David S. Bright, Arran Caza, Elizabeth Fisher Turesky, Roger Putzel, Eric Nelson and Ray Luechtefeld
New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory…
Abstract
New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.
James J. Kirk, Bridget Downey, Steve Duckett and Connie Woody
The first section of the article provides readers with an overview of the most widely used career development interventions including alternative career paths, assessment centers…
Abstract
The first section of the article provides readers with an overview of the most widely used career development interventions including alternative career paths, assessment centers, career coaching/counseling, cross‐training, flexitime, job enlargement, job enrichment, job rotation, job sharing, phased retirement, sabbaticals, and temporary assignments. Each intervention is described and accompanied with an example. The second section of the article presents three case studies: When woodworkers won’t; How do we keep going from here? and Opportunity in scarce resources. Each case is accompanied with a series of discussion questions and answers. Managers, trainers, and/or consultants can use the article and its case studies to facilitate discussions among employees regarding the potential benefits and drawbacks of various career development interventions.
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Gyles Glover, Umesh Chauhan and Eric Emerson
The purpose of this paper is to introduce and present the first findings of a new English performance indicator in the primary healthcare of adults with Down syndrome. This is a…
Abstract
Purpose
The purpose of this paper is to introduce and present the first findings of a new English performance indicator in the primary healthcare of adults with Down syndrome. This is a performance target, with associated bonus payment, requiring General Practitioners (GPs) to undertake annually a screening blood test for thyroid hormone deficiency.
Design/methodology/approach
Analysis and review of data collected from all GP practices and published by the National Health Service (NHS) Information Centre.
Findings
In total, 82 per cent of those identified as in the target group were screened and 10 per cent were identified as not wanting to be screened or screening inappropriate. The target group numbered just over 60 per cent of the number estimated from epidemiological and other studies. The numbers of cases involved is small (0, 1 or 2 cases in 75 per cent of GP practices), and whilst variation in coverage at local level appears important, numbers are too small for the variations seen in the first year's data to be statistically significant. The scope of the data precludes useful strategic analysis of the value of the intervention.
Research limitations/implications
Data from several years need to be taken together. The NHS Information Centre should slightly increase the scope of the data to allow analysis of whether the programme is having useful public health benefits.
Originality/value
The paper examines a new data source and makes points applicable to a wider range of similar datasets in the same programme.
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In 1967, Robert N. Bellah famously argued that there existed an “American Civil Religion,” which was distinct from churchly religion and captured the “transcendental” dimension of…
Abstract
In 1967, Robert N. Bellah famously argued that there existed an “American Civil Religion,” which was distinct from churchly religion and captured the “transcendental” dimension of the American project. In this chapter, I revisit the civil religion concept and reconstruct it along more Weberian lines. Specifically, I argue that the civil religion tradition is one of three competing traditions for thinking about the proper relationship between religion and politics in America; the other two are religious nationalism and liberal secularism. Whereas liberal secularism envisions a complete separation of the religious and political value spheres, and religious nationalism longs for their (re)unification, civil religion aims for a mediating position of partial separation and productive tension. Following Bellah, I argue that the two central strands of the civil religion tradition have been covenant theology and civic republicanism. The body of the chapter sketches out the development of the tradition across a series of national foundings and refoundings, focusing on the writings of leading civil theologians from John Winthrop and John Adams through Abraham Lincoln and John Dewey to Martin King and Barack Obama. The conclusion advances a normative argument for American civil religion – and against liberal secularism and religious nationalism. I contend that liberalism is highly inclusive but insufficiently solidaristic; that religious nationalism is highly solidaristic but insufficiently inclusive; and that only civil religion strikes a proper balance between individual autonomy and the common good.
The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment.
Abstract
Purpose
The purpose of this paper is to examine the conditions for Native American high school students that result in successful adaptation to an online learning environment.
Design/methodology/approach
In total, eight Native American students attending high schools located on Montana Indian reservations, and one urban city, were interviewed. Participants completed online coursework through Montana Digital Academy (MTDA). A theoretical model illustrates the successful adaptation of Native students to online learning.
Findings
Students' learning needs and the online learning environment were congruent. Course offerings at local high schools were limited, resulting in boredom and lack of challenge. Students wanted new and interesting coursework and learning online met those needs. Students worked at their own pace and ability levels and enjoyed the challenge, freedom, and independence resulting from learning online. Students who frequently missed school were easily accommodated.
Practical implications
Students' orientation toward education, such as attitudes toward learning and school, family influences, and interactions with classroom teachers, affected the adaptation process. Participants felt empowered and had more positive expectations for their future as a result of learning online. This was caused by: feelings of independence working without face‐to‐face contact from a teacher; confidence gained when successfully completing assignments; and control felt from being in charge of their own learning.
Originality/value
This paper describes college‐bound Native American high school students' online learning experiences; research on this topic is practically non‐existent. The findings can benefit those who lack understanding of how Native students adapt to an online environment; educators are better equipped to create supports that promote academic success for Native American students.
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Anusha Ramgoolam-Atchiamith, Aila Khan, Cristina Rodrigues and Karina Michelle Wardle
Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other…
Abstract
Purpose
Work-integrated learning (WIL) is an integral part of hospitality curriculums in Australia. Experiencing stress during WIL is expected, as students try to balance work and other responsibilities. Previous studies have usually examined the negative impact of stress on individuals. By referring to relevant theories, this paper argues the positive impact of stress and reports on a study which aimed to investigate whether stress – experienced by students during WIL – leads to resilience and well-being.
Design/methodology/approach
Hospitality students from different backgrounds enrolled at a tertiary institution completed an online survey. This study uses structural equation modelling (SEM), to test the proposed links between stress, resilience and well-being.
Findings
The study results show that “academic pressure” (mean score = 3.57) is the most common stressor identified by hospitality students. This was followed by stress caused by “time pressure” (mean score = 3.01). Model testing reveals that experiencing “career development concerns” has a statistically significant association with resilience. Moreover, there is a strong link (β = 0.624) between resilience and well-being.
Originality/value
This study makes a contribution by proposing positive outcomes related to stress during WIL. A handful of studies have looked at similar concepts. However, this paper uses statistical techniques to measure and analyse relationships between different variables. By running an SEM, the authors were able to test a linear causal relationship which identifies stressors leading to a significant impact on resilience. Similarly, the strength of relationship between resilience and well-being is also empirically tested.
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This paper seeks to illustrate the instrumental role of reporter Nell Nelson in beginning a national labor reform movement resulting in improved working conditions for women and…
Abstract
Purpose
This paper seeks to illustrate the instrumental role of reporter Nell Nelson in beginning a national labor reform movement resulting in improved working conditions for women and children in the USA.
Design/methodology/approach
Drawing on archival newspaper clippings, original scrapbooks kept by prominent Chicago figures of the time, US census records, and other labor history resources, the paper synthesizes heretofore‐disparate sources to provide a more complete picture of the cause‐and‐effect nature of Nelson's Chicago Times “City slave girls” series.
Findings
The research concludes that Nelson was an instrumental force in the formation of over ten advocacy organizations that worked to transform the way women and children in the USA were treated in the workplace and was instrumental in securing legislative reforms.
Originality/value
This is the first paper to explore the role played by Nell Nelson in securing labor reforms, thus, contributing to a more complete understanding of management history.