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Book part
Publication date: 26 August 2019

P. David Pearson, Mary B. McVee and Lynn E. Shanahan

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which…

Abstract

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.

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The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

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Case study
Publication date: 11 August 2020

Louise Whitakker, Nicola Kleyn and Hayley Pearson

Learning outcomes are as follows: Students will be able to demonstrate the need to understand the uncertainty faced in a crisis; demonstrate how dynamic capabilities allow an…

Abstract

Learning outcomes

Learning outcomes are as follows: Students will be able to demonstrate the need to understand the uncertainty faced in a crisis; demonstrate how dynamic capabilities allow an organisation to respond effectively in a time of crisis and deep uncertainty; explore how strong dynamic capabilities are required to maintain continuity of operations by enabling a shift in the current business model; and evaluate methods of mobilising resources to address needs and possible opportunities presented in a crisis.

Case overview/synopsis

Gordon Institute of Business Science (GIBS), a South African-based business school and the one of the top ranked business schools in Africa, faced a crisis in the midst of the COVID-19 pandemic. With the announcement of a national lock down, under strict conditions, and the immediate closure of the GIBS campus, the Academic Programmes had to radically shift their mode of delivery to enable students to continue with their respective programmes. When the situation was further exacerbated by the breaking of the undersea cable, the Executive Director of Academic Programmes, Professor Louise Whittaker faced the difficult decision on what to do next. The case illustrates the need for strong dynamic capabilities to foster organisational agility and to respond effectively in times of deep uncertainty or crises.

Complexity academic level

The case is positioned at a postgraduate level and would be ideal as a teaching case for business students on a Master of Business Administration programme, a specialised Master in Philosophy programme or selected executive education programmes for general managers or senior executives.

Supplementary materials

Teaching Notes are available for educators only.

Subject code

CSS: 11 Strategy.

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Case study
Publication date: 1 December 2021

Louise Whittaker and Hayley Pearson

The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during…

Abstract

Case overview

The Gordon Institute of Business Science (GIBS), a South African based business school and one of the top ranked business schools in Africa, was yet again facing a crisis during the COVID-19 pandemic. Having emerged out of an extraordinary year of strict lockdown regulations and having managed a rapid shift to emergency remote teaching. GIBS had managed to maintain its academic programmes, ensuring the completion of the curriculum within the academic year whilst maintaining the exceptionally high standards and quality learning experience it was known for. As 2020 drew to a close, the academic programmes team and the students looked forward to starting the new year in a more “normal” mode of operation. GIBS closed for Christmas holiday with the intent on returning, in early 2021, in some form of face-to-face teaching. However, on the 27th of December 2020, the President of South Africa announced a return to level-3 lockdown as the second wave of infections swept through the country. Strict measures were once again enforced, significantly impacting GIBS’ possible return to campus in January 2021. Reflecting on the lessons learnt over the past year, the Executive Director: Academic Programmes, Professor Louise Whittaker, yet again faced the challenge of deciding how best to proceed given the circumstances. The case illustrates the need for effective change management through the application of Kotter’s 8 steps to transformation, whilst demonstrating the complexity of change management during a crisis. A particular focus on the importance of communication during a change management process in a crisis is illustrated through this case.

Expected learning outcomes

The learning outcomes are as follows: students need to understand that in a crisis, change management will be emergent and requires flexibility and adaptability; students will determine what concrete actions may be required during a change management process in a crisis; students will need to discern that theoretical models do not necessarily fit real world contexts, particularly in a crisis situation; and students will identify aspects that might be missing or inadequately formulated in standard models of change management.

Complexity academic level

The case is positioned at a post-graduate level and would be ideal as a teaching case for business school students on a Master of Business Administration programme, a specialised business masters programme or selected executive education programmes for general managers or senior executives. The case can be taught in a course in the following fields, namely, change management, leadership or strategy.

Supplementary materials

Teaching notes are available for educators only.

Subject code

CSS 11: Strategy.

Details

Emerald Emerging Markets Case Studies, vol. 11 no. 4
Type: Case Study
ISSN: 2045-0621

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Article
Publication date: 1 April 1988

Gordon Pearson

The aim of the research is to verify what it is that makes some mature firms innovative and others less so, in the hope that the results will be of use and interest to practising…

180

Abstract

The aim of the research is to verify what it is that makes some mature firms innovative and others less so, in the hope that the results will be of use and interest to practising managers.

