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1 – 10 of over 25000
Article
Publication date: 11 November 2020

Bradley Davis and Erin Anderson

The authors demonstrate the usage of data visualization for conveying educational administration research, with a specific focus on differential principal turnover. They model…

Abstract

Purpose

The authors demonstrate the usage of data visualization for conveying educational administration research, with a specific focus on differential principal turnover. They model when and how principals move, over time, between six categories of turnover.

Design/methodology/approach

The authors construct several easy-to-interpret alluvial diagrams that reveal the patterns of differential turnover among 1,113 first-time Texas principals. Furthermore, the authors investigate how these patterns differ across educator characteristics (i.e. race and sex) and school contexts (i.e. school level and campus urbanicity).

Findings

Half of all first-time principals turn over within two years. Most principals who stay in leadership roles leave the district where they were first entered the principalship. Men are promoted more and women turn over less. In a connected finding, the authors conclude that elementary principals turn over less, and middle and high school principals are promoted more often. Principals of color are demoted more often than White principals. Urban school principals exit the system at a greater rate than rural principals.

Originality/value

The significance of this study lies in its direct response to two problems facing the administrator turnover knowledge base – a lack of methodological accessibility and the underutilization of data visualization. The authors’ is the first study to contain visualization of differential turnover outcomes over time. Second, the authors’ study provides a blueprint for data visualization that not only creates new knowledge but also speaks to a wider variety of education stakeholders by presenting complex data in a visual format.

Details

Journal of Educational Administration, vol. 59 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 2 November 2015

Hayward P. Andres and Obasi H. Akan

The purpose of this paper is to determine if “fit” and “non-fit” between authoritarian versus demonstrator teaching and visual versus verbal learning preferences differ in impact…

Abstract

Purpose

The purpose of this paper is to determine if “fit” and “non-fit” between authoritarian versus demonstrator teaching and visual versus verbal learning preferences differ in impact on Chinese MBA student academic performance in a large local urban Chinese university setting. In addition, the role of Chinese cultural behavioral tendencies in dictating specific teaching and learning style preferences among Chinese MBA students is also examined.

Design/methodology/approach

Subjects were 135 Chinese MBA students that indicated their learning style preference (verbal or visual) and predominant teaching style encountered (authoritarian or demonstrator). Analysis of variance (ANOVA) main effects were used to identify the best teaching style and best learning style. ANOVA interaction effects were used to test the meshing hypothesis (i.e. teaching-learning style “fit” versus “non-fit” conditions).

Findings

The results provided support for the mesh hypothesis – teaching style – learning style fit does matter. In general, authoritarian teaching was superior to demonstrator, and verbal learning was superior to visual. Findings also suggest that the demonstrator teaching style may better handle different learning styles (e.g. both verbal and visual) simultaneously as compared to the classic authoritarian teaching style.

Research limitations/implications

The findings support and contribute to the body of knowledge about the mesh hypothesis and provide the foundations for further longitudinal studies evaluating teaching and learning styles learning styles in a multicultural and cross-cultural context. A limitation of the study is that self-report responses were used and the data were collected at one Chinese university.

Practical implications

The results suggest that instructors are likely to reach only a selected few students if it is assumed that all students learn in the same way or based on cultural orientation alone. University administrators should be aware of the role of cultural tendencies related to teaching and learning and how cross-cultural communication and multicultural awareness can provide insights into strategies for social and academic integration of foreign students.

Originality/value

To date, the meshing hypothesis has received far less theoretical or empirical attention than the general learning style and teaching style hypotheses. This study addresses that gap.

Details

Journal of International Education in Business, vol. 8 no. 2
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 23 June 2021

Constance Elizabeth Kampf, Charlotte J. Brandt and Christopher G. Kampf

The purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio…

Abstract

Purpose

The purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.

Design/methodology/approach

Meta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.

Findings

Key findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.

Research limitations/implications

This study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.

Practical implications

For researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.

Originality/value

This case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.

