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Book part
Publication date: 2 August 2018

Amparo Clavijo Olarte and Maribel Ramírez Galindo

In this chapter, we use self-study to explain the ways we enact community pedagogy in socioeconomically and culturally diverse school contexts in Bogotá, Colombia. We use our…

Abstract

In this chapter, we use self-study to explain the ways we enact community pedagogy in socioeconomically and culturally diverse school contexts in Bogotá, Colombia. We use our personal and professional journeys as language teachers, teacher educators, and researchers to show key experiences in our life stories and teaching trajectories that have influenced our teaching and research praxis. Our main interest as researchers and practitioners was to connect school curricula to the life of children and teachers in schools. Self-study helped us identify and problematize our identities and positions as foreign language teachers who espouse valuing of local knowledge. Through reflection and implementing field experiences with practicing teachers in professional development sessions in schools, we felt that we achieved such connection to develop the mindset for critical pedagogy.

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Book part
Publication date: 2 August 2018

Amber Strong Makaiau, Karen Ragoonaden, Jessica Ching-Sze Wang and Lu Leng

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine…

Abstract

This chapter explores how four culturally, ethnically, and linguistically diverse colleagues use self-study methodologies and online journaling to systematically examine inquiry-based teaching and learning in international contexts. Respectively from the USA, Canada, Taiwan, and China, the main research question is, “How can we develop an inquiry stance in our similarly diverse teacher candidates?” For five months, they explore the question with one another in an interactive online journal. The analysis of their written journal reflections result in four main themes: (1) naming and framing inquiry and context, (2) perspectives on translating theory to practice, (3) common practices for developing inquiry stance, and (4) policy work. The chapter concludes with a list of recommendations for fostering inquiry-based teaching and learning with culturally, ethnically, and linguistically diverse teacher candidates. Self-study research methodologies, Philosophy for Children, and online journaling are also suggested as professional development models for diverse globalized teacher educators.

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Article
Publication date: 7 August 2018

Susan Cridland-Hughes, Jacquelynn A. Malloy and Angela Rogers

The purpose of this study is to explore the use of policy debate as a frame for developing critical participatory literacy skills focused on student engagement with current events.

187

Abstract

Purpose

The purpose of this study is to explore the use of policy debate as a frame for developing critical participatory literacy skills focused on student engagement with current events.

Design/methodology/approach

Using dialogism as a frame for a discussion-based course (Bakhtin, 1982; Reznitskya, 2012) and self-study as a methodological structure (Samaras, 2011), they explore the iterative process of shaping a policy debate curriculum across three separate cohorts. In the process, they share reflections and insights about what they learned about their assumptions as teachers.

Findings

Instructors offer recommendations for structuring literacy practices that are dialogic and focused on student voice and policy activism. Specifically, authors suggest focusing attention to discussion activities, an emphasis on critical dialogue, where students engage with the ideas of others, and the practice of constant facilitator reflection to determine whether they have continued to center student voices and ideas in the classroom.

Originality/value

This study is key for beginning to understand how to put students in conversation with complex political decisions and for helping youth develop confidence in their ability to critique and evaluate those decisions as members of the larger society.

Details

English Teaching: Practice & Critique, vol. 17 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 27 January 2021

Kara Lasater, Christy Smith, John Pijanowski and Kevin P. Brady

The purpose of this study is to investigate mentorship practices during the COVID-19 pandemic and to consider how mentorship could be improved to support students of educational…

2538

Abstract

Purpose

The purpose of this study is to investigate mentorship practices during the COVID-19 pandemic and to consider how mentorship could be improved to support students of educational leadership (EDLE) during crises.

Design/methodology/approach

Participants in this collective self-study were four faculty members (i.e. the authors) within an EDLE program in one public, research-intensive university in the southern USA. Data sources were memos, email correspondence, reflective dialogue, course evaluations and meeting notes. Analysis involved dialogic engagement among the research team to identify emergent themes.

Findings

Analysis revealed five themes that reflect our collective experiences as mentors during the pandemic. These themes were challenges created by dismantled systems; meeting students' needs for understanding, flexibility and meaningful learning experiences; evolving personal–professional boundaries; grappling with our own sense-making and well-beingness; and clarifying values and priorities.

Practical implications

The pandemic exemplifies the need for a deeper conceptualization of mentorship that stimulates more intimate, compassionate relationships between mentors and mentees. When mentorship is grounded in compassion, intimacy and mutual vulnerability, it demonstrates a genuine ethic of care and concern for others that is supportive of well-being and serves as a model for mentees entering the profession.

Originality/value

This paper extends disciplinary knowledge by focusing on the mentorship of EDLE students during crises and provides insights on how mentorship could be enacted to mutually support mentor–mentee well-being.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 2
Type: Research Article
ISSN: 2046-6854

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Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

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Book part
Publication date: 15 August 2022

Teerawat Luanrit, Eisuke Saito and Vorachet Saejea

In every decade, there tends to be a major economic crisis affecting the entire world. Recent decades have seen the Asian financial crisis in the 1990s and the global financial…

Abstract

In every decade, there tends to be a major economic crisis affecting the entire world. Recent decades have seen the Asian financial crisis in the 1990s and the global financial crisis in the 2000s. Also, natural disasters and pandemics frequently impact the socioeconomic conditions of the people. The coronavirus disease of 2019 (COVID-19) is one such crisis. In such situations, the socially disadvantaged are usually the worst hit, marginalizing the disadvantaged even further. Zygmunt Bauman describes this as “collateral damage.” In schooling, as well, such collateral damage is observed across countries. The aim of this chapter is to investigate responses by one secondary school leader in Bangkok, Thailand, to COVID-19 in order to minimize the collateral damage to the students. For this aim, self-study was employed as a research method. In the midst of great confusion, a caring mind and heart for students in difficulty was at the heart of strategies that encouraged them to remain constant with respect to the world of learning.

