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Article
Publication date: 19 October 2022

Caroline Winzenried and Jennifer Coburn

The purpose of this study was twofold: to explore the everyday experiences and interpretations of verbalised self-criticism in emergent adult males (ages 18–25) in social contexts…

102

Abstract

Purpose

The purpose of this study was twofold: to explore the everyday experiences and interpretations of verbalised self-criticism in emergent adult males (ages 18–25) in social contexts and, secondly, to explore the utilisation of vignettes in phenomenological research exploring social processes.

Design/methodology/approach

Four Australian male participants participated in semi-structured interviews to share the participants' experiences and sense-making of self-criticism in social contexts. Vignettes of verbalised self-criticism were used to prompt attentive reflection. Interpretative phenomenological analysis was used to analyse the data.

Findings

Four superordinate themes emerged from participant responses: (1) searching for context, (2) self-improving or self-attacking, (3) self-criticism as a social tool, and (4) engaging and distancing responses.

Originality/value

This study provides useful insights into how verbalised self-criticism in social contexts was experienced by four emergent adult males. Furthermore, this study provides a working example of how vignettes can be used within an interpretative phenomenological analysis frame to prompt attentive reflection on sensitive, nuanced social phenomenon. Implications for future research are discussed. Further research could use this study's findings to explore female responses to verbalised self-criticism and potential causality between contextual factors and the nature of responses.

Details

Qualitative Research Journal, vol. 23 no. 2
Type: Research Article
ISSN: 1443-9883

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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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Article
Publication date: 16 August 2011

Kyle Ingle, Stacey Rutledge and Jennifer Bishop

School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders…

2805

Abstract

Purpose

School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders make sense of hiring and subjective evaluation of on‐the‐job teacher performance.

Design/methodology/approach

This qualitative study drew from 42 interviews with 21 principals from a mid‐sized Florida school district. Two rounds of semi‐structured interviews (one to two hours each) were conducted with the informants over two summers (2005‐2006). The multi‐year study allows the authors to assess the consistency across principal participants.

Findings

Principals' personal beliefs, background, and experiences were found to shape their conceptions and preferences for teacher characteristics. School type (e.g. elementary, secondary, levels of poverty) also influenced principals' perceptions of and preferences for specific applicant and teacher characteristics. Principals in the sample, however, showed surprising consistency towards certain characteristics (caring, subject matter knowledge, strong teaching skills) and job fit (person‐job). Sampled principals reported that each vacancy is different and is highly dependent on the position, team, and individuals. Regardless of the position or school setting, federal, state, and district mandates strongly influenced how principals made sense of the hiring process and on‐the‐job performance.

Practical implications

The findings underscore the complexity of the human resource functions in education and raise important questions of how school leaders reconcile personal preferences and building‐level needs with demands from the district, state, and federal levels.

Originality/value

The authors' findings offer important insight into the complex conceptualizations that principals hold and the balances that must be struck in the face of policy and hiring constraints. How principals make sense of teacher quality, however, has not been examined. This study contributes to the extant research and makes a theoretical contribution to studies using a cognitive frame to understand school leadership.

Details

Journal of Educational Administration, vol. 49 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 27 November 2020

Breanne K. Litts, Melissa Tehee, Jennifer Jenkins, Stuart Baggaley, Devon Isaacs, Megan M. Hamilton and Lili Yan

As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work…

180

Abstract

Purpose

As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders.

Design/methodology/approach

Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings.

Findings

Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year.

Research limitations/implications

A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence.

Practical implications

Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work.

Originality/value

Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods.

Details

Information and Learning Sciences, vol. 121 no. 9/10
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 3 May 2022

Jennifer Karnopp

Much of the scholarship relating to educator learning in the context of school change centers on promising organizational structures that support educator knowledge-building and…

526

Abstract

Purpose

Much of the scholarship relating to educator learning in the context of school change centers on promising organizational structures that support educator knowledge-building and sharing. However, recent studies have found that educators' social networks also enhance learning of new practices. This study aims to explore how informal interactions support organizational learning in schools.