Details

International Journal of Managing Projects in Business, vol. 16 no. 1
Type: Research Article
ISSN: 1753-8378

Keywords

Content available
Book part
Publication date: 22 June 2021

John N. Moye

Abstract

Details

The Psychophysics of Learning
Type: Book
ISBN: 978-1-80117-113-7

Article
Publication date: 1 June 1999

Uri Fidelman

Experimental findings not suiting the guided search model (GSM) of Cave and Wolfe (1990) and Wolfe (1994) and the modified guided search model (mGSM) of Efron and Yund (1996) are…

Abstract

Experimental findings not suiting the guided search model (GSM) of Cave and Wolfe (1990) and Wolfe (1994) and the modified guided search model (mGSM) of Efron and Yund (1996) are reviewed. Assumptions which explain these discrepancies are added. Thus two possible alternative models are obtained. According to both models the preattentional parallel processing stage of the GSM is related to the right hemisphere, while the attentional stage is related to the left hemisphere. Experiments determining whether one of these models is correct are suggested.

Details

Kybernetes, vol. 28 no. 4
Type: Research Article
ISSN: 0368-492X

Keywords

Open Access
Article
Publication date: 5 July 2022

Adil Mohammed Qadha and Baleigh Qassem Al-Wasy

This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.

1543

Abstract

Purpose

This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.

Design/methodology/approach

The study follows an experimental design in which two groups participated in the study. The experimental group used visual grammar tools in learning participle adjectives. The control group was taught the participle adjectives in a traditional way. A pre–post test was designed and presented to the participants in the two groups.

Findings

The results showed that the experimental group made statistically significant improvements in their performance in using participle adjectives due to the use of visual grammar tools.

Research limitations/implications

The current study is only limited to the effect of visual images on a particular grammatical issue, that is participle adjectives. Besides, the study does not include the gender variable; there may be variation in the results depending on the variable of gender.

Practical implications

The present study can provide language instructors with some guidelines on how to incorporate visual grammar applications in teaching grammar aspects. Learners can also be encouraged to have a better understanding of English grammar, using the different connotations of visual images.

Social implications

Using visual images in teaching grammar will increase the learners' ability to think beyond their classroom environment. They can use this experience whenever they face visual images in different societal activities.

Originality/value

This paper is one of the initial attempts to investigate the effect of using visual grammar on learning participle adjectives.

Details

PSU Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2399-1747

Keywords

Book part
Publication date: 2 August 2018

Bethney Bergh, Christi Edge and Abby Cameron-Standerford

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our…

Abstract

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

Article
Publication date: 1 March 2001

Annette Vincent and Dianne Ross

Training can be personalized using online resources to determine an individual’s learning preferences and personality characteristics. This study provides an overview of learning

12638

Abstract

Training can be personalized using online resources to determine an individual’s learning preferences and personality characteristics. This study provides an overview of learning style, personality types, and multiple intelligences theories; lists and describes selected testing instruments available on the Internet; and provides strategies for teaching and learning, considering different learning styles.

Details

The Learning Organization, vol. 8 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

5184

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Book part
Publication date: 16 August 2014

Carol M. Graham, Patrick Kelly, Dawn W. Massey and Joan Van Hise

Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine &…

Abstract

Teaching ethical decision making can be distinguished from teaching decision making in other settings by its juxtaposition of students’ affect with their intellect (Gaudine & Thorne, 2001); as Griseri (2002, p. 374) aptly points out, “effective business ethics teaching should involve a combination of…two aspects of ethical situations – their emotional and intellectual elements.” To engage students’ affect, research suggests the use of multiple teaching modalities (e.g., films, case studies, journals, and role-play) (McPhail, 2001). To develop students’ ethical intellect, research recommends using appropriate, individual-specific cognitive stimulation (Massey & Thorne, 2006). Yet, in designing courses, faculty typically preselect course teaching methods independently of the particular students who enroll in the course, often teaching their courses using methods that are consistent with their own personal learning styles (Thompson, 1997) even though those methods may not be effective for (m)any students in their classes. Nonetheless, investigating each student’s preferred learning style and tailoring the course accordingly is impractical (cf., Montgomery & Groat, 1988). Thus, as highlighted in the ethics literature (McPhail, 2001) and suggested in the education literature (Nilson, 2010a), faculty should utilize a variety of approaches to effectively teach ethics to their accounting students. To facilitate these efforts, this paper presents and evaluates various strategies accounting faculty can use to teach accounting ethics in ways that correspond to students’ varying learning preferences. As such, the strategies this paper provides can be used to create an accounting ethics course that affectively impacts and cognitively stimulates a diverse student body that, in turn, can lead to improved ethical reasoning skills.

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-78190-845-7

Keywords

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