VERENA THOMPSON, TONY WARSHAW, ALLAN BUNCH, EDWIN FLEMING and WILFRED ASHWORTH
Since the concept of provision aimed to attract particular groups from the community to use libraries began, library staff at all levels have discussed whether these materials…
Abstract
Since the concept of provision aimed to attract particular groups from the community to use libraries began, library staff at all levels have discussed whether these materials should have a separate section of their own or be integrated with other items in the main classification sequence.
Christine M. Cress, Miki Yamashita, Rebecca Duarte and Heather Burns
This investigation sought to identify learning outcomes for undergraduate students at a US college enrolled in community‐based learning courses. Specifically, the purpose of this…
Abstract
Purpose
This investigation sought to identify learning outcomes for undergraduate students at a US college enrolled in community‐based learning courses. Specifically, the purpose of this paper is to examine the similarities and differences between American students' and international students' development of leadership skills through senior level service‐learning (SL) courses and analyzed the role of teaching methods on those outcomes.
Design/methodology/approach
Over 150 SL courses from students representing 30 countries were examined at a major university in the USA. US and non‐US student leadership and learning outcomes were cross‐tabulated with instructional techniques to analyze for statistically significant differences.
Findings
Facilitating leadership skill development is a function of utilizing transformational rather than traditional classroom teaching techniques.
Practical implications
Transformational teaching and learning methods such as collaborative projects, student‐selected readings, and group decision‐making in SL courses help transform students' views of themselves, their communities, and the world as they consider their roles as leaders in an unscripted future.
Originality/value
Few studies have examined the instructional elements in SL that transform student knowledge and leadership skills especially across such a breadth and variety of SL courses and student cultural backgrounds.
Details
Keywords
Leigh A. Hall, Leslie D. Burns and Heather Taxis Greene
Purpose – To describe four instructional components teachers can use to help create more inclusive spaces for struggling readers: (a) language use, (b) repositioning struggling…
Abstract
Purpose – To describe four instructional components teachers can use to help create more inclusive spaces for struggling readers: (a) language use, (b) repositioning struggling readers as primary knowers, (c) making struggling normal, and (d) creating reading partnerships.Design/methodology/approach – The chapter describes research findings from studies of middle grades students in English language arts, and theorizes work with struggling readers on the basis of identity theories, research about identifying and utilizing students’ own funds of knowledge, and research about the conditions for building reading self-efficacy, motivation, and engagement.Findings – Provides detailed descriptions of how teachers’ language use, reading partnerships, making struggling a normal part of reading processes, and helping struggling readers become full participants in classroom life, including models, examples, and interview data with middle grades struggling readers.Research limitations/implications – Adjusting teachers’ language use in discussions of how to read, using students’ knowledge of reading and other topics from outside of school, enabling collaboration through peer reading partnerships, and positioning all students to understand that struggling with reading is normal and not necessarily a sign of low ability.Practical implications – This is a valuable source for classroom teachers who are seeking successful strategies for engaging and supporting struggling readers while also creating a positive classroom environment for reading instruction in general.Originality/value of chapter – The environment a reading teacher creates, including the language that teacher uses, can have a powerful and positive impact on struggling readers’ classroom identities, self-efficacy, motivation, and ability to engage successfully with reading processes in school.
Details
Keywords
Amy L. Kenworthy and Laurie N. DiPadova‐Stocks
The purpose of this paper is to provide a context for the compilation of papers and commentaries included in this International Journal of Organizational Analysis special issue on…
Abstract
Purpose
The purpose of this paper is to provide a context for the compilation of papers and commentaries included in this International Journal of Organizational Analysis special issue on “Scripting the next wave of exigent issues for service‐learning in our unscripted future: when technology, globalism, and community engagement collide.”
Design/methodology/approach
The authors of this paper are the Guest Editors for the special issue. As such, in this paper, they provide a brief history of why the special issue was created and how it serves as an extension to the first special issue (Vol. 17 No. 1, 2009).
Findings
There are five papers and six commentary pieces included in this special issue. Each raises a charge, or challenge, to the reader in terms of moving forward with service‐learning in the uncertain, complex, and highly unscripted environments.
Practical implications
The practical implications of this paper are those that relate to future research and practice in the service‐learning domain. This is contextualized as part of the collective challenge as the author move forward in a world where local, regional, national, and international connectedness intersects with social, economic, and technological pressures.
Originality/value
As the introduction, this paper is unique in that it provides an overview of the contents for the entire special issue.
Details
Keywords
Psychological research on fire has focussed primarily on its misuse in the form of arson and firesetting, which reflects a tradition in forensic psychology for focussing on risk…
Abstract
Purpose
Psychological research on fire has focussed primarily on its misuse in the form of arson and firesetting, which reflects a tradition in forensic psychology for focussing on risk and pathological behaviour. However, this is inconsistent with the strengths-based approach because it fails to account for positive aspects of fire and law-abiding/ healthy interactions with fire. This study aims to explore the psychology of non-criminalised forms of fire use. It is predicated on a novel, dimensional, conceptualisation of fire-related behaviour – the continuum of fire use (CoFU; Horsley, 2020, 2021).
Design/methodology/approach
Semi-structured interviews were conducted with 12 adults who use fire in law-abiding forms. Data were analysed using techniques informed by grounded theory. Steps were taken to ensure reliability and validity, including a Cohen’s Kappa calculation, which indicated an agreement level of 0.8 between two raters.
