Search results
1 – 10 of over 23000Renée T. Clift, Chris Da Silva Iddings, Donna Jurich, Iliana Reyes and Kathy Short
This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation program…
Abstract
This chapter is about the multiple forms of collaboration that are crucial to designing and implementing a school and community-based early childhood teacher preparation program. Maintaining quality in education and teacher education is a systemic, interdependence among individuals, institutions, and local, state, and national policy makers. We conclude that teacher education redesign is less about courses and pedagogies and more about systemic relationships, routines, and evaluations over time.
Details
Keywords
Jaesook L. Gilbert, Helene Arbouet Harte and Lenore J. Kinne
This chapter describes the Bornlearning® Academy (BLA), a school-based family engagement program predicated on the notion that families come to the table with knowledge and skills…
Abstract
This chapter describes the Bornlearning ® Academy (BLA), a school-based family engagement program predicated on the notion that families come to the table with knowledge and skills and can support children’s learning by building on what they are already doing. It takes place in a school building within the families’ school district, and it is a six-workshop series that utilizes materials available for free at bornlearning.org, a United Way Worldwide public engagement campaign. The goal of the BLA is to increase parents’/caregivers’ understanding of their role in the education process of their children and to facilitate familiarization and establishment of positive experiences with the school personnel and the school district for the children and their families. Survey data demonstrated that parents/caregivers from a range of backgrounds enjoyed and learned from various BLA workshops. Gains on content questions indicated the BLA attendees learned, and responses indicated that attendees both intended to use what they learned at the workshops in their own interactions with their children and actually followed through on those intentions.
Details
Keywords
Robert T. Palmer and Jameel Scott
Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes…
Abstract
Guided by the theoretical framework of human capital theory and using data from the Baccalaureate and Beyond Longitudinal Study, this chapter investigated labor market outcomes for graduates of historically Black colleges and universities (HBCUs) compared to their non-HBCU counterparts. The results from this current study largely indicate that there are no significant disadvantages for Black graduate of HBCUs in terms of labor market outcomes. Moreover, under the premise of human capital theory, this study found that HBCUs serve as equivalent mechanisms for human capital attainment for Black students. This chapter concludes with limitations of the study as well as implications for future research.
Details
Keywords
Preetam Khandelwal and Aakanksha Sehgal
The purpose of this paper is to study the nature of work-family interface for urban Indian women entrepreneurs (WEs), in terms of not only conflict but also enrichment. It also…
Abstract
Purpose
The purpose of this paper is to study the nature of work-family interface for urban Indian women entrepreneurs (WEs), in terms of not only conflict but also enrichment. It also endeavours to examine the coping and support mechanisms that are used by the WEs.
Design/methodology/approach
This paper has adopted a qualitative design, employing in-depth interviews to gain an insight into the research questions.
Findings
Though seen to experience work-family conflict extensively, WEs effectively utilized various flexible work and time management techniques as coping mechanisms. More importantly, they were seen to establish a “buy-in” for their work, thereby eliciting support from diverse sources in the home environment. Furthermore, work-to-family enrichment (WFE) was seen to facilitate a stronger bond with family members as well as increase the subjective well-being of the WE. Finally, family-to-work enrichment (FWE) enabled the WEs to obtain various kinds of resources from the family domain to benefit their businesses, thereby affecting venture-level outcomes positively.
Research limitations/implications
As the findings of the study map reasonably well to prior theoretical research, the present study serves as a starting point for future research examining the relevance of work-family dynamics for WEs across cultures.
Practical implications
The results of the study positively contribute to the discussion on work-family interface for WEs in the cultural context of India.
Originality/value
The study offers qualitative insights into the work-family dynamics of Indian WEs, especially focusing on the key advantages that they derive by capitalizing on positive spill-over from one domain to the other.
Details
Keywords
Andrés Barrios, Sonia Camacho and Catalina Estrada-Mejia
This paper aims to explore the intersection between service and social innovation, using a service-dominant logic (SDL) ecosystem approach to analyze how service innovations…
Abstract
Purpose
This paper aims to explore the intersection between service and social innovation, using a service-dominant logic (SDL) ecosystem approach to analyze how service innovations cocreate transformative value for individuals and communities.
Design/methodology/approach
A case study, with different data sources, is used to understand different innovations in a program that provides financial training to women in poverty in Colombia.
Findings
In the program’s service ecosystem, actors worked in tandem to develop dialogical service innovations. These service innovations transformed into social innovations, cocreating transformative value at different levels of the service ecosystem, including beneficiaries, families and communities.
Research limitations/implications
First, this study illustrates how, during service value cocreation experiences, a dialogical innovation path occurs with the simultaneous participation of different service entities. Second, it uses transformative value cocreation to integrate service and social innovations conceptually. Third, it reveals how service innovation cocreates transformative value at different levels of the service ecosystem. Fourth, it shows how technology in its material and immaterial forms, working as an operand and operant role, respectively, facilitates service innovations.
Practical implications
This study illustrates how a wider service focus including all actors involved, in addition to a holistic view of beneficiaries, can prompt service and social innovations.