Design/methodology/approach

Applying structuration theory to concepts of organizational learning mechanisms, this paper proposes a framework for examining informal interactions and organizational learning. Employing an exploratory sequential mixed-methods design, this paper utilizes social network analysis of survey data and thematic analysis of interview data of a purposive sample of participants in a rural school district.

Findings

Within this rural district, organizational and social conditions supported recursive interactions where educators developed and shared knowledge of new instructional practices. Organizational resources and routines, and individuals' habits of mind mediated these recursive interactions, resulting in somewhat dependable knowledge-sharing spaces. Through these recursive interactions between individual agents acting within the opportunities and constraints of the normalized organizational expectations of each school, informal knowledge structures emerged.

Originality/value

This article applies structuration theory to examine organizational learning mechanisms in schools. This novel approach provides researchers with a new perspective on the organizational learning process—one that facilitates the exploration of the role of informal knowledge-building in this process.

Details

Journal of Educational Administration, vol. 60 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 28 June 2013

Laura S. Hamilton, Heather L. Schwartz, Brian M. Stecher and Jennifer L. Steele

The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider creating…

1779

Abstract

Purpose

The purpose of this paper is to examine how test‐based accountability has influenced school and district practices and explore how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability. It provides research‐based guidance for entities that are developing or adopting new measures of school performance.

Design/methodology/approach

The study relies on literature review, consultation with expert advisers, review of state and district documentation, and semi‐structured interviews with staff at state and local education agencies and research institutions.

Findings

The research shows mixed effects of test‐based accountability on student achievement and demonstrates that teachers and administrators change their practices in ways that respond to the incentives provided by the system. The review of state and district measurement systems shows widespread use of additional measures of constructs, such as school climate and college readiness.

Research limitations/implications

There is a clear need for additional research on the short‐ and long‐term effects of expanded systems of measures. In particular, currently little is known about how the inclusion of input and process measures influences educators’ practices or student outcomes.

Practical implications

The research suggests several practical steps that can be taken to promote effective systems of measurement, including providing supports for high‐quality teaching to accompany new measures, offering flexibility to respond to local needs, and conducting validity studies that address the various purposes of the measures.

Originality/value

The paper provides new information about how states and districts are expanding their systems of measures for various purposes, and informs accountability policy by highlighting the benefits and limitations of current outcomes‐based approaches to accountability and by clarifying the trade‐offs and decisions that should be considered.

Details

Journal of Educational Administration, vol. 51 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 14 March 2023

Jennifer Karnopp and Jeff Walls

Existing conceptualizations of organizational learning focus on processes and structures while also acknowledging a social element, usually framed as bringing people together…

249

Abstract

Purpose

Existing conceptualizations of organizational learning focus on processes and structures while also acknowledging a social element, usually framed as bringing people together through formal structures. While much scholarship notes that school culture mediates organizational learning, culture is often relegated to the realm of context. Affective and relational components of organizational learning remain undertheorized. The authors argue that attending more closely to the relational component of organizational learning will offer new insights into the enactment of organizational learning in schools.

Design/methodology/approach

The study briefly discusses schools of thought regarding organizational learning. It also summarizes extant conceptualizations of school climate and culture, laying these alongside the sense of community (SOC) framework (McMillan and Chavis, 1986). Utilizing prior research, it illustrates the value of bringing this framework into conversation with theories of organizational learning in schools to enrich understandings of the conditions under which organizational learning occurs.

Findings

The authors suggest a conceptualization of relationality in organizational learning rooted in SOC, a conceptualization that is both broader than merely transactional interactions and more precise than that offered by extant notions of school culture and climate.

Originality/value

The relational perspective captured by SOC offers researchers new avenues to more fulsomely explore the ways that trust, belonging, caring and shared values facilitate organizational learning. A more thorough understanding of the role of relationality in organizational learning may provide answers to salient questions, including why some teachers go above and beyond to seek out opportunities and why some changes stay bounded within departments and substructures.

