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Article
Publication date: 17 June 2024

Amy Cosby, Melissa Ann Sullivan, Jaime Manning and Bobby Harreveld

This case study is based on the Women in Agri-Tech programme, a teacher professional development programme that aimed to build teachers’ capabilities to use Agri-Tech in their…

105

Abstract

Purpose

This case study is based on the Women in Agri-Tech programme, a teacher professional development programme that aimed to build teachers’ capabilities to use Agri-Tech in their agriculture/STEM classes to increase student awareness of agriculture technology and its associated career paths. Teachers and agriculture industry partners co-created Agri-Tech modules, which were implemented and evaluated from teachers’ and students’ perspectives. This paper demonstrates how work-related learning that emphasises technology can increase the visibility of career pathways and how multi-stakeholder benefits can evolve from teacher–industry partnerships.

Design/methodology/approach

An action research design using quantitative and qualitative methods was used to construct this case study. Data collection methods included surveys, interviews, peer evaluation and teacher reflections.

Findings

Teacher professional development that incorporates teacher-industry partnerships can increase teachers’ self-efficacy and build confidence to support authentic work-related learning in their classes. Integrating technology into agriculture/STEM classes can increase the visibility of agriculture career paths for students, which is critical given the serious skills shortage in this sector.

Research limitations/implications

This study is limited in that the Women in Agri-Tech professional development programme was one standalone programme tailored specifically for women agriculture/STEM teachers through a competitive process. However, the beneficial implications of such programmes that support teacher–industry engagement have far-reaching benefits. Teacher professional development programmes that provide opportunities to partner with industry can support improvements in integrating career-aligned learning into the curriculum and can specifically address industry skills and knowledge gaps by addressing school-based learning requirements for the future workforce.

Originality/value

This paper contributes to the literature on education–industry partnerships and considers how teachers can contribute to an early intervention sector workforce development strategy for future industry sustainability.

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Book part
Publication date: 7 November 2022

Jill Dunlap

Congress has spilled a good deal of ink in an attempt to support survivors of sexual assault and to prevent sexual violence from occuring. Legislation has been passed to address…

Abstract

Congress has spilled a good deal of ink in an attempt to support survivors of sexual assault and to prevent sexual violence from occuring. Legislation has been passed to address and prevent sexual assault in the military environment, higher education, and even within various government agencies. However, Congress has had a long and sordid history of burying incidents of sexual assault within its own halls. Prior to the #Metoo movement, Congress had a rather lackluster bill that provided minimal protection for those who were harassed or assaulted by a member of Congress and rarely held anyone accused accountable for their actions. In fact, the original Congressional Accountability Act included a fund that was used to pay off those who came forward with allegations of sexual harassment or assault against a member of Congress. This chapter follows the legislative history of Congress with regard to the response to and prevention of sexual assault and its shocking lack of oversight of its own members who were frequently committing the same assaults that they were legislating against in other areas. The chapter also highlights the brave work of survivors of assault during their time in Congress, and the work of the #MeTooCongress movement, including current members of Congress, who helped to bring more accountability to Congress as a result of their efforts.

Details

Scandal and Corruption in Congress
Type: Book
ISBN: 978-1-80117-120-5

Keywords

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Book part
Publication date: 21 July 2022

Sofia Persson and Katie Dhingra

Abstract

Details

Rape Myths: Understanding, Assessing, and Preventing
Type: Book
ISBN: 978-1-80071-153-2

Available. Content available
Book part
Publication date: 25 March 2021

Abstract

Details

Theorizing Criminality and Policing in the Digital Media Age
Type: Book
ISBN: 978-1-83909-112-4

Available. Open Access. Open Access
Article
Publication date: 12 December 2023

Amy K. Noggle and Sara D. Hooks

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’…

533

Abstract

Purpose

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

Design/methodology/approach

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Findings

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

Research limitations/implications

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

Practical implications

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Social implications

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

Originality/value

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

Details

PDS Partners: Bridging Research to Practice, vol. 19 no. 1
Type: Research Article
ISSN: 2833-2040

Keywords

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Case study
Publication date: 15 December 2023

Minnette A. Bumpus

The case was developed from secondary sources. This descriptive case was classroom tested in undergraduate organizational behavior courses.

Abstract

Research methodology

The case was developed from secondary sources. This descriptive case was classroom tested in undergraduate organizational behavior courses.

Case overview/synopsis

The 94th Academy Awards ceremony, which honored movies released in 2021, was held on March 27, 2022, at the Dolby Theater in Hollywood. Prior to Chris Rock announcing the winner in the category of best documentary film, Rock was assaulted on stage by Will Smith. On April 8, 2022, the Academy’s board of governors met to discuss disciplinary actions for Smith’s behavior. The Academy’s board decided to ban Smith from all Academy events for the next 10 years. Theories of individual behaviors and social processes can provide explanations for behaviors of Chris Rock, Will Smith, the producers and the Academy.

Complexity academic level

This descriptive case is most appropriate for undergraduate-level organizational behavior courses. The primary topics in this case align well with individual behaviors relative to emotional intelligence (EI) and motivation. The secondary topics in this case align well with social processes relative to decision-making, conflict and culture.

Details

The CASE Journal, vol. 20 no. 4
Type: Case Study
ISSN: 1544-9106

Keywords

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Book part
Publication date: 30 November 2011

Eduardo Bonilla-Silva and Louise Seamster

This essay tackles the Obama “phenomenon,” from his candidacy to his election, as a manifestation of the new “color-blind racism” that has characterized U.S. racial politics in…

Abstract

This essay tackles the Obama “phenomenon,” from his candidacy to his election, as a manifestation of the new “color-blind racism” that has characterized U.S. racial politics in the post-civil rights era. Rather than symbolizing the “end of race,” or indeed a “miracle,” Obama's election is a predictable result of contemporary U.S. electoral politics. In fact, Obama is a middle-of-the-road Democrat whose policies since taking office have been almost perfectly in line with his predecessors, especially in terms of his failure to improve the lot of blacks and other minorities. In this essay, I review the concept of color-blind racism and its application to the Obama phenomenon. I also revisit some of my past predictions for Obama's presidency and evaluate their accuracy halfway through his term. Finally, I offer suggestions for constructing a genuine social movement to push Obama and future politicians to provide real, progressive “change we can believe in.”

This chapter is based on a chapter I added for the third edition of my book, Racism without Racists. Louise Seamster, a wonderful graduate student at Duke, helped me update some material, locate new sources, and rework some sections, as well as abridge some of the many footnotes (interested readers can consult the chapter). I kept the first person to maintain the more direct and engaged tone of the original piece and because the ideas (the good, the bad, and the ugly ones) in the chapter are mine, and thus, I wish to remain entirely responsible for them.

Details

Rethinking Obama
Type: Book
ISBN: 978-0-85724-911-1

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