This article argues that while the hate crime model has accelerated criminal justice agencies' understanding of the importance of the victim‐centred approach to investigating and…
Abstract
This article argues that while the hate crime model has accelerated criminal justice agencies' understanding of the importance of the victim‐centred approach to investigating and prosecuting hate crime, at the same time it risks oversimplifying the victim experience. Recent reports published by the Metropolitan Police Service and the Equality and Human Rights Commission suggest that the victim experience of hate crime is very complex, with a number of impacts and risks at the intersections of identity. The concept of intersectionality, as explained by Horvath and Kelly (2008), is applied to identify some improvements that can be made in criminal justice policy to better recognise and address ‘what is really going on’ for victims of hate crime.
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This article considers the experiences of people with learning difficulties as victims of hate crime. It considers how the Crime and Disorder Act and No Secrets can help identify…
Abstract
This article considers the experiences of people with learning difficulties as victims of hate crime. It considers how the Crime and Disorder Act and No Secrets can help identify and prevent hate crime, and examines an example of good practice designed to produce an effective response.
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– The purpose of this paper is to explore the phenomenon of mate crime and attempts to assess its practical as well as its theoretical implications.
Abstract
Purpose
The purpose of this paper is to explore the phenomenon of mate crime and attempts to assess its practical as well as its theoretical implications.
Design/methodology/approach
It begins with an account of the short history of the concept and then positions mate crime within academic theorising around general hate crime and disability.
Findings
Particular reference is made to the significance of the issue of vulnerability and how its interpretation might affect understanding of this phenomenon.
Research limitations/implications
This is followed by some observations on how agencies of social policy and the legislature are responding to the issue of mate crime.
Practical implications
Particular reference is paid to the impact of safeguarding adults procedures.
Originality/value
It concludes that, although “mates” can (and do) “hate”, further research is required on the subject in order to gain better knowledge of the issue from both a theoretical and a practice position.
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The themes of accessibility and accountability have come to dominate the police reform agenda in the UK. They are evident, especially, in the rhetoric of ‘neighbourhood policing’…
Abstract
The themes of accessibility and accountability have come to dominate the police reform agenda in the UK. They are evident, especially, in the rhetoric of ‘neighbourhood policing’, which has been delivered across England and Wales, and in the ‘policing pledge’, which sets out a series of commitments regarding what the public can expect from their local police service. This paper is concerned with exploring these themes and their application in neighbourhood policing. It examines how officers in two police services have sought to implement the requirements of neighbourhood policing and the policing pledge in terms of improving accessibility and accountability of local policing. In doing so, it focuses on arrangements for consulting with members of the public, providing updates regarding their actions and outcomes in addressing local problems and on the provision of data and maps about crime problems. Practice implications are identified.
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Joanna C. Weaver, Gabriel Matney, Allison M. Goedde, Jeremy R. Nadler and Nancy Patterson
The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.
Abstract
Purpose
The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.
Design/methodology/approach
This is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.
Findings
Digital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.
Research limitations/implications
Digital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.
Practical implications
LS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.
Social implications
LS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.
Originality/value
This study is original work that has not been published elsewhere.
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Iris Willems and Piet Van den Bossche
The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning.
Abstract
Purpose
The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning.
Design/methodology/approach
A systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength and weakness analysis. Data sources included relevant articles identified through digital searches on Education Research Information Centre and Web of Science, as well through snowball sampling and personal contacts. A total of five studies meeting inclusion criteria were retained for this review.
Findings
These five studies describe LS as a powerful professional development approach because of its positive impact on teachers’ professional learning. A significant improvement or change for knowledge, skills, behaviour and beliefs has been reported among teachers.
Originality/value
Only studies with a design that shows high effectiveness were selected. The sample of relevant studies is currently small. As a consequence more large-scale and long-term research which illustrates the short and long-term effects of the LS approach on teachers’ and students’ learning is desirable.
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Neurodivergent employees have atypical needs that require distinctive leadership approaches. In this study, the specific nature of a relationship between neurodivergent employees…
Abstract
Purpose
Neurodivergent employees have atypical needs that require distinctive leadership approaches. In this study, the specific nature of a relationship between neurodivergent employees and their neurotypical leaders is explored through the lens of the leader–member exchange (LMX) theory.
Design/methodology/approach
This two-phased qualitative study builds on 12 semi-structured interviews with neurodivergent employees and an unstructured focus group with 15 individuals with professional and/or personal interest in neurodiversity. The researcher spent almost 13 h listening to the lived experiences of research participants concerning neurodiversity and leadership.
Findings
Leaders who exhibit empathy and understanding were noted to provide greater support. The findings also highlight the complexity of neuro-inclusion in the workplace. Specifically, the delicate balance between accommodation and avoiding stigmatization is emphasized, addressing the concerns raised regarding the legal risks associated with neurodivergent inclusion. Additionally, the findings underscore the necessity for leaders to avoid patronizing behaviors while catering to the diverse needs of neurodivergent employees. This underscores the importance of supporting both neurodivergent employees and leaders navigating such challenges.
Practical implications
The findings help establish inclusive and accommodating employee relations practices that conscientiously address the requirements of neurodivergent employees while providing support for those in leadership roles.
Originality/value
This study constitutes a direct answer to recent calls to develop a more nuanced understanding of workplace neurodiversity, with a specific focus on neuro-inclusive leadership. Acknowledging that we still use inappropriate, old tools in new situations that require novel approaches to leadership helps set the agenda for future research in this area.
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Allison S. Gabriel, David F. Arena, Charles Calderwood, Joanna Tochman Campbell, Nitya Chawla, Emily S. Corwin, Maira E. Ezerins, Kristen P. Jones, Anthony C. Klotz, Jeffrey D. Larson, Angelica Leigh, Rebecca L. MacGowan, Christina M. Moran, Devalina Nag, Kristie M. Rogers, Christopher C. Rosen, Katina B. Sawyer, Kristen M. Shockley, Lauren S. Simon and Kate P. Zipay
Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being…
Abstract
Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.