Originality/value
Service and social innovations have been seen as parallel fields. This study uses SDL to integrate these types of innovation processes and outcomes by applying the concept of transformative value.
Details
Keywords
Cheryl J. Craig and Lily Orland-Barak
This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the…
Abstract
This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.
Details
Keywords
This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to…
Abstract
Purpose
This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates.
Design/methodology/approach
Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice.
Findings
The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students.
Research limitations/implications
This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.
Originality/value
Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.
Details
Keywords
Rena A. Hallam, Myae Han, Jennifer Vu and Jason T. Hustedt
Family engagement is a central tenet of high-quality early education practice. However, the ways in which programs interact with families have varied significantly over time and…
Abstract
Family engagement is a central tenet of high-quality early education practice. However, the ways in which programs interact with families have varied significantly over time and in relationship to program type. This chapter extends traditional notions of family involvement by emphasizing the potential of early care and education programs to effectively support parents and other primary caregivers in enhancing daily interactions with their children. Specifically, home visits are described as an important mechanism to influence parent-child interaction particularly when intentional, evidence-based curricula are employed. In recent years, there has been an increasing focus on developing and implementing such home visiting models. In this chapter, we describe a specific example of the integration of the Promoting First Relationships (PFR) parent-child interaction curriculum (Kelly, Zuckerman, Sandoval, & Buehlman, 2008) into home visits in both home and center-based Early Head Start practice. Implementation aspects for enhancing existing family engagement strategies with an intentional home visiting curriculum are discussed with recommendations for future programming and research.
Details
Keywords
Elita Amini Virmani, Ann-Marie Wiese and Peter L. Mangione
This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to…
Abstract
This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to relational family engagement, a new approach to engaging families in their children’s early learning. Relational family engagement is discussed as central to effectively engaging culturally and linguistically diverse families as active contributors to their children’s lifelong success as learners. The authors delineate three principles fundamental to relational family engagement, supported by an interdisciplinary review of research. Reflective practice is explored as a pathway to relational family engagement. The authors assert that the integration of reflective practice holds promise as a way to facilitate and deepen relationships among staff in early childhood programs, between the early childhood education program staff and families, and between families and children, such that children’s early learning experiences are enhanced across both home and preschool contexts while drawing upon their families’ cultural and linguistic assets.
Details
Keywords
Teidorlang Lyngdoh, Ellis Chefor and Bruno Lussier
Salespeople’s unethical behaviors have been the subject of extensive academic research and practitioner outcry. High pressure, complex selling environments and extant methods of…
Abstract
Purpose
Salespeople’s unethical behaviors have been the subject of extensive academic research and practitioner outcry. High pressure, complex selling environments and extant methods of monitoring, control and compensation of salespeople have been found to lead to short-term sales behaviors, such as lying, that are detrimental to both customers and firms in the long run. Furthermore, work and family pressures can lead to unethical sales behaviors. However, research on the impact of the social environment on unethical behaviors in sales is scant. This study aims to examine the impact of social factors (e.g. supervisor support and family work support) on salespeople’s unethical behaviors as a social exchange process in an emerging market context where work and family pressures are high. Specifically, the mediating role of emotional and cognitive engagement on the relationship between social support and unethical behaviors is investigated.
Design/methodology/approach
An empirical study was conducted to examine the relationship between social support (family work support and supervisor support), engagement (emotional and cognitive) and unethical behaviors. Survey data were collected from 496 salespeople from multiple industries in India, and partial least squares structural equation modeling was used to test the hypothesized relationships. In addition, post hoc qualitative interviews were conducted with 15 salespeople to corroborate the findings.
Findings
Supervisor support is positively related to emotional and cognitive engagement and negatively related to unethical behaviors. Contrary to our hypothesis, family work support is positively related to unethical behaviors. However, this relationship becomes negative when the salesperson is emotionally and cognitively engaged with their work.
Research limitations/implications
This research enhances the understanding of the antecedents of unethical behaviors in sales. Supervisor support, emotional engagement and cognitive engagement reduce unethical behaviors. However, family work support increases unethical behaviors. The relationship between social support (supervisor and family work) and unethical behaviors is mediated by emotional and cognitive engagement. These findings offer sales managers dealing with increasing work and family pressures and the blurring of personal and professional life a way to motivate their sales force to act in a manner that benefits customers and the firm in the long run.
Practical implications
The findings offer insights on how sales managers and organizations can help design supportive work environments for their salespeople to help reduce unethical behaviors. The findings also highlight the importance of understanding salesperson family values during the hiring process and keeping salespeople engaged, especially while they work from home, are isolated from their work environment and spend more working hours at home with family members.
Originality/value
To the best of the authors’ knowledge, the current research is the first to investigate the impact of family work support on unethical behaviors. This is timely and valuable as the current COVID-19 pandemic has increased the number of salespeople working from home, reduced sales performance and increased anxiety due to economic uncertainty, all of which could encourage unethical sales behaviors. This paper is also the first to investigate the mediating role of engagement on the effects of social support on unethical behaviors.
Details