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1 – 10 of 211
Open Access
Article
Publication date: 28 February 2023

Douglas 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.

Details

Organization Management Journal, vol. 20 no. 3
Type: Research Article
ISSN: 2753-8567

Keywords

Open Access
Article
Publication date: 26 February 2024

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.

Details

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

Keywords

Open Access
Article
Publication date: 1 June 2022

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…

1204

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.

Details

Journal for Multicultural Education, vol. 17 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Open Access
Article
Publication date: 11 June 2019

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’…

13936

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.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 8 October 2020

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…

3470

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.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 2 April 2021

Peter Serdyukov

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…

3728

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.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 24 January 2024

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.

Details

Journal of Work-Applied Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 29 September 2022

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…

10082

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.

Details

Journal of Humanities and Applied Social Sciences, vol. 5 no. 2
Type: Research Article
ISSN: 2632-279X

Keywords

Open Access
Article
Publication date: 1 December 2015

Mohammed Goma Tanko

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.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 2
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 20 July 2023

Sanja Vrbek and Tina Jukić

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.

Details

Transforming Government: People, Process and Policy, vol. 18 no. 1
Type: Research Article
ISSN: 1750-6166

Keywords

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