David J. Harper, Darren Ellis and Ian Tucker
This chapter focusses on the ethical issues raised by different types of surveillance and the varied ways in which surveillance can be covert. Three case studies are presented…
Abstract
This chapter focusses on the ethical issues raised by different types of surveillance and the varied ways in which surveillance can be covert. Three case studies are presented which highlight different types of surveillance and different ethical concerns. The first case concerns the use of undercover police to infiltrate political activist groups over a 40-year period in the UK. The second case study examines a joint operation by US and Australian law enforcement agencies: the FBI’s operation Trojan Shield and the AFP’s Operation Ironside. This involved distributing encrypted phone handsets to serious criminal organisations which included a ‘backdoor’ secretly sending encrypted copies of all messages to law enforcement. The third case study analyses the use of emotional artificial intelligence systems in educational digital learning platforms for children where technology companies collect, store and use intrusive personal data in an opaque manner. The authors discuss similarities and differences in the ethical questions raised by these cases, for example, the involvement of the state versus private corporations, the kinds of information gathered and how it is used.
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Dan Chen, Fen Liu, Yi Zhang, Yun Zhang and Huamin Zhou
The numerical simulation of dispersed-phase evolution in injection molding process of polymer blends is of great significance in both adjusting material microstructure and…
Abstract
Purpose
The numerical simulation of dispersed-phase evolution in injection molding process of polymer blends is of great significance in both adjusting material microstructure and improving performances of the final products. This paper aims to present a numerical strategy for the simulation of dispersed-phase evolution for immiscible polymer blends in injection molding.
Design/methodology/approach
First, the dispersed-phase modeling is discussed in detail. Then the Maffettone–Minale model, affine deformation model, breakup model and coalescence statistical model are chosen for the dispersed-phase evolution. A general coupled model of microscopic morphological evolution and macroscopic flow field is constructed. Besides, a stable finite element simulation strategy based on pressure-stabilizing/Petrov–Galerkin/streamline-upwind/Petrov–Galerkin method is adopted for both scales.
Findings
Finally, the simulation results are compared and evaluated with the experimental data, suggesting the reliability of the presented numerical strategy.
Originality/value
The coupled modeling of dispersed-phase and complex flow field during injection molding and the tracing and simulation of droplet evolution during the whole process can be achieved.
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James McLeskey, Bonnie Billingsley and Nancy L. Waldron
Research in general education has demonstrated that school principals have a substantial impact on the effectiveness of schools and related student achievement. This is not a…
Abstract
Research in general education has demonstrated that school principals have a substantial impact on the effectiveness of schools and related student achievement. This is not a direct impact, but rather relates to how principals indirectly impact student learning by improving the learning environment of a school and the practice of teachers. More specifically, the dimensions of principal practice that are most influential in improving schools and student achievement relate to establishing a shared vision, facilitating a high-quality learning environment for students, building the professional capacity of teachers, creating a supportive organization for learning, and connecting with external partners. Only in recent years has research begun to emerge related to the role of the principal in supporting improved achievement for students with disabilities in schools that are effective and inclusive. In this chapter, we review research related to what principals can do to facilitate the development of inclusive schools that are also effective in improving achievement for students with disabilities and other students who struggle to learn. After reviewing these dimensions of principal practice, we then provide a brief case study that illustrates how a principal in an effective inclusive school applied several of these practices, including staff collaboration, progress monitoring, and professional development to improve teacher practice and student outcomes.
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Joyce S. Osland, Allan Bird, B. Sebastian Reiche and Mark E. Mendenhall
Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event…
Abstract
Although the term “trigger event” is commonly accepted and frequently mentioned by many disciplines in conjunction with sensemaking, research attention on the trigger event construct is sorely lacking. We chose to examine this construct within a specific setting that global leaders have to master – the intercultural context. After reviewing the relevant literature, we created an original model of trigger events and sensemaking in the intercultural context, which is accompanied by propositions that determine the likelihood of an event rising to the level of a trigger. It is our hope that this theoretical model will lead to a better understanding of how trigger events function in general. The chapter contributes to a greater understanding of the cognitive element of global leadership effectiveness. Finally, the model has practical implications for intercultural and global leadership training and executive coaching.
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Jenny Johnston and Bradley Shipway
This paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the development of a…
Abstract
Purpose
This paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the development of a tentative tool for determining school principals' readiness to lead.
Design/methodology/approach
Seven principals from Australian and International Schools were interviewed about their leadership strategies, intentions and expectations for impending school reform. Qualitative analyses using grounded theory and an interpretivist constructivist paradigm were applied.
Findings
The construct of ‘readiness to lead’ emerged during initial analysis and a tool was developed from a compilation of literature on leadership. Findings revealed that five principals were well-aligned with the strategies, intentions and expectations the research literature indicates are characteristic of good leadership. These principals could be regarded as ‘ready to lead’ their schools in significant school reform. An unexpected finding was that the concepts of ‘hope’ and ‘trust’ also played a significant role in leadership. ‘Hope’ appeared important as a major strategy for the less-well aligned principals, whereas mutual ‘trust’ appeared to be evident in the principals with stronger leadership readiness.
Research limitations/implications
The tool warrants peer review and validation; data revealed an emerging construct and review is welcomed. The authors are continuing to research and investigate in this field, and invite further academic dialogue.
Originality/value
The study has explored the fecundity of the tool for analysis, and evaluated the principals' preparedness to lead reform. Having a tool to determine whether and to what degree school principals are ready to lead would be advantageous for the profession.
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Chad R. Lochmiller and Kathleen M.W. Cunningham
The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of…
Abstract
Purpose
The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction.
Design/methodology/approach
Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented.
Findings
Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching.
Originality/value
The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.
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Hannah R. Marston, Linda Shore, Laura Stoops and Robbie S. Turner
Stress and burnout in public school teachers and principals have been well documented for the past 40 years. Sources of stress and burnout are often systemic and include numerous…
Abstract
Stress and burnout in public school teachers and principals have been well documented for the past 40 years. Sources of stress and burnout are often systemic and include numerous factors from low pay to student behavioral issues to accountability pressures. Additionally, stress and burnout in the educational workforce have implications on both the efficacy of individuals' work and their intentions to leave. In a postpandemic era where record numbers of teachers and school leaders are leaving the profession, mitigating burnout and improving the sustainability of the education workforce is essential. This chapter provides strategies at multiple levels, including the individual, school, and district, to reduce negative psychological impacts of educational work and inform structural changes. Policy recommendations at both the state and federal level are also provided. And lastly, implications for educator and principal preparation programs are detailed. Approaching burnout and well-being from a multilevel perspective can rectify both direct and indirect causes of burnout, and a systematic approach is more likely to lead to meaningful, sustained change to better working conditions. Improving the US educational system in a postpandemic era will require concerted efforts to support the head, the heart, and the health of public education professionals.