Findings
Four core themes were identified relating to the benefits of fire on psychological well-being, namely, immediate gratification; hope and empowerment; self-concept and emotional security.
Research limitations/implications
Drawing on findings from this study, a theoretical framework of the psychology of non-criminalised fire use is presented. This is a preliminary conceptualisation and more work is needed to address this under-researched topic.
Practical implications
The findings can inform the work of forensic practitioners. They highlight the importance of considering service users' positive interactions with fire, alongside maladaptive/ criminal use. This has implications for the assessment of fire setters, as well as rehabilitative approaches.
Social implications
It is argued in this paper that a society-wide approach is key to firesetting reduction. More specifically, findings can inform the development and refinement of early intervention programmes, which focus on supporting young people to develop a healthy relationship with fire.
Originality/value
To the best of the authors’ knowledge, this study is the first to explore the psychology of non-criminalised forms of fire use. It is predicated on a novel, dimensional, conceptualisation of fire-related behaviour – the continuum of fire use (CoFU; Horsley, 2020, 2021a, 2021b).
Details
Keywords
Ernest S. Park, Verlin B. Hinsz and Jared L. Ladbury
To understand the importance of coordination and collaboration for ROV teams, let us examine some of the typical tasks that ROV operators might be required to perform (Cooke &…
Abstract
To understand the importance of coordination and collaboration for ROV teams, let us examine some of the typical tasks that ROV operators might be required to perform (Cooke & Shope, 2004; Gugerty, DeBoom, Walker, & Burns, 1999). To do so, we will use the members of a U.S. Air Force Predator crew as an example. The team consists of three members: an Air Vehicle Operator (AVO) who pilots the aircraft, a Payload Operator (PLO) who operates the surveillance equipment, and a Data Exploitation, Mission Planning, and Communications Operator (DEMPC) who is responsible for mission planning. In the course of a mission, the AVO is responsible for the take off and landing of the aircraft. Because they fly the aircraft from a remote location, AVOs are generally required to use visual input from a camera mounted on the nose of the aircraft to guide their flight. Once in the air, the PLO can operate cameras and sensors mounted on the belly of the plane to gather information. The DEMPC, who is in contact with the upper echelons of the organization, provides the AVO with the desired heading and the PLO with target coordinates.
Samuel Roscoe, Heather Skipworth, Emel Aktas and Farooq Habib
This paper examines how firms of different sizes formulate and implement strategies to achieve fit with an external environment disrupted by a geopolitical event. The context of…
Abstract
Purpose
This paper examines how firms of different sizes formulate and implement strategies to achieve fit with an external environment disrupted by a geopolitical event. The context of the study is the pharmaceutical industry and how it managed the supply chain uncertainty created by the United Kingdom's decision to leave the European Union, or Brexit.
Design/methodology/approach
Data were collected longitudinally from the pro-Brexit vote on 23 June 2016, until the UK’s departure from the EU on 31 January 2020. Twenty-seven interviews were conducted in the pharmaceutical sector, including nineteen interviews with senior managers at eight case companies and eight interviews with experts working for trade associations and standards institutes. The interview findings were triangulated with Brexit policy and strategy documentation.
Findings
When formulating strategy, multi-national enterprises (MNEs) used worst case assumptions, while large firms, and small and medium sized enterprises (SMEs) gathered knowledge as part of a “wait-and-see” strategy, allowing them to reduce perceptions of heightened supply chain uncertainty. Firms then implemented reactive and/or proactive strategies to mitigate supply chain risks.
Originality/value
The study elaborates on strategic contingency theory by identifying two important conditions for achieving strategic fit: first, companies deploy intangible resources, such as management time, to gather information and reduce perceptions of heightened supply chain uncertainty. Second, companies deploy tangible resources (supply chain redundancies, new supply chain assets) to lessen the negative outcomes of supply chain risks. Managers are provided with an empirical framework for mitigating supply chain uncertainty and risk originating from geopolitical disruptions.
Details
Keywords
Abigail Branford and Jason Todd
The TIDE Beacon Fellowship was a professional development programme supporting a small group of history and english teachers in their teaching of the British Empire, Migration…
Abstract
The TIDE Beacon Fellowship was a professional development programme supporting a small group of history and english teachers in their teaching of the British Empire, Migration, and Belonging. The Fellowship took place over three months with three full-day workshops. This chapter seeks to assess how a sustained form of professional development could support the teaching of a complex topic like the history of the British Empire. The authors will present a single case study as a basis of hypotheses testing, arguing that teachers are best supported with professional development that draws on both academic scholarship from the relevant subject disciplines and empirical evidence from classrooms; accounts for teachers’ personal beliefs; and takes place within supportive forums that facilitate dialogue.
Details
Keywords
Examines gender differences in relation to organizationalcommitment. It considers the ways in which corporate culture attempts toseduce employees into commitment via the…
Abstract
Examines gender differences in relation to organizational commitment. It considers the ways in which corporate culture attempts to seduce employees into commitment via the construction of appearances and values. The satisfactions which men derive from work appear to make them more susceptible to the construction of particular frames of organizational behaviour and, in this sense, commitment can be viewed as a consensual interpretation of appropriate organizational action. Women, however, have more ambiguous and conflictual encultured imagery which is not easily reconciled with male reality definitions. Hence, women introduce ambivalence into the workplace. This inevitably constitutes a threat to male consensus and framing of appropriate action. Women′s action lacks propriety within male frames because women embody ambivalence. Therefore, by virtue of their mere presence, women threaten the deconstruction of commitment.