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Leading under Pressure
Type: Book
ISBN: 978-1-80117-359-9

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Book part
Publication date: 27 September 2019

Matthew A. M. Thomas and Jacqueline Mosselson

Many researchers and practitioners in the field of comparative and international education (CIE) also work as educators, teaching CIE courses to cadres of students across various…

Abstract

Many researchers and practitioners in the field of comparative and international education (CIE) also work as educators, teaching CIE courses to cadres of students across various levels. In teaching these courses, CIE educators play a significant role in shaping the field’s future: the perspectives they privilege and the pedagogies they utilize arguably leave lasting impressions on students, who themselves go on to become teachers, researchers, policymakers, international development practitioners, and more. However, scant attention has been paid to the teaching of CIE. This chapter explores the possibilities and potential benefits of linking the teaching of CIE more deeply with both the emerging scholarship on it and the current debates and dilemmas with which the Comparative and International Education Society and CIE journals have engaged in the past few years such as decolonizing development and education. The chapter raises questions about the future of teaching CIE and concludes with a renewed call for additional research on the scholarship of teaching CIE.

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Annual Review of Comparative and International Education 2018
Type: Book
ISBN: 978-1-83867-416-8

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Book part
Publication date: 10 August 2023

Dawn Garbett and Alan Ovens

Abstract

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Studying Teaching and Teacher Education
Type: Book
ISBN: 978-1-83753-623-8

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Article
Publication date: 1 May 2007

N.F. Matsatsinis, E. Grigoroudis and A.P. Samaras

This paper attempts to determine effective push‐pull marketing strategies concerning olive oil in Greece, based on the analysis of consumers' and distributors' values and the…

2152

Abstract

Purpose

This paper attempts to determine effective push‐pull marketing strategies concerning olive oil in Greece, based on the analysis of consumers' and distributors' values and the comparison of importance that each group gives to different product characteristics.

Design/methodology/approach

In this paper, multicriteria analysis is used in order to identify olive oil market segments and the factors that affect the purchase behaviour of olive oil consumers. Consumers' preferences, attitudes and perceptions with regard to special characteristics of olive oil such as quality, packaging, image, odour, colour, etc. are explored. In addition, description and analysis of the marketing channels of olive oil in Greece is presented. Finally, consumers' preferences are compared to the judgments of distributors in order to identify useful similarities‐dissimilarities in their perceptions and attitudes, concerning the attributes of the product.

Findings

The study of the olive oil market in Greece shows the importance of the product for the Greek market. Findings also suggest that the olive oil market in Greece is very complex. The qualitative analysis shows that perceived quality is the only attribute of the product that is considered very important for both consumers and distributors. In addition, perceptual maps can be a useful tool for the comparative analysis of preferences between consumers and distributors.

Originality/value

The paper identifies key factors that influence the behaviour of Greek consumers and distributors regarding olive oil purchases. These factors and the comparison between the two groups have a great influence on the marketing decisions of agricultural products and food industry in general.

Details

International Journal of Retail & Distribution Management, vol. 35 no. 5
Type: Research Article
ISSN: 0959-0552

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Article
Publication date: 4 April 2016

Giorgos Bithymitris

This paper examines the preconditions of the strike at the Greek steel company Hellenic Halyvourgia (HH) which started on 1 November 2011 and ended on 28 July 2012. The purpose of…

401

Abstract

Purpose

This paper examines the preconditions of the strike at the Greek steel company Hellenic Halyvourgia (HH) which started on 1 November 2011 and ended on 28 July 2012. The purpose of this paper is to contribute to the understanding of current labour disputes in the context of economic crisis focusing on previous developments of mobilisation theory and social movement literature. The overall aim is to highlight the linkages between trade unions and society when a broader sense of injustice comes to the fore.

Design/methodology/approach

Qualitative methods were employed in order to contextualise the strike events and examine the preconditions of the occurrence and the volume of the strike. Semistructured interviews, field notes, interviews taken by the media, documentaries, chronicles and articles, constructed the main body of empirical material.

Findings

The HH case indicates that certain collective identities and leadership qualities account for high mobilisation potential with spillover effects which are in turn conditioned upon the situation of the strikers’ allies. Although there was an agency to transform the sense of injustice into collective action, the framing processes employed by the union did not have the kind of impact that would render state and management’s responses ineffective, as the strike message did not eventually penetrate other industries or even the rest factories of the HH.

Originality/value

The present paper goes beyond the general description of the social turmoil during the Greek crisis by showing the critical bonds that were established through framing and identity-building processes among the strikers and the anti-austerity protesters in Greece and abroad.

Details

Employee Relations, vol. 38 no. 3
Type: Research Article
ISSN: 0142-5455

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