Jill Willis, Kelli McGraw and Linda Graham
A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the…
Abstract
Purpose
A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures.
Design/methodology/approach
An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency.
Findings
Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success.
Originality/value
These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
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Denise Beutel, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis and Peter Churchward
The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second…
Abstract
Purpose
The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program.
Design/methodology/approach
This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality.
Findings
Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study.
Practical implications
The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools.
Originality/value
The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.
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Jillian Powell, Paul Willis, Ailsa Cameron, Alexandra Vickery, Eleanor K. Johnson, Brian Beach and Randall Clive Smith
This paper examined the significance of the built environment for shaping inclusion and social connections in housing with care (HwC) schemes for older people (50+ years) in…
Abstract
Purpose
This paper examined the significance of the built environment for shaping inclusion and social connections in housing with care (HwC) schemes for older people (50+ years) in England and Wales. The purpose of this study was to develop a better understanding of how the availability, absence and use of communal spaces impacts social connections with other residents within HwC schemes.
Design/methodology/approach
Longitudinal and cross-sectional qualitative interviews were conducted with 72 residents across three HwC providers in England and Wales. Data were analysed using a thematic framework approach to examine how residents experienced their living environments.
Findings
Whilst the presence of communal shared spaces helps facilitate social connections and the development of friendships, full and equal access to these spaces remains challenging for residents with minority characteristics, and/or physical impairments. Building designers need to ensure they are complying with building regulations and the Equalities Act. The presence of on-site staff may also help to manage the impact of discriminatory attitudes.
Research limitations/implications
A key strength of this study is its design, both in using longitudinal and cross-sectional interviews and in recruiting respondents with marginalised characteristics, whose voices have often been excluded in gerontological research. Another strength, albeit unexpected, is that this study was able to capture perspectives across the onset of the COVID-19 pandemic. The pandemic, however, may also have generated some limitations in this study. COVID-19 restrictions limited the ability to engage face-to-face within housing schemes whose residents were predominantly from different ethnic minoritised groups, and it therefore limits the inclusion of the voices and experiences of these groups. Responses in later interviews may also have been influenced by the changes in social engagement stimulated by lockdowns and may only be specific to the context of the pandemic. However, the findings reported here focus on the role and use of the built environment, and much of the interview content would feasibly apply regardless of the pandemic.
Practical implications
This research offers some key insights and implications for housing providers and policy. Housing providers and architects must ensure that the design of HwC schemes affords all residents access to every area of the built environment to maintain independence, autonomy and to adopt the ethos of the ageing in place agenda. If communal areas are to function as “third” or social spaces – if they are to remain equally accessible to all members of the community – then building providers must ensure that all areas are accessible to all residents in line with building regulations and the Equality Act (2010).
Social implications
Housing staff need to balance the natural development of friendship groups with the potential of the formation of exclusionary “cliques” within HwC schemes. Such cliques threaten the accomplishment of communal areas as “third” or social spaces and, as such, impact the quality of life for residents.
Originality/value
This study offers insights into how built environments support the development of social connections and friendships in HwC schemes. It also identifies ways that housing managers can ensure that all residents feel equally valued and included.
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– The purpose of this paper is to investigate the impact of belonging to a same-sexuality social group or network for older lesbians and bisexual women.
Abstract
Purpose
The purpose of this paper is to investigate the impact of belonging to a same-sexuality social group or network for older lesbians and bisexual women.
Design/methodology/approach
In total, 35 women were interviewed about a range of topics including coming out (or not) in the 1950s and 1960s, their feelings about ageing and their experiences of attending groups for lesbians and bisexual women, now and in the past.
Findings
The study found that, while the participants had different opinions of groups and their significance, the majority valued the opportunity to meet with other “like-minded” women and enjoyed a range of positive outcomes.
Practical implications
The nature of the space where such groups are located was significant to many as was the employment of paid leaders, not only to take up the administrative burden but to moderate and prevent cliques from forming.
Social implications
The research indicates that such groups have an important role to play in alleviating loneliness and promoting positive ageing.
Originality/value
This research makes an important contribution to the literature about lesbian, gay and bisexual ageing which is frequently focused on gay men. Their feelings about loneliness, the role of social space and groups are often different to those of lesbian and bisexual women such as my participants, particularly those who were at the cutting edge of second-wave feminism.
Jill Dickinson, Ellen Bennett and James Marson
Against a backdrop of austerity, characterised by public-sector funding cuts and a devolutionary agenda, this paper aims to explore how legislation might address two inter-related…
Abstract
Purpose
Against a backdrop of austerity, characterised by public-sector funding cuts and a devolutionary agenda, this paper aims to explore how legislation might address two inter-related challenges which public urban green space (“greenspace) faces in England and Wales, namely, responsibility for provision and identification of supporting funds. It focuses on two proposals: first, the introduction of legislative powers to enable local authorities to create user-charging schemes, and second, the imposition of a local authority statutory duty to provide greenspace.
Design/methodology/approach
Adopting a traditional doctrinal approach, this exploratory study provides a synthesis and analysis of statutory materials.
