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Journal of Educational Administration, vol. 55 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 3 July 2017

Nora Gannon-Slater, Priya G. La Londe, Hope L. Crenshaw, Margaret E. Evans, Jennifer C. Greene and Thomas A. Schwandt

Data use cultures in schools determine data use practices. Such cultures can be muted by powerful macro accountability and organizational learning cultures. Further, strong…

992

Abstract

Purpose

Data use cultures in schools determine data use practices. Such cultures can be muted by powerful macro accountability and organizational learning cultures. Further, strong equity-oriented data use cultures are challenging to establish. The purpose of this paper is to engage these cultural tensions.

Design/methodology/approach

The data discourse and decisions of four grade-level teams in two elementary schools in one district were studied through observation of 62 grade-level meetings over the course of a year. The observations focused on “data talk,” defined as the structure and content of team conversations about interim student performance data.

Findings

Distinct macro cultures of accountability and organizational learning existed in the two schools. The teams’ own data use cultures partly explained the absence of a focus on equity, and none of the teams used student performance data to make instructional decisions in support of the district’s equity aims. Leadership missed opportunities to cultivate an equity-focused data use culture.

Practical implications

School leaders who advocate that equity importantly guides data use routines, and can anticipate how cultures of accountability or organizational learning “show up” in data use conversations, will be better prepared to redirect teachers’ interpretations of data and clarify expectations of equity reform initiatives.

Originality/value

This study is novel in its concept of “data talk,” which provided a holistic but nuanced account of data use practices in grade-level meetings.

Details

Journal of Educational Administration, vol. 55 no. 4
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 29 November 2024

Melissa Rae Goodnight

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The…

Abstract

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.

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Book part
Publication date: 15 June 2001

Jennifer C. Greene

Abstract

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Vision of Quality: How Evaluators Define, Understand and Represent Program Quality
Type: Book
ISBN: 978-1-84950-101-9

Available. Content available
Book part
Publication date: 15 June 2001

Abstract

Details

Vision of Quality: How Evaluators Define, Understand and Represent Program Quality
Type: Book
ISBN: 978-1-84950-101-9

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Article
Publication date: 6 February 2017

Jennifer Walsh, Kendra Kattelmann and Adrienne White

The purpose of this paper is to test the feasibility of implementing a healthy lifestyles intervention to maintain or achieve healthy weight for low-income young adults in…

817

Abstract

Purpose

The purpose of this paper is to test the feasibility of implementing a healthy lifestyles intervention to maintain or achieve healthy weight for low-income young adults in vocational education.

Design/methodology/approach

Non-randomized, quasi-experimental feasibility test of a ten-week intervention with follow-up assessment designed using PRECEDE-PROCEED. A convenience sample included low-income young adults (n=165), 18-24 years recruited from two vocational training facilities. The intervention had weekly: online educational modules, targeting the non-dieting approach through healthful eating, and physical activity; and messages to promote fruit and vegetable intake, increased physical activity and stress management. Anthropometrics were measured, and an online survey on physical activity and eating behavior (e.g. self-regulation, self-instruction, emotional eating) was administered at baseline, post-, and follow-up.

Findings

At baseline, males were overweight and females were obese based on average BMI; no significant change in BMI, food intake, physical activity, or stress management were noted following the intervention. Eating behavior changed in treatment vs control group; food self-regulation was higher (p=0.025) for high use treatment group compared to the control group.

Practical implications

Lifestyle interventions are critical for low-income young adults who are overweight or obese by 18-24 years of age. Young adults who engage in such interventions can make food behavior changes that can have a mediating effect on healthy weight management. Models like PRECEDE-PROCEED are vital to success when working toward sustainable programs within communities.

Originality/value

Few healthy lifestyle programs have been reported for low-income, non-college young adults, specifically with a largely male population, and none with PRECEDE-PROCEED.