Details

Management Research News, vol. 11 no. 4/5
Type: Research Article
ISSN: 0140-9174

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Article
Publication date: 1 May 1994

Gordon Pearson and Tony Proctor

Strategy formulation is a complex process and one which warrants thebenefit of mechanisms which can help to simplify situation analysis.Modern‐day thinking takes us into the…

3909

Abstract

Strategy formulation is a complex process and one which warrants the benefit of mechanisms which can help to simplify situation analysis. Modern‐day thinking takes us into the realms of strategic intent and core competencies as the prime mechanisms for formulating strategies. Looks closely at these ideas and describes modern planning frameworks which can be used to put these concepts to practical use.

Details

Marketing Intelligence & Planning, vol. 12 no. 4
Type: Research Article
ISSN: 0263-4503

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Book part
Publication date: 12 December 2023

Kimiya Sohrab Maghzi and Marni E. Fisher

In contextualizing critical race theory (CRT), this chapter utilized prismatic inquiry to analyze a researcher–participant's story at different levels in education through a…

Abstract

In contextualizing critical race theory (CRT), this chapter utilized prismatic inquiry to analyze a researcher–participant's story at different levels in education through a DisCrit lens, offering the “what, why, and how” of DisCrit as an analytical tool important to the everyday lives of educators and students. Using prismatic inquiry and a DisCrit lens, the anecdotal experiences of an educator were gathered, transcribed, examined, and analyzed. Lessons from this educator's experiences that emerged were aligned to existing research literature, viewed and further analyzed through a DisCrit lens, and synthesized to offer insights in improving the training of current and future educators, classroom teachers, and school leaders.

Details

Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

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Available. Content available
Book part
Publication date: 1 September 2017

Abstract

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The Ideological Evolution of Human Resource Management
Type: Book
ISBN: 978-1-78743-389-2

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Article
Publication date: 1 March 2000

Thomas N. Garavan, Patrick Gunnigle and Michael Morley

Addresses some of the key debates within the HRD literature and considers the extent to which HRD can be described as a field of study. The paper addresses the issues raised in…

6339

Abstract

Addresses some of the key debates within the HRD literature and considers the extent to which HRD can be described as a field of study. The paper addresses the issues raised in the contributions that make up this special issue and identifies a broad range of methodologies and use of research methods. It argues that all of the contributions fit into at least one theoretical perspective: capabilities, psychological contacts and the learning organization/organizational learning. The paper concludes with a consideration of the prescriptions which the perspectives advocate for HRD in organizations.

Details

Journal of European Industrial Training, vol. 24 no. 2/3/4
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 1 May 1988

A. Roberts and Mark Cooke

Skills shortages in manufacturing industry, especially in the area of information technology (IT), are reviewed in the light of clear evidence indicating the UK's increasing…

82

Abstract

Skills shortages in manufacturing industry, especially in the area of information technology (IT), are reviewed in the light of clear evidence indicating the UK's increasing shortfall. Open learning may provide an effective response, particularly through Open Tech, the Open College and the Open University.

Details

Industrial and Commercial Training, vol. 20 no. 5
Type: Research Article
ISSN: 0019-7858

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Article
Publication date: 1 January 1931

PERHAPS the outstanding feature of the Paris Aero Show is the fact that, for the first time since the very early days of these exhibitions, civil aircraft heavily outnumber…

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Abstract

PERHAPS the outstanding feature of the Paris Aero Show is the fact that, for the first time since the very early days of these exhibitions, civil aircraft heavily outnumber military. Of the machines shown, more than two‐thirds were designed for private or commercial flying. This is particularly significant—since more than 75 per cent of the exhibits were French—in what may be described without offence as the stronghold of military aeronautics. French manufacturers have, hitherto, like the English, devoted most of their activities to the production of service types, and it is interesting to find them changing their outlook in this way.

Details

Aircraft Engineering and Aerospace Technology, vol. 3 no. 1
Type: Research Article
ISSN: 0002-2667

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