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Dawn Wood and Rosalind Latiner Raby
This study examines the Career and Technical Education (CTE)/Technical Vocational Education and Training (TVET) higher education sector by focusing on international education at a…
Abstract
This study examines the Career and Technical Education (CTE)/Technical Vocational Education and Training (TVET) higher education sector by focusing on international education at a US community college. The purpose is to examine how internationalization at CTE/TVET institutions engages students, many of whom are rural, poor, refugees, immigrants, and students of color and minoritized status. Employing a mixed methods research design, descriptive statistics sketch the CTE student profile and surveys and personal interviews detail the importance of international experiences to CTE students. Findings show that CTE students participate in internationalization activities at a higher rate than non-CTE students. The impact of international experiences is significant in the areas of career relevance, personal impact and understanding of diversity. This study substantiates the importance of CTE/TVET internationalization and shows that internationalization is an effective vehicle for impact and inclusivity of historically under-represented students in international education.
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M. Nickie Coomer and Kenzie Latham-Mintus
In this chapter, we examine the reflexive interplay of cultural, institutional, organizational, and personal narratives to examine more completely the ways in which successful and…
Abstract
Purpose
In this chapter, we examine the reflexive interplay of cultural, institutional, organizational, and personal narratives to examine more completely the ways in which successful and normative participation in schooling signals the ability and opportunity to participate in life beyond the institution.
Methods/Approach
Using narrative analysis techniques, we analyzed the interviews of eight college students who described their experiences with test anxiety.
Findings
Each individual story and experience points to the ebb and flow of participation and exclusion in the activities of schooling as well as a full participant in life more broadly. Significantly, we find that what it means to be a successful student in higher education has bearing on what it means to be a productive and worthwhile citizen, daughter, son, and partner.
Implication/Value
This research adds needed complexity to the study of test anxiety by highlighting the ways in which higher education settings rely on the medical model of disability to enact their own gatekeeping mechanisms in an effort to “legitimize” disability through acknowledgment and accommodation. Findings point to the ways in which culturally circulating stories of disability can shape organizational responses and how these can shape personal experience.
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The purpose of this chapter is to overview what extant research says about parental involvement in online learning environments.
Abstract
Purpose
The purpose of this chapter is to overview what extant research says about parental involvement in online learning environments.
Methodology/approach
The approach in this chapter is a systematic review of literature focusing on engagement frameworks.
Findings
Parents have the potential to be the key to overcoming key concerns about attrition and achievement in online settings. However, research has been silent as to how to engage parents more fully as learning coaches for their children.
Research implications
Research about parental involvement in online learning should consider the roles of both teacher and parent as they coordinate their efforts to improve student engagement. Research also needs to look at what parents need to know about helping their students be successful and how to provide the training and expertise to parents that will help them learn critical support skills.
Originality/value
This chapter is particularly timely in light of the dramatic growth in online learning and the resulting concerns about achievement and attrition that are particularly acute among at-risk populations.
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Despite the focal position of school principals in Australian education, there exist hardly any data on the work that they actually do. This study reports on continuous…
Abstract
Despite the focal position of school principals in Australian education, there exist hardly any data on the work that they actually do. This study reports on continuous observations — for three weeks each — of the principals of a State High School, an Independent College and a Catholic College in Melbourne. The variables of their work during the school day were recorded by the researcher, who attempted non‐participant observation, and the principals kept a diary of their “after‐hours” work. The content and characteristics of their work are described with the Findings expressed in a set of propositions about the principalship.
Muhammad Aqeel, Humaira Jami and Ammar Ahmed
The purpose of this paper is to establish the reliability and validity of an expended scale with translation, adaptation and cross-language validation of the student: thinking…
Abstract
Purpose
The purpose of this paper is to establish the reliability and validity of an expended scale with translation, adaptation and cross-language validation of the student: thinking about my homework (STP) (Bareno, 1997; Hoover-Dempsey et al., 1999; Hoover-Dempsey and Sandler, 2005).
Design/methodology/approach
Response items rating are made from four-point Likert-type scales ranging from the 1 (never) to 4 (always). This study includes two versions of the scale: mother’s school involvement version (STPM) and father’s school Involvement version (STPF). Both versions have been translated from English language into Urdu language with a sample of 200 students. Standard back translation method was used for translation and adaption of the scale (Brislin, 1976; Hambleton, 1994). The ages of the students ranged from 12 to 18 years.
Findings
The overall scale has good internal consistency reliability. Exploratory factor analysis was performed to explore covert and novel configuration of these versions (father’s school involvement and mother’s school involvement). Results revealed that mother’s school involvement consisted of 21 items, and father’s school involvement consisted of 22 items.