Details

Health Education, vol. 117 no. 2
Type: Research Article
ISSN: 0965-4283

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Article
Publication date: 9 March 2020

Scott Christopher Woods, Jennifer Grace Cromley and Donald Gene Hackmann

This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative…

319

Abstract

Purpose

This study explored implementation of the middle school concept (MSC) in Illinois middle-level schools, examining relationships between MSC implementation and schools' relative wealth, racial/ethnic composition, and achievement levels.

Design/methodology/approach

This quantitative study utilized a sample of 137 Illinois middle-level schools, defined as containing any combination of grades 5–9, including at least two consecutive grade levels and grade 7. Principals completed an online survey, identifying levels of implementation of advisory, teaming with common planning time (CPT), and a composite of both advisory and teaming with CPT.

Findings

Schools with high advisory implementation had significantly higher rates of Latinx enrollments. Schools with lower operating expenditures per pupil were significantly less likely to implement advisory or advisory and teaming. Teaming had a significant relationship with composite PARCC test scores, but there was no significant effect for advisory and no significant interaction of advisory and teaming together.

Practical implications

MSC is more expensive to implement, and affluent districts may have the financial means to absorb these costs. Although teaming facilitated improved state test scores, advisory programming did not result in significantly improved scores.

Social implications

Lack of access to MSC programming in less affluent communities presents an equity issue for low-income students and students of color.

Originality/value

This study contributes to research examining underlying issues of race and poverty and their effects on academic achievement and the effectiveness of the MSC.

Details

Journal of Educational Administration, vol. 58 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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Book part
Publication date: 26 August 2019

Jennifer D. Turner and Chrystine Mitchell

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy…

Abstract

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.

Details

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

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Book part
Publication date: 20 July 2017

Angela Hall, Stacy Hickox, Jennifer Kuan and Connie Sung

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their…

Abstract

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78714-709-6

Keywords

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Article
Publication date: 31 January 2020

Candida G. Brush, Patricia G. Greene and Friederike Welter

The purpose of this paper is to provide a brief history of the evolution of the Diana Project and the Diana International Research Conference. The authors examine the impact of…

1770

Abstract

Purpose

The purpose of this paper is to provide a brief history of the evolution of the Diana Project and the Diana International Research Conference. The authors examine the impact of the publications, conferences and research contributions and consider key factors in the success of this collaborative research organization. They discuss the ongoing legacy, suggesting ways to extend this into the future.

Design/methodology/approach

This paper uses an historical narrative and a citation analysis.

Findings

The Diana Project was founded by five women professors in 1999 with the purpose of investigating women’s access to growth capital. Following a series of academic articles, and numerous presentations, the first Diana International Conference was held in Stockholm, Sweden. At this convening, 20 scholars from 13 countries shared their knowledge of women’s entrepreneurship, venture creation and growth, culminating in the first volume of the Diana Book Series. Since then, 14 international conferences have been held, resulting in 10 special issues of top academic journals and 11 books. More than 600 scholars have attended or participated in Diana conferences or publications.

Research limitations/implications

Contributions from the Diana International Conferences’ special issues of journals and books have advanced theory across topics, levels, geographies and methods. Articles emerging from Diana scholars are some of the top contributions about women’s entrepreneurship and gender to the field of entrepreneurship. Future research directions are included.

Practical implications

This analysis demonstrates the success of a unique woman-focused collaborative research initiative and identifies key success factors, suggesting how these might be expanded in the future.

Social implications

To date, more than 600 scholars have participated in the Diana International Conferences or publications. Diana is the only community dedicated to rigorous and relevant research about gender and women’s entrepreneurship. Going forward, efforts to expand work on education for women’s entrepreneurship, women entrepreneurship faculty and careers, and women entrepreneurs, gender and policy will take place to extend this legacy.

Originality/value

The paper is unique in that it is the first to show the substantial legacy and impact of the Diana project since its inception in 1999. Further, it demonstrates how a feminist approach to entrepreneurial principles can yield insights about this unique research initiative and collaborative organization.

Details

International Journal of Gender and Entrepreneurship, vol. 12 no. 1
Type: Research Article
ISSN: 1756-6266

Keywords

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