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Article
Publication date: 19 June 2009

Erica Nance and Raymond L. Calabrese

The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education…

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Abstract

Purpose

The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education teaching positions through the theoretical perspectives of organizational learning and organizational culture. The paper aims to describe the influence of increased legal requirements on current or former tenured special education teacher attrition or retention by reporting their reasons for staying or leaving.

Design/methodology/approach

A qualitative multiple case study of two units of analysis was conducted through a constructionist epistemology. Data were collected from 40 current and former tenured special education teachers through focus groups, semi‐structured interviews, the Left Hand and Right‐Hand Column Case Method, and review of appropriate documents. The data collected were analyzed using text analysis software, content analysis, and pattern matching.

Findings

Four salient findings from the paper are: current tenured special education teachers want to be listened to and have their needs considered; current tenured special education teachers feel overwhelmed by the workload related to state assessments; current and former tenured special education teachers believe that legally‐required changes affected them in practice; and current and former tenured special education teachers perceive that time requirements for administrative tasks reduce time for student services.

Practical implications

Implications for praxis include organizational learning and organizational culture that encourage listening to the experience of tenured special education teachers and including them in decisions that affect them in an effort to retain them.

Originality/value

The paper assesses the impact of increased legal requirements on special education teacher retention and attrition.

Details

International Journal of Educational Management, vol. 23 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Content available
Article
Publication date: 19 June 2009

Brian Roberts

517

Abstract

Details

International Journal of Educational Management, vol. 23 no. 5
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 24 November 2017

Kimberly LeChasseur, Morgaen Donaldson, Erica Fernandez and Michele Femc-Bagwell

Brokering and buffering represent two ways in which principals may respond to hyperrational elements of policy demands in the current era of accountability. The purpose of this…

436

Abstract

Purpose

Brokering and buffering represent two ways in which principals may respond to hyperrational elements of policy demands in the current era of accountability. The purpose of this paper is to examine how some principals broker more efficient, measurable, and predictable evaluation practices for teachers and others buffer their teachers from inefficient, immeasurable, and unpredictable aspects of policy.

Design/methodology/approach

Qualitative data were obtained from 37 school principals and 363 teachers across 12 districts participating in a new teacher evaluation policy in one state of the USA. Principal interviews and teacher focus groups were conducted at the beginning, middle, and end of 2012-2013. Transcripts were coded to identify hyperrational elements of the policy and principals’ brokering and buffering practices.

Findings

All principals described elements of the new evaluation policy as inefficient, incalculable, or unpredictable – hallmarks of hyperrationality. Principals brokered efficiency by designing schoolwide parent goals and centralizing procedures; brokered transparency of calculation methods and focused teacher attention on measuring effort, rather than outcomes; and encouraged collective sensemaking to facilitate predictable procedures and outcomes. Principals buffered teachers by de-emphasizing the parent-based component; minimizing the quantitative nature of the ratings; ceding responsibility over calculations to district leaders; and lowering expectations to make ratings controllable.

Originality/value

The paper provides new understanding of principals’ strategic leadership practices, which represented rational responses to hyperrational policy demands. Therefore, the paper includes recommendations for principal preparation, district support for policy implementation, and further research on principal practice.

Details

Journal of Educational Administration, vol. 56 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 September 2000

Jonathan C. Morris

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and…

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Abstract

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Details

Management Research News, vol. 23 no. 9/10/11
Type: Research Article
ISSN: 0140-9174

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Book part
Publication date: 5 August 2005

Richard A. Bernardi

Abstract

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-0-76231-239-9

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Article
Publication date: 1 March 1991

John Price‐Wilkin

Libraries must actively support humanities text files, but we must remember that to focus exclusively on texts tied to specific systems is to put ourselves in opposition to the…

77

Abstract

Libraries must actively support humanities text files, but we must remember that to focus exclusively on texts tied to specific systems is to put ourselves in opposition to the needs of the researchers we intend to serve. A working model of the sort of system and resource provision that is appropriate is described. The system, one put in place at the University of Michigan, is the result of several years of discussions and investigation. While by no means the only model upon which to base such a service, it incorporates several features that are essential to the support of these materials: standardized, generalized data; the reliance on standards for the delivery of information; and remote use. Sidebars discuss ARTFL, a textual database; the Oxford Text Archive; InteLex; the Open Text Corporation; the Text Encoding Initiative (TEI); the machine‐readable version of the Oxford English Dictionary, 2d edition; and the Center for Electronic Texts in the Humanities.

Details

Library Hi Tech, vol. 9 no. 3
Type: Research Article
ISSN: 0737-8831

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