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1 – 10 of over 5000The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of…
Abstract
Purpose
The purpose of this paper is to consider the key themes highlighted by Collins et al., in light of the wider research evidence base on informal sources of support for families of children with intellectual and developmental disabilities.
Design/methodology/approach
This commentary reflects on the provision of informal support services for families of children with intellectual and developmental disabilities.
Findings
The wider literature highlights the key role of family support in shifting negative narratives concerning parenting a child with intellectual and developmental disabilities, the impact of austerity and COVID-19 on support provision and the importance of services working effectively in collaboration to promote self-determination for families and individuals with intellectual and developmental disabilities.
Originality/value
Continued efforts to explore how services and informal social supports might work together in an effective manner are key to improving the quality of life of parents caring for children with intellectual and developmental disabilities.
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Thanks to the Sarbanes‐Oxley Act, CEOs of U.S. companies that have annual revenues exceeding $1.2 billion must personally certify their firm's books, it seems like every third…
Abstract
Thanks to the Sarbanes‐Oxley Act, CEOs of U.S. companies that have annual revenues exceeding $1.2 billion must personally certify their firm's books, it seems like every third company has restated earnings. Household International earned $386 million less than previously reported; Qwest lost $1.1 billion; AOL Time Warner missed $49 million; Interpublic Group found $68.5 million in expenses that had not been properly accounted for. No longer can a CEO hide behind the auditors or plead ignorance.
Jared Boyce and Alex J. Bowers
Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional…
Abstract
Purpose
Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set.
Design/methodology/approach
The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics.
Findings
There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model.
Originality/value
This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research.
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Jacob Ellis, Susannah Fairweather, Mark Scott and Laura Griffiths
In total, 90,000 of the 1.26 million people applying for asylum in the EU in 2015 were unaccompanied children. The Dublin III Regulations provided a unique legal situation where…
Abstract
Purpose
In total, 90,000 of the 1.26 million people applying for asylum in the EU in 2015 were unaccompanied children. The Dublin III Regulations provided a unique legal situation where unaccompanied young people in the Calais Jungle potentially had the right to be reunited with family in the UK. The purpose of this paper is to explore the substantial challenges presented by carrying out medico-legal assessment of this group in the Calais Jungle.
Design/methodology/approach
The authors consider the refugee crisis from a mental health and legal perspective. The authors provide two case examples to contextualise and describe the work. The authors draw from the observations and the literature to discuss the impact of living in the Calais Jungle on young people, the challenges the authors overcame to carry out the assessments and the needs of refugees following settling in the UK.
Findings
The authors conclude that the Calais Jungle was a toxic environment not suitable for young refugees’ continued emotional development or recovery from trauma. The current legal process to relocate a young person to the UK is time consuming and labour intensive. The authors note that these concerns are not unique to the Jungle, nor have they ended with its demolition. The difficulties young refugees face with mental illness continues following their arrival to the UK.
Originality/value
This was the first successful attempt since the Dublin III Regulations to seek a legal route to bring unaccompanied refugee minors from France to the UK. This paper was co-written by both the legal and mental health professionals involved in the cases providing a broad opinion across both disciplines.
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Andrew Murphy and Ben Jenner‐Leuthart
The presence of fair trade coffee in cafés may help in strategic positioning and market differentiation. This paper aims to explore the extent to which this is evident for caf…
Abstract
Purpose
The presence of fair trade coffee in cafés may help in strategic positioning and market differentiation. This paper aims to explore the extent to which this is evident for café customers.
Design/methodology/approach
Customers were surveyed on their perceptions of café and coffee attributes including taste, price and store atmosphere. Respondents were analysed by knowledge of the concept of fair trade, and by frequency and place of purchase.
Findings
The study finds that nearly half of respondents claimed moderate self‐assessed knowledge, although objective knowledge was lower. More knowledgeable customers cared more for fair trade products and for café atmosphere, of which fair trade promotional material plays a part. Customers stated they expected to pay more for fair trade coffee, although on average not as much as current margins require. When exposed to more information about fair trade, stated price premium support increased, but coffee taste expectations worsened.