Details

Journal of Educational Administration, vol. 61 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Available. Content available
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Abstract

Details

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

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Book part
Publication date: 7 February 2024

Anne M. Hewitt

At the beginning of the 21st century, multiple and diverse social entities, including the public (consumers), private and nonprofit healthcare institutions, government (public…

Abstract

At the beginning of the 21st century, multiple and diverse social entities, including the public (consumers), private and nonprofit healthcare institutions, government (public health) and other industry sectors, began to recognize the limitations of the current fragmented healthcare system paradigm. Primary stakeholders, including employers, insurance companies, and healthcare professional organizations, also voiced dissatisfaction with unacceptable health outcomes and rising costs. Grand challenges and wicked problems threatened the viability of the health sector. American health systems responded with innovations and advances in healthcare delivery frameworks that encouraged shifts from intra- and inter-sector arrangements to multi-sector, lasting relationships that emphasized patient centrality along with long-term commitments to sustainability and accountability. This pathway, leading to a population health approach, also generated the need for transformative business models. The coproduction of health framework, with its emphasis on cross-sector alignments, nontraditional partner relationships, sustainable missions, and accountability capable of yielding return on investments, has emerged as a unique strategy for facing disruptive threats and challenges from nonhealth sector corporations. This chapter presents a coproduction of health framework, goals and criteria, examples of boundary spanning network alliance models, and operational (integrator, convener, aggregator) strategies. A comparison of important organizational science theories, including institutional theory, network/network analysis theory, and resource dependency theory, provides suggestions for future research directions necessary to validate the utility of the coproduction of health framework as a precursor for paradigm change.

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Article
Publication date: 18 November 2019

Jose G. Vega, Jan Smolarski and Jennifer Yin

The purpose of this paper is to examine restrictions placed by the Troubled Asset Relief Program (TARP) on executive compensation during the financial crisis. Since it remains…

193

Abstract

Purpose

The purpose of this paper is to examine restrictions placed by the Troubled Asset Relief Program (TARP) on executive compensation during the financial crisis. Since it remains unclear if TARP restored public confidence in financial institutions, the authors also analyze what effect such regulations had on investors’ confidence in the information provided by earning with respect to executive compensation during this critical period.

Design/methodology/approach

To test the assertions, the authors employ an Earnings Response Coefficient model, which captures the association between firms’ earnings surprise (ES) and perceived earnings informativeness. The authors implement both a long- and short-window test to obtain a better understanding of the effects of TARP on financial institutions’ earnings informativeness. The authors use the long-window approach to gather evidence about whether and how financial institutions’ ES are absorbed into security prices conditional on both their participation in TARP and their compliance with TARP’s compensation restrictions. The authors attempt to establish a stronger causal link by also using a short-window approach.

Findings

The authors find that firms paying their CEOs above the TARP threshold show higher earnings informativeness. Financial institutions that paid their CEOs above the TARP threshold achieved better performance during their participation in TARP. The authors also find that a decrease in total compensation while participating in TARP is associated with improved earnings informativeness. Lastly, separating total compensation into its cash and stock-based components, the authors find that firms improve earnings informativeness when they increase (decrease) cash (performance) compensation during TARP. However, overall earnings informativeness decreases during and after TARP relative to the pre-TARP period.

Practical implications

The research suggests that executive compensation incentives affect earnings informativeness and that tradeoffs are made between direct and indirect costs in retaining executives. The results have implications for policy makers, investors and researchers because the results allow policy makers and regulators to improve on how they design and implement accounting, market and finance regulations and reforms. Investors may potentially use the results when evaluating firm experiencing financial and, in some case, political distress. It also helps firms and offering optimal compensation contracts to create proper incentives for executives and ensure that managerial actions result in successful firm performance.

Social implications

The study shows how firms react to changing regulations that affect executive compensation and earning informativeness. The results of the study allow regulators to potentially design more effective regulations by targeting certain aspects of firms’ operation such excessive risk-taking behavior and rent extraction opportunities.

Originality/value

There are very few studies that deal with how firms react to regulation that affect executive compensation. The authors provide evidence regarding what effect TARP and its compensation restrictions had on financial institutions’ earnings informativeness. The evidence in the study will further regulators’ understanding of whether TARP improved investors’ confidence in financial institutions. The paper also contributes to the understanding in how changes in executive compensation in times of high political scrutiny affect investors’ perceptions of firm performance.

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