Findings
While the study considers debates around user-charging schemes, it suggests that the imposition of a statutory duty to provide greenspace would provide a more equitable and effective solution.
Research limitations/implications
This paper calls for further research to establish the detail of such a statutory duty and how it might operate in practice.
Practical implications
There is an appetite amongst local authority stakeholders in England and Wales for such a statutory duty to better enable them to access the requisite underpinning funding.
Social implications
Imposing a statutory duty would help in protecting the well-established social, economic and environmental benefits associated with greenspace.
Originality/value
This multi-disciplinary research considers the inter-relationship between two key greenspace challenges: responsibility for provision and funding. It identifies and evaluates a potential model for imposing a greenspace statutory duty, which could address some of these issues.
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Jill Manthorpe and Kevin Goodwin
Advanced care planning (ACP) involves the discussion of preferences relevant to a possible future time when one’s ability to make decisions may be compromised. ACP is considered…
Abstract
Purpose
Advanced care planning (ACP) involves the discussion of preferences relevant to a possible future time when one’s ability to make decisions may be compromised. ACP is considered as having potential to enhance choice and control and thereby to improve the experience of care for people with dementia and their carers. Care coordinators have been highlighted as possibly playing a central role in facilitating these discussions among people with long-term care needs. However, there is limited evidence of how ACP is facilitated by community mental health professionals who may be supporting people with dementia and carers. The paper aims to discuss this issue.
Design/methodology/approach
This exploratory study took the form of qualitative semi-structured interviews to explore the views and experiences of community mental health professionals when discussing ACP with people with dementia and/or their carers. A convenience sample of 14 participants working in community mental health services in one NHS Mental Health Trust in London, England, was recruited and interview data were analysed using a framework approach.
Findings
Five themes emerged from the interviews – knowledge and experience, use of ACP, inhibitors of discussion, service influences and the future. The depth of ACP facilitation appeared dependent on the knowledge, confidence and skills of the individual professional. Limited resources leading to service rationing were cited as a major barrier to ACP engagement. Helping people with dementia and their carers with ACP was not viewed as a priority in the face of competing and increasing demands. A further organisational barrier was whether ACP was viewed by service managers as “core business”. Findings indicate that practice was generally to refer people with dementia to other agencies for ACP discussions. However, pockets of ACP practice were reported, such as explaining proxy decision making options for finances.
Research limitations/implications
This exploratory study took place in the community mental health services in one NHS Mental Health Trust that may not be representative of other such teams. Case records were not scrutinised or clinical conversations with people with dementia or carers.
Practical implications
Barriers to initiating ACP discussions were cited, such as limited resources, lack of time and knowledge; unclear role remit, uncertain service direction and poor documentation sharing processes. However, participants held a common belief that ACP for people with dementia is potentially important and were interested in training, a greater team focus on ACP and pathway development. This indicates the potential for staff development and continuing professional development.
Originality/value
Few studies have asked a wide range of members of community mental health services about their knowledge, skills and confidence in ACP and this study suggests the value of taking a team-wide approach rather than uni-professional initiatives.
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Bryan Foltice, Priscilla A. Arling, Jill E. Kirby and Kegan Saajasto
The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young…
Abstract
Purpose
The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees.
Design/methodology/approach
The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent.
Findings
The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills.
Originality/value
Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.
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WE WERE LISTENING, some time ago, to a television debate on old age. Mostly the speakers seemed convinced that it was something to look forward to, that a senior citizen (as they…
Abstract
WE WERE LISTENING, some time ago, to a television debate on old age. Mostly the speakers seemed convinced that it was something to look forward to, that a senior citizen (as they call them nowadays) is a sort of privileged person, able to spend his time on hobbies or take repeated holidays in glamorous far‐away places.
The aim of this paper is to demonstrate that the application of standard environmental accounting practices for estimating long‐term discount rates is likely to lead to the…
Abstract
Purpose
The aim of this paper is to demonstrate that the application of standard environmental accounting practices for estimating long‐term discount rates is likely to lead to the rejection of biodiversity‐sensitive projects that are in the greater societal good.
Design/methodology/approach
The authors combine estimates of marginal ecosystem damages from two forestry case studies, one local, one global, with ten different term structures of discount rates taken from both the academic literature and policy choices to calculate present values.
Findings
Standard environmental accounting approaches for estimating the long‐term discount rate result in the under‐valuation of projects that are sensitive to biodiversity conservation.
Research limitations/implications
This paper is set within a full cost accounting (FCA) framework, and therefore has the limitations that generally follow from taking this approach to biodiversity problems. Recommended extensions include looking at broader ranges of biodiversity costs and benefits.
Social implications
Unless environmental accountants engage with environmental economists over the issue of intergenerational discount rates, then it is likely that socially responsible managers will reject projects that are in the greater societal good.
Originality/value
The paper introduces both normative discount rates and declining discount rates to estimates of shadow environmental provisions within FCA and contrasts these with current environmental accounting practices. It also provides two detailed case studies that demonstrate the extent to which biodiversity‐sensitive investment choices are likely to be undervalued by managers who follow current accounting recommendations concerning the appropriate choice of discount rate.