract

Purpose

The purpose of this paper is to explore the marketing opportunities for after-school educational services in the Chinese context by examining children’s perceptions of intelligence using visual methodology.

Design/methodology/approach

Altogether 30 Chinese children aged 9–12 studying in grades four to six were asked to draw what comes to mind for two statements: “This is an intelligent child” and “This is a child of average intelligence.” After doing the drawings, the children were interviewed face-to-face to answer questions about the personalities and social relationships of the children depicted in the two drawings that they had produced.

Findings

A child described as intelligent was imagined wearing glasses, studying hard and obtaining excellent academic results. A child described as of average intelligence was imagined as having many friends, playing a lot and experiencing tension with parents over studies. Participants had a restrictive view of intelligence and associated intelligence with academic success. They endorsed both a growth mindset and a fixed mindset of intelligence. On the one hand, they endorsed a growth mindset of intelligence as they associated intelligence with personal efforts and practices. On the other hand, participants endorsed a fixed mindset of intelligence as they tended to avoid challenges and appeared to be threatened by the success of others. Participants imagined that an intelligent child would experience poor relationships with friends.

Research limitations/implications

The findings were based on a nonprobability small sample. The study did not investigate the socialization process of such perceptions.

Practical implications

Educational services and nonschool activity service providers can position themselves as agents to help students develop meta-analytical skills in embracing challenging tasks. Marketers can develop courses and learning materials that teach children different learning strategies. They can use incentives to encourage persistence and resilience in meeting challenges. This study uncovered the emotional and social needs of intelligent children. A new market segment was identified that targets children with high intelligence. Educational service providers can design curricula and activities to support high-performing children in developing empathy and good communication skills. Educators can assist those who perform well academically to nurture genuine friendships and improve social relations with peers.

Social implications

The prevalence of the private tutoring industry in the Chinese context may introduce educational disparity, as families with low resources will not be able to afford these services. Nonprofit organizations can provide similar educational services at a low cost to bridge the gap. The narrow view of intelligence expressed by participants, and their lack of awareness of the wide range of types of intelligence, indicates that education service providers can develop the confidence of a child with average intelligence through appreciation of his or her unique talents beyond academic achievements.

Originality/value

This study explores attributes associated with intelligence among Chinese children using an innovative visual method. The marketing implications can apply to other societies where the after-school tuition market is prevalent.

Details

Young Consumers, vol. 25 no. 2
Type: Research Article
ISSN: 1747-3616

Keywords

Article
Publication date: 2 January 2024

Adam Carmer, Joseph Kleypas and Marissa Orlowski

The aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and…

Abstract

Purpose

The aim of this paper is to examine the existing literature circa 2010–2023 of introductory wine education involving sensory experience components in an objective, transparent and replicable manner. Sensory experience education normally involves the usage of the five senses (smell, taste, sight, feel and hearing) as means to demonstrate, scaffold and illuminate introductory-level wine curricula. This study identifies the methodologies used in existing in educational wine sensory experience literature, identifies the pedagogical utilities of current wine research and explores findings useful for wine educators.

Design/methodology/approach

This paper uses the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) for literature review reporting.

Findings

From the existing body of literature involving wine sensory experience in education (N = 20), five pedagogical utilities emerged from the dataset: wine sensory experience training (n = 7), wine sensory analysis techniques (n = 5), teaching environment (n = 5), wine and food pairing (n = 2) and psychological context (n = 1). Furthermore, experimental design is the preferred method (n = 14) of research related to wine sensory experience in education.

Practical implications

This study provides utility for wine educators at the college and university level and may provide perspective and tools for firms seeking consumer engagement through wine education.

Originality/value

To the researchers' knowledge, there are no literature reviews that explore wine sensory experience in education. Thus, the primary contributions of this study are threefold: identification of current gaps in wine education research, identification of future research questions and avenues of study, and resources for curriculum improvement of introductory wine courses.

Details

British Food Journal, vol. 126 no. 4
Type: Research Article
ISSN: 0007-070X

Keywords

Article
Publication date: 26 March 2024

Umaira Tabassum, Xing Qiang, Jaffar Abbas, Amjad Islam Amjad and Khalid Ibrahim Al-Sulaiti

Positive psychology helps us understand the knowledge required to contribute to adolescents' societal development and adjustability. Adolescence is the crucial stage to work on…

Abstract

Purpose

Positive psychology helps us understand the knowledge required to contribute to adolescents' societal development and adjustability. Adolescence is the crucial stage to work on for a balanced personality. The present study concerned adolescents' self-strength, happiness, and help-seeking behaviour. The authors aimed to explore the relationship between adolescents' self-strength and happiness and investigate the mediational effect of adolescents' help-seeking behaviour on their self-strength and happiness.

Design/methodology/approach

The research design of the current quantitative study was correlational, and 809 adolescents from China and Pakistan participated in the present study. Data were personally collected from participants through self-developed scales.

Findings

We deployed Pearson correlation and simple mediation using SPSS software and found a linear, positive, strong (r = 0.654, n = 809, p = 0.000 < 0.01) and statistically significant correlation between adolescents' self-strength and happiness. The authors also found a significant indirect effect of help-seeking on adolescents' self-strength and happiness at (β = 0.373, t(907) = 7.01).

Research limitations/implications

Using self-reported scales to gather information was one of the study's limitations. Adolescents may have misunderstood the notion or construct narrated in words or responded biasedly despite the bilingual scales.

Practical implications

This study offers social and practical implications for educators, parents, and school administrators to address the development of adolescents' personalities using a positive psychology lens.

Originality/value

The findings are of significant importance for teachers working in the elementary schools. They may work on adolescents' self-strength, happiness, and help-seeking to develop balanced personalities.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

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