Lauren Gatti, Jessica Masterson, Robert Brooke, Rachael W. Shah and Sarah Thomas
The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of…
Abstract
Purpose
The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of justice-oriented, critical English education in important ways. The authors propose that consciously attending to the work of English education on the programmatic level can better enable English educators to cultivate democracy-sustaining dispositions in preservice teachers. Using Grossman et al.’s (2008) definition of “programmatic coherence”, the authors illustrate how one interdepartmental partnership is working to create a shared programmatic vision for English education.
Design/methodology/approach
Drawing on Cornel West’s call for the development of a three-piece democratic armor – Socratic questioning, prophetic witness and tragicomic hope – the authors describe their programmatic vision for cultivating democracy-sustaining dispositions in preservice teachers. They show how this shared vision constitutes the foundation for the organization, purpose and sequence of the four-semester cohort program. Finally, the authors describe how this vision helps facilitate meaningful and purposeful symbiosis between field experiences and university coursework.
Findings
In an effort to promote replicability regarding programmatic coherence, the authors share structural aspects of their program as well as pose generative questions for colleagues who are interested in approaching the work of critical, democratic English education from the programmatic level.
Originality/value
Addressing the challenges of teacher preparation – especially in this polarized and pitched historical moment – requires shifting the focus from individual courses to a more expansive view that might enable English educators to consider how courses within a program might collectively advance a particular vision of critical and democratic English education.
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Russell Cropanzano, Marion Fortin and Jessica F. Kirk
Justice rules are standards that serve as criteria for formulating fairness judgments. Though justice rules play a role in the organizational justice literature, they have seldom…
Abstract
Justice rules are standards that serve as criteria for formulating fairness judgments. Though justice rules play a role in the organizational justice literature, they have seldom been the subject of analysis in their own right. To address this limitation, we first consider three meta-theoretical dualities that are highlighted by justice rules – the distinction between justice versus fairness, indirect versus direct measurement, and normative versus descriptive paradigms. Second, we review existing justice rules and organize them into four types of justice: distributive (e.g., equity, equality), procedural (e.g., voice, consistent treatment), interpersonal (e.g., politeness, respectfulness), and informational (e.g., candor, timeliness). We also emphasize emergent rules that have not received sufficient research attention. Third, we consider various computation models purporting to explain how justice rules are assessed and aggregated to form fairness judgments. Fourth and last, we conclude by reviewing research that enriches our understanding of justice rules by showing how they are cognitively processed. We observe that there are a number of influences on fairness judgments, and situations exist in which individuals do not systematically consider justice rules.
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Amitabh Anand, Jessica Doll and Prantika Ray
This study aims to develop and validate two scales: quiet quitting (QQ), measuring individual-level work disengagement, low organisational commitment and not going above and…
Abstract
Purpose
This study aims to develop and validate two scales: quiet quitting (QQ), measuring individual-level work disengagement, low organisational commitment and not going above and beyond in work, and quiet firing (QF), measuring employee perceptions of the degree to which their managers devalue them and when organisations intentionally create a situation to make them quit.
Design/methodology/approach
The scale development process involved item generation through literature search, review and interviews with working executives. The scales were then tested online by 264 participants from India.
Findings
In the quantitative analysis, the QQ and QF scales have good psychometric properties when tested with factor analysis, reliability analysis and Cronbach’s alpha. Furthermore, the convergent, discriminant and predictive validity of outcome constructs also showed significance.
Originality/value
This study found that the QQ and QF scales are highly reliable and exhibit good psychometric properties. To the best of the authors’ knowledge, this is one of the first studies to empirically develop and test the QQ and QF constructs and offer implications for organisations and managers.
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The management of children′s literature is a search for value andsuitability. Effective policies in library and educational work arebased firmly on knowledge of materials, and on…
Abstract
The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.
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Jennifer A. Kurth and Alison L. Zagona
Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research…
Abstract
Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.
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Jessica J. Hoppner, David A. Griffith and ChangSeob Yeo
The purpose of this study, drawing from exchange theory, is to examine how the intertwined relationships between power, justice and relative dependence influence relationship…
Abstract
Purpose
The purpose of this study, drawing from exchange theory, is to examine how the intertwined relationships between power, justice and relative dependence influence relationship performance in buyer – seller relationships.
Design/methodology/approach
A two-wave structural equation model with latent variable interactions was estimated on a dataset of 283 buyer – seller relationships.
Findings
Exercised coercive and reward power follow different processes, direct and indirect, to influence relationship performance. The use of coercion was found to be substantively more detrimental to the buyer – seller relationship than the use of rewards were beneficial. Relative dependence tempers the negative influence of coercion.
