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Book part
Publication date: 8 April 2005

Kevin Real and Marshall Scott Poole

This chapter develops a framework for classifying approaches to conceptualizing and measuring implementation of innovations. It first develops a typology that…

Abstract

This chapter develops a framework for classifying approaches to conceptualizing and measuring implementation of innovations. It first develops a typology that distinguishes rollout, modification, programmatic and transformation conceptualizations of implementation. The implications of each conceptualization for measurement of implementation are discussed. Following this a classification scheme for implementation measures is presented that distinguishes measures on the basis of their: (a) criterion for success of the implementation; (b) innovation unit; (c) source of data; (d) measurement scale; and (e) level of analysis. Issues related to various measurement choices are discussed along with recommendations for future research and development in the measurement of implementation.

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Research in Organizational Change and Development
Type: Book
ISBN: 978-0-76231-167-5

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Book part
Publication date: 7 August 2012

Christa Boske and Sarah Diem

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about…

Abstract

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about what it means to lead for social justice in schools. The chapter offers a template to ground school leaders in socially just practices. The authors contend those interested in leading schools do not need to wait for external agencies to take actions that align with their beliefs and vision to serve school communities in socially just ways. School leaders have the capacity to demonstrate their convictions and commitment to foster meaningful change. The authors suggest such changes promote opportunities to frame a new common discourse in educational leadership: pursuing a new vision for leading for social justice in schools.

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Global Leadership for Social Justice: Taking it from the Field to Practice
Type: Book
ISBN: 978-1-78052-279-1

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Article
Publication date: 16 June 2021

James Coviello and David E. DeMatthews

The purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district–community…

Abstract

Purpose

The purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district–community context and advocate for issues of equity.

Design/methodology/approach

This qualitative multi-case study took place over the 2017–18 school year and involved superintendents leading large urban districts in the United States, with data derived from semi-structured interviews, observations of school board and other public meetings and document collection.

Findings

This article describes how superintendents' sensemaking around equity was situated within the context of interactions with district board members and other stakeholder groups within their communities and influenced by their sense of professional vulnerability of public advocacy. Leaders often felt the need to attenuate their personal sense of equity and act strategically when framing related policies or practices. This study highlights examples by which superintendents were forced to confront instances when community support and prioritization of equity issues did not match their own and subsequently struggled to make sense of how to frame issues that were not in alignment.

Originality/value

Despite their positional authority, relatively little attention has been paid to the experience of school district superintendents in fostering equity. This study provides practical examples of superintendents making sense of complex leadership scenarios and taking strategic action to promote equity in authentic circumstances and has important implications for research and practice.

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Journal of Educational Administration, vol. 59 no. 5
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 7 January 2019

Samuel R. Hodge and Eugene Asola

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement…

Abstract

This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), other health impairments represent chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and adversely affect a child’s educational performance. The chapter is organized around definitions, prevalence, etiologies, intervention strategies, and teaching considerations for selected disabling conditions in this disability category.

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Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 7 January 2019

Abstract

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Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 20 May 2005

William J. Barber

A review essay on Social Science and Policy Making: A Search for Relevance in the Twentieth Century, David L. Featherman and Maris A. Vinovskis, Eds. University of

Abstract

A review essay on Social Science and Policy Making: A Search for Relevance in the Twentieth Century, David L. Featherman and Maris A. Vinovskis, Eds. University of Michigan Press, 2001, pp. ix, 228. This volume contains eight papers occasioned by the celebration of the fiftieth anniversary of the Institute of Social Research at the University of Michigan. Most of the essays can be bracketed into two distinct groups. The first surveys the interactions between academic social scientists and decision-makers on public policies as they have evolved in the United States. The second is built around case studies of the influence (or lack thereof) of social scientists in the shaping of policies for Head Start, the various attempts to “fix” welfare programs, and potential programs to assist the elderly in an aging society. The thread connecting these contributions is signaled in the sub-title. Whether the insights of social sciences have lost relevance in public decision-making and, if so, how they might regain it, pose questions that are very much worth asking.

