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1 – 10 of 211Douglas Sanford and Filiz Tabak
This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It…
Abstract
Purpose
This paper aims to improve the understanding of student readiness for universal design for learning (UDL), thereby reducing a barrier to its adoption by management faculty. It explores how students’ personality (conscientiousness and openness to experience) affects their readiness to embrace UDL and investigate how that relationship is mediated by self-directed learning (SDL).
Design/methodology/approach
Analysis uses survey data from students in management courses. From these data are created multi-item constructs and control variables. A mediated regression model that uses bootstrapping to estimate parameters and standard errors generates the results.
Findings
The findings were that SDL is strongly related to student readiness for UDL and that SDL fully mediates the relationship between conscientiousness and UDL. Openness to experience, however, directly relates to UDL without any mediation.
Research limitations/implications
This research applies only to one institution and two management courses. The methodology used in this study is limited to one part of the UDL model, which is a measure of student readiness to engage in choice. Future research can extend this model to other courses and institutions and other parts of the UDL model.
Practical implications
These findings provide insight into the student characteristics that enable them to gain empowerment and motivation from the UDL approach. Implementation of UDL in management education may require learning management strategies that accommodate student readiness for UDL. This study makes progress in identifying student characteristics that explain this readiness.
Social implications
UDL can improve management education by making it more accessible to students with different personalities and learning styles.
Originality/value
This study developed a method for analyzing the applicability of UDL in management education. It also devised and implemented a new survey measure for student readiness for UDL.
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Kelly C. Margot, Melissa Pierczynski and Kelly Lormand
The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community…
Abstract
Purpose
The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.
Design/methodology/approach
The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.
Findings
The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.
Research limitations/implications
Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.
Practical implications
The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.
Originality/value
This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.
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Jerrod A. Henderson, Erik M. Hines, Jared L. Davis, Le Shorn S. Benjamin, Jeannette D. Alarcón and Tyron Slack
In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in…
Abstract
Purpose
In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs.
Design/methodology/approach
For this study, inductive thematic analysis was used.
Findings
The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs.
Originality/value
These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.
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Taylor N. Allbright, Julie A. Marsh, Kate E. Kennedy, Heather J. Hough and Susan McKibben
There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’…
Abstract
Purpose
There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.
Design/methodology/approach
Case study methods, including interviews, observations and document analysis, were employed.
Findings
The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.
Originality/value
This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.
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Maria Jorif and Cheryl Burleigh
The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying…
Abstract
Purpose
The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.
Design/methodology/approach
This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.
Findings
Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.
Research limitations/implications
The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.
Originality/value
Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.
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With the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology…
Abstract
Purpose
With the rapid transition of education from the traditional, classroom- or campus-based to the online format, there grows a need for not only taking advantage of online technology but also assessing actual and potential effects it can make on the learners, learning, education, and society. One of the risks inherent in online learning is its growing formalization both in the organization of the learning and in its process, which may gravely affect students’ learning, health, cognition, behavior and quality of the learning outcomes. It can also produce serious implications for the society. This article investigates the origins of formalization, its forms and stages, and discusses asynchronous, precision, and automated learning formats from this perspective. Among many issues, the impact of formalization on the learner's development and socialization is considered. The author offers a pragmatic solution for deformalization of online learning.
Design/methodology/approach
Qualitative analysis of contemporary research literature, educational trends and practices.
Findings
It was found that formalism permeates online education in many ways. It is present in asynchronous, precise and automated learning and may produce significant impact on students, their learning, and society.
Research limitations/implications
This is a qualitative research based on the analysis of current research literature and teaching practices.
Practical implications
While formalism in education is an unavoidable evil, its impact must be diminished. Critical analysis and practical recommendations offered may help improve online teaching and learning.
Social implications
Formalism affects both students' socialization in the online learning environment, and patterns of socialization in the society. It also impacts students’ cognition and behaviors. So, counteracting formalism may benefit the society's well-being.
Originality/value
The authors could not find any publications on this topic. So this is an original material which may contribute to improving online teaching and learning.
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Rickard Enstroem and Rodney Schmaltz
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands…
Abstract
Purpose
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.
Design/methodology/approach
The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.
Findings
This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.
Originality/value
This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.
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K.G. Priyashantha, W.E. Dahanayake and M.N. Maduwanthi
Research has been conducted to investigate the factors that influence career indecision. This study attempted to synthesize empirical research on career indecision to (1) find the…
Abstract
Purpose
Research has been conducted to investigate the factors that influence career indecision. This study attempted to synthesize empirical research on career indecision to (1) find the common determinants over the last two decades and (2) find the factors/areas that need to be addressed for future research on career indecision.
Design/methodology/approach
This study used the systematic literature review (SLR) methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Following the predetermined inclusion criteria, 118 articles from the Scopus database were included for review.
Findings
From this research, the authors found four main determinants for career indecision, namely (1) career-related decision-making difficulties, (2) adolescent differences, (3) individual and situational career decision-making profiles (CDMPs) and (4) level of individual readiness for career choice, which have been researched in the last two decades. Additionally, eight factors/areas were found to be addressed in future research on career indecision which include those four common determinants, the other three determinants, namely (1) individual differences, (2) contextual/environmental factors, (3) social factors, and one outcome, subjective well-being.
Research limitations/implications
The study had limitations in conducting this research, and the findings of the study provide some theoretical and future research implications.
Practical implications
The seven determinants and the only outcome provide some implications for practitioners and policymakers.
Originality/value
The study found seven determinants and one outcome of career indecision derived from empirical studies conducted during 2000–2021.
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Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was…
Abstract
Very little work has been published on teaching for social justice in the Middle East. This paper demonstrates how a group of Arab women’s reading and writing of their world was facilitated by using a social justice pedagogy based on Gutstein’s (2006) model. The study involved 20 Middle Eastern women (ages ranging from 16-36). The findings suggest that the students have developed significant abilities to use mathematics as a tool to read and write their world. In addition, the findings show that, like their counterparts elsewhere in the world, these young women are also interested in social justice issues. This is particularly significant because of current ongoing social developments in the Middle East.
This paper aims to develop a model that supports public organisations in making informed strategic decisions as to which public services are most suitable to be improved through…
Abstract
Purpose
This paper aims to develop a model that supports public organisations in making informed strategic decisions as to which public services are most suitable to be improved through co-creation. Thus, it first identifies the features that make public services (un)suitable for co-creation and then applies this knowledge to develop a multi-criteria decision support model for the assessment of their co-creation readiness.
Design/methodology/approach
The decision support model is the result of design science research. While its structure is determined by a qualitative multi-criteria decision analysis, its substance builds on a content analysis of Web of Science papers and over a dozen empirical case studies.
Findings
The model is comprised of 13 criteria clustered into two groups: service readiness criteria from the perspective of service users and service readiness criteria from the perspective of a public organisation.
Research limitations/implications
The model attributes rely on a limited number of empirical cases and references from the literature review. The model was tested by only one public organisation on four of its services.
Originality/value
The paper shifts the research focus from organisational properties and capacity, as the key co-creation drivers and barriers, to features of public services as additional factors that affect the prospect of co-creation. Thus, it makes a pioneering step towards the conceptualisation of the idea of “service readiness for co-creation” and the development of a practical instrument that supports co-creation in the public sector.
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