Summer F. Odom, Holly D. Jarvis, M’Randa R. Sandlin and Cassidy Peek
Social media is becoming more prevalent in the higher education classroom. As part of an ongoing study, the Department of Agricultural Leadership, Education, and Communications at…
Abstract
Social media is becoming more prevalent in the higher education classroom. As part of an ongoing study, the Department of Agricultural Leadership, Education, and Communications at Texas A&M University surveyed leadership students about their perceptions of their level of comfort and frequency of use of social media tools and the advantages and disadvantages that these students perceived when social media was used in the leadership classroom. A total of 79 students were surveyed in two upper level leadership courses. Facebook was the social media tool students were most comfortable with and used most frequently. Advantages included social media helping increase quality and efficiency of communication between students and the instructor, social media as a technological norm, access to class information, ease of collaboration, and stronger social connections between classmates. Disadvantages revolved around issues of use of and access to social media.
Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own…
Abstract
Within the developing exploration of the role of the scholar-practitioner, the situation in which scholar-practitioners engage in the scholarship of practice in their own organizational systems has not received much attention. This chapter adopts the position that scholar-practitioners are not merely practitioners who do research but rather that they integrate scholarship in their practice and generate actionable knowledge, that is, knowledge that is robust for scholars and actionable for practitioners. This chapter explores the phenomenon of scholar-practitioners engaging in the scholarship of practice in their own organizational systems as inside change agents. It discusses how scholar-practitioners engage in inquiry-in-action in first-, second-, and third-person modes of inquiry and practice in the present tense and provides a methodology and methods for such engagement that it be rigorous, reflective, and relevant.
The news that the Ministry of Education has set up two Working Parties in connection with the proposed new Public Libraries Bill is welcome and gives further hope that such a Bill…
Abstract
The news that the Ministry of Education has set up two Working Parties in connection with the proposed new Public Libraries Bill is welcome and gives further hope that such a Bill will appear in the not too distant future. From the constitutions of these Working Parties, which seem to us to be fairly representative of all interests, it would appear that the first is going to concern itself with the main aspects of the Roberts Report recommendations, while the second will be given the task of studying the problems of library co‐operation. On the first party, county libraries are represented by Miss Paulin and Mr. Budge, while Wales is represented by Mr. A. Edwards, librarian of the Cardiganshire and Aberystwyth Joint Library. Mr. D. I. Colley, the city librarian of Manchester, will be keeping a watching brief on behalf of the large libraries, but it should not be forgotten that he is also a member of the Libraries Committee of the Association of Municipal Corporations. Mr. Gardner is rightly there, perhaps not only as librarian of Luton but also as chairman of the Library Association's Executive Committee. The Smaller Libraries Group can surely have no complaints, for out of the ten members of Working Party No. I there are three librarians from smaller libraries, these being Mr. Helliwell of Winchester, Mr. Christopher of Penge and Mr. Parker of Ilkley. This Working Party is completed by two legal representatives in Mr. W. B. Murgatroyd, who is Town Clerk of Hornsey, and Mr. J. H. Oldham, who is Assistant County Solicitor for Kent.
Holly J. McCammon, Allison R. McGrath, Ashley Dixon and Megan Robinson
Feminist legal activists in law schools developed what we call critical community tactics beginning in the late 1960s to bring about important cultural change in the legal…
Abstract
Feminist legal activists in law schools developed what we call critical community tactics beginning in the late 1960s to bring about important cultural change in the legal educational arena. These feminist activists challenged the male-dominant culture and succeeded in making law schools and legal scholarship more gender inclusive. Here, we develop the critical community tactics concept and show how these tactics produce cultural products which ultimately, as they are integrated into the broader culture, change the cultural landscape. Our work then is a study of how social movement activists can bring about cultural change. The feminist legal activists’ cultural products and the integration of them into the legal academy provide evidence of feminist legal activist success in shifting the legal institutional culture. We conclude that critical community tactics provide an important means for social movement activists to bring about cultural change, and scholars examining social movement efforts in other institutional settings may benefit from considering the role of critical community tactics.
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Holly Louise Crossen-White, Ann Hemingway and Adele Ladkin
Social innovation has received increasing attention in recent decades (Agostini et al., 2017). This study aims to consider how the concept has been applied to the issue of ageing…
Abstract
Purpose
Social innovation has received increasing attention in recent decades (Agostini et al., 2017). This study aims to consider how the concept has been applied to the issue of ageing and what can be learnt about effective policy responses.
Design/methodology/approach
The acknowledged lack of understanding generally about the concept makes it timely to undertake a scoping review of the current evidence from social innovation projects associated with older people. A scoping review is considered appropriate where there is a need to “identify and analyse knowledge gaps” (Munn et al., 2018, p. 2).
Findings
Findings from the scoping review indicate that, as yet, the concept of social innovation is not fully defined. However, it has widespread appeal across a diverse range of disciplines and has the potential to generate innovative policy responses.
Originality/value
A key argument identified is the need to change the public’s perceptions of ageing and devise public policies that encourage and nurture age-friendly communities. In summation, although social innovation has the potential to act as a policy driver, but to be effective, it is necessary to devise robust strategies to ensure full user-engagement and active involvement of communities. Therefore, it is the process of delivery that needs urgent attention in any future research into social innovation.
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Terrance Burgess and Felicia Moore Mensah
In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities…
Abstract
In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities espoused by their White teacher. Orienting ourselves within a critical race theory framework, we relied upon storytelling to tell the stories of John and Seth, two young Black boys whose science interests fueled their engagement across school subjects despite the semantic deficit-oriented positioning of their academic abilities by the White teachers and staff within their school. Throughout this chapter, we center their experiences to argue that understanding the inherent underrepresentation of Black men in science-based professions requires an examination of the pivotal educational moments preceding this disparity. Rich and culturally responsive science teaching may support equity for Black boys, but John and Seth's stories illustrate that these practices alone will only perpetuate the status quo unless teachers challenge their dispositions regarding who their students are and what they are capable of. We conclude by offering suggestions for practitioners to consider when designing and implementing equitable student-centered science instruction.
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Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management…
Abstract
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.