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A Research Annual
Type: Book
ISBN: 978-1-84950-316-7

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Book part
Publication date: 5 October 2015

Christa Boske and Azadeh F. Osanloo

Authors’ experiences encourage teachers and learners to consider the impact of integrating an intersensory transformative curriculum that explores how the senses interact…

Abstract

Authors’ experiences encourage teachers and learners to consider the impact of integrating an intersensory transformative curriculum that explores how the senses interact with each other in different combinations and hierarchies (see Howes, 2003). Such efforts may require a deeper and more comprehensive analysis of the senses in understanding self with a focus on increasing consciousness, meaning-making, and embodied experiences (Boske, 2011b; Burns, 1978; Eisner, 1994; Noddings, 1984). All human experiences are essential to interpretation of the senses. Attending to the sensorium, which embeds the senses throughout learning, may encourage connectedness among self and others; and ultimately, provide spaces to promote equity in schools. Teachers and learners, in developing this socioecological perspective by designing curricula to include readings and activities centered on deepening personal knowings, can work to collectively engage in making connections among self, social justice and equity, and addressing larger societal issues (Furman, 2012; Jean-Marie et al., 2009).

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Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

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Book part
Publication date: 12 August 2014

Joseph A. Kotarba and Nicolas J. LaLone

The concept of the music scene has served sociologists well in providing a template for studying the organization of various musical styles and the people who work…

Abstract

The concept of the music scene has served sociologists well in providing a template for studying the organization of various musical styles and the people who work together to create the musical experiences. Writers including Howard Becker, Richard Peterson, Andy Bennett, David Grazian, and Joseph Kotarba have explored music scenes ranging from jazz, blues and rock to country and Latino styles. Although there is no one consensual definition of music scene, the notion of place, in a physical, empirical, and geo-local sense, seems to be a universal concern in the literature. In this chapter, we will outline a more inclusive, interactionist-oriented, and updated concept of the music scene that is at once interactionist in tone and perspective, while sensitive to dramatic changes occurring both in the world of politics and in the world of digital media. Perhaps most importantly, the concept of music scene can provide insight into the historical fact that, in spite of technological advancements, the live music experience is still at the heart of musical experiences across communities and cultures.

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Revisiting Symbolic Interaction in Music Studies and New Interpretive Works
Type: Book
ISBN: 978-1-78350-838-9

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Article
Publication date: 17 April 2018

Budi Hartono

The purpose of this paper is to provide a systematic classification for frameworks, methods, and models of in-project quantitative risk analysis (IQRA) for the last 30 years.

Abstract

Purpose

The purpose of this paper is to provide a systematic classification for frameworks, methods, and models of in-project quantitative risk analysis (IQRA) for the last 30 years.

Design/methodology/approach

An extensive literature review is conducted to identify pertinent IQRA works. Identified IQRA frameworks/methods/models are then classified on the basis of commonalities in key attributes and assumptions. Linkages between each category of IQRAs and dimensions of complexity are also observed.

Findings

Around 70 key publications on IQRAs are identified. Major attributes for each work are described. Five distinct categories of IQRAs emerge with unique linkages to complexity dimensions. An analytical framework in the form of a matrix is presented to illuminate evolution on modeling characteristics and to indicate a relationship between respective category and dimensions of project complexity.

Research limitations/implications

The research coverage is intended to be comprehensive but it is by no means exhaustive. This study highlights research opportunities in IQRAs and the possible extension toward in-project quantitative complexity analysis (IQCA).

Practical implications

The proposed matrix provides guidance to practitioners to select the appropriate category of IQRAs for a specific project complexity type in a contingency fashion. The study highlights lessons from development and utilization of IQRAs. Outstanding issues from IQRAs are discussed to avoid similar drawbacks for IQCAs.

Originality/value

This study provides an original framework/matrix to classify extant works in IQRAs. It also establishes an association between IQRAs and the emerging conceptual works of complexity.

Details

International Journal of Managing Projects in Business, vol. 11 no. 3
Type: Research Article
ISSN: 1753-8378

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Article
Publication date: 1 December 2001

Barbara J. D’Angelo

Information competency instruction is an essential component of the strategic mission of Fletcher Library at Arizona State University West. Instuction programs include…

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Abstract

Information competency instruction is an essential component of the strategic mission of Fletcher Library at Arizona State University West. Instuction programs include drop‐in basic skills classes, course‐integrated instruction taught by subject librarians, and an online tutorial currently under development. From summer 1999 through summer 2000, faculty members and subject librarian for the Integrative Studies Program collaborated to integrate information competency instruction and assessment into the program’s gateway course. Two sessions were developed and taught by the librarian. A prelimanry assessment programms developed to evaluate student outcomes and to serve as the foundation of a future programmatic assessment program. This paper reports on the resulting sessions, the assessment, modifications made as a result of the information gathered and its place in the development of programmatic competencies.

Details

Reference Services Review, vol. 29 no. 4
Type: Research Article
ISSN: 0090-7324

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