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Article
Publication date: 23 June 2023

Mark Murphy

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…

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.

Details

Tizard Learning Disability Review, vol. 28 no. 1/2
Type: Research Article
ISSN: 1359-5474

Keywords

Article
Publication date: 1 June 2002

Bristol Lane Voss

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.

Details

Journal of Business Strategy, vol. 23 no. 6
Type: Research Article
ISSN: 0275-6668

Article
Publication date: 5 December 2017

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…

3893

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.

Details

Journal of Educational Administration, vol. 56 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 10 July 2017

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.

Details

International Journal of Human Rights in Healthcare, vol. 10 no. 3
Type: Research Article
ISSN: 2056-4902

Keywords

Article
Publication date: 1 November 2011

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…

6828

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.

Details

Journal of Consumer Marketing, vol. 28 no. 7
Type: Research Article
ISSN: 0736-3761

Keywords

Abstract

Details

Gender and Parenting in the Worlds of Alien and Blade Runner
Type: Book
ISBN: 978-1-83982-941-3

Article
Publication date: 10 November 2023

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.

Details

International Journal of Educational Management, vol. 37 no. 6/7
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 6 February 2017

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…

2372

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.

Details

Journal of Educational Administration, vol. 55 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 13 April 2022

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…

1294

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.

Details

Journal of Educational Administration, vol. 60 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 29 July 2014

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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