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Journal of Research in Innovative Teaching & Learning, vol. 12 no. 2
Type: Research Article
ISSN: 2397-7604

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Book part
Publication date: 14 October 2011

Jane C. Hood

This personal narrative describes the results of a tragic gun accident involving my young son and his close friend. In this autobiographical narrative, I trace the effects of…

Abstract

This personal narrative describes the results of a tragic gun accident involving my young son and his close friend. In this autobiographical narrative, I trace the effects of youthful offender laws on my family and explain how our state's juvenile justice system transformed our family's lives for over three years. In addition, as both a participant and a sociologist observer, I show how race and class have conditioned the accident's outcome. As Griffith and Smith's (2005) work on mothering for schooling illustrates, social class greatly affects the relationship between school and family.

In our case, largely because of my training as a researcher and my husband's background in education and psychology, we were able to make the juvenile justice system work as positively as possible for our son. And, because of my privileged position as an academic, I am now able to make visible the effects of youthful offender laws on one youthful offender and his parents.

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Studies in Symbolic Interaction
Type: Book
ISBN: 978-1-78052-156-5

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Book part
Publication date: 6 December 2023

Fatmakhanu (fatima) Pirbhai-Illich, Fran Martin and Shauneen Pete

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Decolonizing Educational Relationships: Practical Approaches for Higher and Teacher Education
Type: Book
ISBN: 978-1-80071-529-5

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Book part
Publication date: 12 April 2021

Paige K. Evans, Donna W. Stokes and Cheryl J. Craig

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes…

Abstract

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

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Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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Article
Publication date: 1 December 1996

Ian Colville and Laurie McAulay

There is a scene in a play by Euripides in which Medea, the central character, persuades Jason, her husband, to be the unwitting participant in her plot for revenge. This scene…

1087

Abstract

There is a scene in a play by Euripides in which Medea, the central character, persuades Jason, her husband, to be the unwitting participant in her plot for revenge. This scene illustrates a facet of finance and accounting expertise because it shows how narrative, including finance and accounting, provides ontological security; a belief in the security of reality and the predictability of outcomes. The Chorus in the play suggests that Jason is “so sure of destiny”. What makes the scene particularly interesting is that it carries a second meaning, which is absolutely clear to the audience, and which has tragic consequences, of which Jason is “so ignorant”. This possibility of a second meaning suggests dangers in accepting a superficial understanding of any narrative. In turn, this shows the need for a knowledge of the history and characters from which any single scene, or finance and accounting report or calculation, is constructed. Provides quotations from practitioners which illustrate ways in which they see finance and accountancy as narrative and the ways in which they succeed and fail to imbue any accounting scene with characters and history.

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Accounting, Auditing & Accountability Journal, vol. 9 no. 5
Type: Research Article
ISSN: 0951-3574

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Case study
Publication date: 23 April 2024

Safiya Sinclair and Gregory B. Fairchild

Jason has had a string of bad luck: he was fired from his job, his car got repossessed, he had to move back in with his mother when he was unable to make rent on his apartment…

Abstract

Jason has had a string of bad luck: he was fired from his job, his car got repossessed, he had to move back in with his mother when he was unable to make rent on his apartment, and his girlfriend dumped him. He is feeling unmotivated and discouraged, but also recognizes—at his mother's insistence—that he needs to start contributing to the household. Following his mother's orders, he heads to the local strip mall seeking employment.

How hard could it be to get a job, anyway?

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Darden Business Publishing Cases, vol. no.
Type: Case Study
ISSN: 2474-7890
Published by: University of Virginia Darden School Foundation

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Article
Publication date: 1 November 2007

Jason K. Ritter, Dave Powell and Todd S. Hawley

This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching…

23

Abstract

This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching practices while working with student teachers in the field. By systematically embracing opportunities to explore mutually pressing issues and concerns manifest across the student teaching semester, the authors found that collaborative self-study provided a useful framework for considering their pedagogical reasoning and decision making as they encouraged student teachers to engage in rationale-based practice. The understandings gleaned from this study provided the authors with a basis upon which to reexamine their developing teacher educator pedagogies, as well as to critique the nature and structure of their teacher education program.

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Social Studies Research and Practice, vol. 2 no. 3
Type: Research Article
ISSN: 1933-5415

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Grassroots Leadership and the Arts for Social Change
Type: Book
ISBN: 978-1-78635-687-1

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Article
Publication date: 1 March 2003

Lisa Perrone and Margaret H. Vickers

Few studies have addressed the experiences of a graduate’s transition from university to the world of work. Understanding how graduates react and respond to this journey will…

6389

Abstract

Few studies have addressed the experiences of a graduate’s transition from university to the world of work. Understanding how graduates react and respond to this journey will provide universities with the ability to prepare and equip students for the road ahead. The purpose of this particular Australian case study was to extend understanding of the experience of making the transition from university to work, and to identify questions for further study. Data were collected using semi‐structured interviews, which were transcribed and analysed for clusters of common themes. Four themes emerged from the case study: “an uncertain feeling”, “inflated expectations”, “the work experience paradox” and “a low time”. It is hoped that understanding this graduate’s experiences will assist higher education institutions, recruiting companies and students to better understand and prepare for this significant life passage.

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Education + Training, vol. 45 no. 2
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 14 August 2018

Lauren Johnson

The purpose of this paper is to explore teachers’ noncompliance with secondary-level standardised literacy testing in Tasmania, Australia, particularly their motivations…

376

Abstract

Purpose

The purpose of this paper is to explore teachers’ noncompliance with secondary-level standardised literacy testing in Tasmania, Australia, particularly their motivations, behaviours and justifications. This paper challenges pervasive views regarding test noncompliance, suggesting a reframing as “advocacy cheating”: noncompliance for purposes of advocating for and supporting students.

Design/methodology/approach

The research used a single case study design, with a simple thematic analysis of the qualitative data. The design enabled data to be collected during one iteration of the examined test regime, with depth of exploration into participants’ experiences and perspectives.

Findings

Findings indicate that small number of participants were engaged in test rule noncompliance at all stages of the testing regime: before, during and following the tests. This paper presents the concept of “advocacy cheating”, illustrated in these data through the motivations presented by participants for their noncompliant actions and the forms of noncompliance used.

Research limitations/implications

The small sample size and single site problematise drawing much broader comparisons. The age of the data means that current test processes and requirements have developed. Larger-scale studies might enable identification of ways in which this current regime has and might be improved.

Practical implications

This study’s findings and its focus on the classroom and teacher experience of testing provide insights into a widely debated and publicly important phenomenon.

Originality/value

The concept of “advocacy cheating” provides a newer way of considering and interpreting the range of ways in which teachers implement standardised tests.

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English Teaching: Practice & Critique, vol. 17 no. 3
Type: Research Article
ISSN: 1175-8708

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