Research limitations/implications
Managers of buyer – seller relationships need to be judicious in their use of coercion and rewards. In their efforts to manage relationship performance, whenever possible, managers should seek to avoid punishing their partner more so than they should seek to reward them.
Originality/value
Although proposed under a single theoretical perspective, power and justice have developed as separate streams within the extant literature. Examining these constructs together can increase the current understanding of how to manage buyer – seller relationships.
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Sweta Srivastava Malla and Sanjay Malla
The purpose of this paper is to identify select antecedents for affective commitment (AC) and whether organizational trust (OT) mediates the relationship between dimensions of…
Abstract
Purpose
The purpose of this paper is to identify select antecedents for affective commitment (AC) and whether organizational trust (OT) mediates the relationship between dimensions of organizational justice (OJ) and AC.
Design/methodology/approach
Using a survey-based design, data were collected from employees across industry verticals who were working in various organizations and participated in an executive management program at an Indian management institute. Analysis was carried out using a partial least square-based package of ADANCO 2.2.1.
Findings
In line with cross-cultural research, the results indicated that distributive and informational justice contribute toward employees' AC. In addition, the findings confirmed that OT mediates the justice-AC relationship for distributive, interpersonal and informational justice. The role of job satisfaction (JS) as an important antecedent was also identified.
Practical implications
The evidence-based findings, as represented in importance–performance map analysis (IPMA), will help the organizational leaders understand the factors responsible for employees' AC. Leaders will appreciate the important role played by justice, fairness and OT in enhancing commitment. The importance of JS was also highlighted.
Originality/value
This is a pioneering study to provide empirical evidence of the moderating effect of trust on OJ and the AC relationship. It is also one of the first to consider all of the four dimensions of OJ as possible antecedents for AC in a non-Western context.
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Katia Ciampa and Dana Reisboard
The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn…
Abstract
Purpose
The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper aims to describe the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction.
Design/methodology/approach
Three types of qualitative data were collected: researchers’ anecdotal notes during the professional learning sessions; teacher focus groups; and teachers’ blog reflection entries.
Findings
The findings revealed that the PD for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, PD served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.
Research limitations/implications
The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.
Practical implications
The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.
Social implications
Teachers and teacher educators must reflect on, question and critique their own work in preparing teachers to enter today’s schools as critical, reflective educators. The types of children’s literature that are selected and introduced to students play an important role in dismantling technocratic approaches to literacy instruction and strengthen one’s understanding of one another. Teachers must select books that challenge assumptions and speak of possibilities for change.
Originality/value
Culturally relevant pedagogy that includes culturally relevant children’s literature holds promise for improving literacy instructional and assessment practices and school experiences for culturally and linguistically diverse students, especially in environments where high-stakes testing is emphasized. It is one way to imagine a better schooling experience for students that affirms identities and honors and sustains diversity. For culturally relevant pedagogy to be a reality in education, stakeholders must be on board, including students, parents, teachers, administrators and policymakers.
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Simon Chester Evans, Sarah Waller and Jennifer Bray
Recent years have seen a growing interest in and awareness of the importance of environmental design to the well-being of people living with dementia, in terms of both policy and…
Abstract
Purpose
Recent years have seen a growing interest in and awareness of the importance of environmental design to the well-being of people living with dementia, in terms of both policy and practice. This trend has been accompanied by a plethora of advice, guidance and tools that aim to encourage and promote the development of inclusive environments. Not all of these are evidence-based, and even those that claim to be so are limited by a paucity of good quality, comprehensive research studies. This paper aims to consider the current state of knowledge in the field of dementia-friendly design and describes a project that refreshed and updated the suite of Environmental Assessment Tools originally developed by The Kings Fund and now managed by the Association for Dementia Studies.
Design/methodology/approach
The mixed methods project reported on in this paper comprised a review of the literature, a survey of people who have used the five design assessment tools and an iterative process of updating the tools to make them as evidence-based and user-friendly as possible.
Findings
The suite of five assessment tools was refreshed and updated to reflect the latest evidence and the views of professionals and others who use the tools. The authors conclude that while a focus on dementia-friendly design is to be welcomed, there remains a need for relevant high-quality evidence to inform such work. In particular, there is a lack of research within people’s own homes and studies that include the perspectives of people living with dementia.
Originality/value
Few assessment tools and guidelines for dementia-friendly environments are truly evidence-based. This paper reports on a project that combined a comprehensive literature review with the views of practitioners to update a widely used suite of tools that aim to make a range of settings more suitable for people living with dementia.