Alireza Moghaddam, Christine Arnold, Saiqa Azam, Karen Goodnough, Kimberly Maich, Sharon Penney and Gabrielle Young
The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of…
Abstract
Purpose
The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.
Design/methodology/approach
This study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.
Findings
Challenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.
Originality/value
While lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.
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Michelle Attard Tonna, Christine Helen Arnold, Marie-Christine Deyrich, Karen Marangio, Shraddha Kunwar and Tara Ratnam
The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In…
Abstract
The disruption caused by the Covid-19 pandemic necessitated a move from face-to-face teaching to fully online teaching, creating new challenges and opportunities for educators. In this chapter we explore how instructors' practices were affected by this emergency situation and the nature of changes in their conception of teaching/learning and their roles as teacher educators. Data from interviews and narratives contributed by a large number of educators spanning a variety of educational and geographical contexts have been analyzed using Lewin's three-stage model of change. This is cross-referenced against a theoretical framework informed by a sociocultural view of teaching and learning to examine the transformative nature of teaching and learning promoted by pandemic pedagogical practices. The findings show that educators' practices have necessarily had to evolve or even change significantly in order to fit the new online instructional mode. However, it is not possible to establish that these were largely transformative in nature beyond serving the existing institutional outcome needs more or less efficiently. This implies that further investment is needed in teacher education to facilitate remote teaching, redesign teaching, and reconsider technology in new ways which go beyond it being a simple tool for the transmission of knowledge. Equally important would be to support educators to put ‘Maslow before Bloom,’ meaning that safety and well-being must be given priority over teaching and learning as the mental, emotional, and physical challenges experienced during the pandemic will continue to linger post pandemic.
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Christine Helen Arnold, Cecile Badenhorst and John Hoben
Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning…
Abstract
Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.
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This paper aims to call on accounting academics to conduct oral histories with Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) members of the industry.
Abstract
Purpose
This paper aims to call on accounting academics to conduct oral histories with Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) members of the industry.
Design/methodology/approach
The paper includes a review of the limited work in the field and recommends an oral history approach to understand current conditions as well as how they arose. Moreover, the paper recommends widening the scope of the research into countries with varying LGBTQ+ rights.
Findings
There is surprisingly limited research in this area and more needs to be undertaken, especially with regard to LGBTQ+ persons of color and LGBTQ+ accountants in under-researched localities.
Practical implications
The paper makes specific recommendations for future research.
Social implications
Currently there is very little understanding of the lived experiences of LGBTQ+ members of our industry. The recommended research could – by increasing awareness – lead to better working conditions.
Originality/value
This paper addresses the dearth of research on LGBTQ+ issues in accounting.
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Tom L. Junker, Christine Yin Man Fong, Marjan Gorgievski, Jason C.L. Gawke and Arnold B. Bakker
This study investigates when and for whom job crafting may turn into job quitting. The authors hypothesize that approach job crafting relates more positively to turnover…
Abstract
Purpose
This study investigates when and for whom job crafting may turn into job quitting. The authors hypothesize that approach job crafting relates more positively to turnover intentions and subsequent voluntary job changes among employees with (a) high (vs low) need for career challenges and (b) those with high (vs low) self-esteem.
Design/methodology/approach
Data were collected from 575 employees of a large public organization in the Netherlands with two measurement moments three months apart. Hypotheses were tested using cross-lagged regression analyses and path modeling.
Findings
Supporting the hypotheses, approach crafting related positively to an increase in turnover intentions only among employees with high need for challenge or high self-esteem. Moreover, via turnover intentions at Time 1, approach crafting related positively to the voluntary job change at Time 2 for employees with (a) high need for challenge, as well as those with (b) high self-esteem. These findings held after controlling for avoidance crafting.
Research limitations/implications
This study has been conducted in a relatively homogenous sample. Future research may test the predictions in a more heterogeneous sample, including participants from different cultural and economic contexts.
Practical implications
The authors advise human resource (HR) professionals to facilitate the job crafting efforts of employees with a high need for challenge and those with high self-esteem because these groups are particularly at risk of voluntarily quitting their jobs. Adopting insights from the wise proactivity model may help ensure that job crafting benefits both employees and employers.
Originality/value
This study brings clarity to the inconsistent relationships between job crafting and job quitting by using the wise proactivity model as an explanatory framework.
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Krista M. Soria, Linnette Werner, Christine VeLure Roholt and Anna Capeder
Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social…
Abstract
Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university(n = 548). The results suggest students’ enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students’ participation in strengths-based student organizationswasassociatedwithhigherthrivinginsocialdomains,whileconcurrentenrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.
Sally Ashton and Christine Carter
Older people (those aged over 65) occupy a significant proportion of hospital beds, with many suffering from depression, delirium, dementia, anxiety and other conditions. The…
Abstract
Older people (those aged over 65) occupy a significant proportion of hospital beds, with many suffering from depression, delirium, dementia, anxiety and other conditions. The mainstreaming of mental health liaison teams within general hospitals is therefore to be welcomed. Sally Ashton and Christine Carter explain that the journey towards productive collaboration can take time, but the results are worth it.
The swaps market has been the world’s fastest growing financial market in the last few decades and the literature has sought reasons to explain this rapid growth. This study…
Abstract
The swaps market has been the world’s fastest growing financial market in the last few decades and the literature has sought reasons to explain this rapid growth. This study addresses this issue from a UK perspective and seeks to find out which UK organizations participate in the swaps market, why they choose to use it and the problems that they have encountered. The study consisted of a survey of the treasurers of 594 organizations in the UK. The most important reason why UK companies used swaps was to match their asset and liability cash flows and to stabilize their bottom line earnings. The results of this research will be of interest to both academics and to financial managers worldwide.