Practical implications
Promoting fair trade coffee can help distinguish and position cafés, but not as much as was expected. Customer beliefs about the provision of fair trade products appear to have a stronger influence on their choices than actuality.
Originality/value
The paper contributes to understanding customer motives for purchasing fair trade coffee, particularly in the context of cafés/coffee houses, and for their patronage.
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Izhak Berkovich and Tahani Hassan
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed…
Abstract
Purpose
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Design/methodology/approach
The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.
Findings
The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Originality/value
The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.
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Mehmet Sukru Bellibas and Yan Liu
The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship…
Abstract
Purpose
The purpose of this paper is to investigate the extent to which principals’ instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals’ perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student engagement, while controlling for several principal, teacher, and school characteristics.
Design/methodology/approach
The data employed in this study were both teacher- and school-level data sets obtained from the Teaching and Learning International Survey, which was administered by the Organization for Economic Co-operation and Development in 2013. A two-level mixed model was employed in the analysis of the data by adding adjusted weights at both levels for the complex survey data.
Findings
The results indicated a significant and positive relationship between principals’ perceived instructional leadership practice and teachers’ self-efficacy in all three aspects. Also, gender, experience, tenure status, and formal in-service training of teachers were found to be the key factors that have significant effects on teachers’ self-efficacy perceptions.
Practical implications
Findings suggested that international effort for mandating instructional leadership in schools is a worthwhile strategy, which can help teachers develop a greater sense of ability in classroom management, instruction, and student engagement.
Originality/value
This study is the first of its kind to examine the relationship between instructional leadership and teachers’ perceived self-efficacy in multiple areas related to teaching.
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Sedat Gümüş, Mehmet Şükrü Bellibaş and Marcus Pietsch
The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on…
Abstract
Purpose
The research literature in this field demonstrates that instructional leadership provided by principals is essential for student learning, but the question of its impact on students with high and low socioeconomic status (SES) has remained largely unexplored. In the present study, the authors focus on the moderating role of instructional leadership in the relationship between SES and achievement at both the school and student levels.
Design/methodology/approach
Using cross-national Programme for International Student Assessment (PISA) 2015 data, the authors fitted multilevel models to investigate whether the effect of instructional leadership on student achievement in math, science and reading varies across groups of students with the different individual as well as school SES levels.
Findings
Instructional leadership significantly moderates the relationship between school-level SES and student achievement in math, while the moderation effect for individual SES and instructional leadership is not significant for any subject.
Research limitations/implications
This study calls for more research on the moderation role of leadership in the relationship between SES and student achievement, with a specific focus on the integrated models that include the social justice aspect of school leadership.
Originality/value
The authors conclude that while instructional leadership might be beneficial in reducing the achievement gaps between schools, it may not make much difference in terms of reducing the disparity between different SES groups within schools.
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Alex J. Bowers and Bradford R. White
The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school proficiency…
Abstract
Purpose
The purpose of this paper is to examine the independent effects of principal background, training and experience as well as teacher academic qualifications on school proficiency growth through time.
Design/methodology/approach
The authors analyzed the entire population of all elementary and middle schools in the state of Illinois, n=3,154 schools, from 2000 to 2001 through 2005-2006 using growth mixture modeling. The authors examined growth at the school level in the percentage of students meeting or exceeding standards on the Illinois Standard Achievement Test, analyzing separate models for Chicago and non-Chicago schools.
Findings
The results suggest that there are two statistically significantly different latent school proficiency trajectory subgroups through the six-year time period, one high and one low, for both Chicago and non-Chicago schools. In addition, the models suggest that teacher academic qualifications, principal training, principal experience as a principal and an assistant principal, and experience of the principal as a teacher previously in their schools are significantly related to school proficiency growth over time, dependent upon school context.
Practical implications
Recent studies on the independent effects of principal experience, training and teacher academic qualifications have shown inconsistent results on school achievement growth. The authors demonstrate that principal training and background may have an effect on school-level proficiency score growth.
Originality/value
This study is one of the first to examine statistically different proficiency growth trajectories using an entire state-wide data set over a long-term, six-year timeframe.
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