Originality/value
The investigated scale provides assessment of father’s and mother’s school involvement, respectively, in order to achieve better understanding of family’s role in academics.
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Marja-Kristiina Lerkkanen and Eija Pakarinen
The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental…
Abstract
The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their child’s learning and success have been shown to be reflected in the parents’ involvement in their child’s education and their practices with their offspring, thereby shaping the child’s motivational development in school. In addition, parental trust in their child’s teacher is a key factor in enhancing the home–school partnership and in supporting a child’s academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their child’s teacher in supporting children’s interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their child’s success.
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Sinead Watson and Yun Yun Gong
Food handlers are often a major source of norovirus transmission in the UK. Considering key behaviours of food handlers that lead to norovirus transmission would help prevent the…
Abstract
Purpose
Food handlers are often a major source of norovirus transmission in the UK. Considering key behaviours of food handlers that lead to norovirus transmission would help prevent the spread. The purpose of this paper is to examine the key risk behaviours of food handlers that lead to norovirus transmission, and to recognise important prevention strategies.
Design/methodology/approach
A narrative review of the literature summarising the main risk behaviours of food handlers that lead to norovirus transmission.
Findings
Suboptimal personal hygiene such as poor hand washing compliance, working while ill or returning to work too early and not adhering to cleaning and disinfecting protocols were the main risk behaviours of food handlers identified. To prevent the transmission of norovirus within UK food establishments, environmental barriers such as limited access to cleaning products and facilities, workload and pay concerns should be resolved, and a theory-based approach should be used when developing training programmes to improve food handlers’ knowledge and behaviour. Systematic monitoring adhered to ensure food safety protocols should be regularly carried out.
Research limitations/implications
A limited number of qualitative studies assessing food handlers’ attitudes and beliefs concerning norovirus transmission are available. Gaining more detailed and in-depth information on what food handlers perceive are the main barriers when it comes to adhering to food safety guidelines, would aid in the development of effective norovirus mitigation strategies.
Originality/value
This review discusses the main risk behaviours of food handlers associated with norovirus transmission. It highlights the need for more qualitative research on exploring the attitudes and beliefs of food handlers with regard to norovirus transmission.
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Susan Jain, Kathy Dempsey, Stephanie Wilcox, Patricia Bradd, Joanne Travaglia, Deborah Debono, Linda Justin and Su-yin Hor
This paper aims to describe the design and evaluation of a pilot leadership development programme for infection prevention and control (IPAC) professionals during the COVID-19…
Abstract
Purpose
This paper aims to describe the design and evaluation of a pilot leadership development programme for infection prevention and control (IPAC) professionals during the COVID-19 pandemic. The programme’s aim was to improve IPAC knowledge and capacity in the health-care system by developing the leadership skills and capacities of novice and advanced Infection Control Professionals (ICPs), to respond flexibly, and competently, in their expanding and ever-changing roles.
Design/methodology/approach
The leadership programme was piloted with seven nurses, who were part of a clinical nursing team in New South Wales, Australia, over a 12-month period between 2021 and 2022. The programme was designed using a leadership development framework underpinned by transformational leadership theory, practice development approaches and collaborative and experiential learning. These principles were applied during programme design, with components adapted to learners’ interests and regular opportunities provided for collaboration in active learning and critical reflection on workplace experiences.
Findings
The authors’ evaluation suggests that the programme was feasible, acceptable and considered to be effective by this cohort. Moreover, participants valued the opportunities to engage in active and experience-based learning with peers, and with the support of senior and experienced ICPs. The action learning sets were well-received and allowed participants to critically reflect on and learn from one another’s experiences. The mentoring programme allowed them to apply their developing leadership skills to real workplace challenges that they face.
Research limitations/implications
Despite a small sample size, the authors’ results provide empirical evidence about the effectiveness of using a practice development approach for strengthening ICP leadership capacity. The success of this pilot study has paved the way for a bigger second cohort of participants in the programme, for which further evaluation will be conducted.
Practical implications
The success of this leadership programme reflects both the need for leadership development in the IPAC professions and the applicability of this approach, with appropriate facilitation, for other professions and organizations.
Originality/value
ICP leadership programmes have not been previously reported in the literature. This pilot study builds on the growing interest in IPAC leadership to foster health system responsiveness and change.
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This chapter attends to the fact that research has revealed much about the importance of parents in this process, especially their increased instructional roles when their…
Abstract
Purpose
This chapter attends to the fact that research has revealed much about the importance of parents in this process, especially their increased instructional roles when their children undertake online courses. However, little is known about how online curriculum vendors construct the parents of their potential enrollees in order to make online learning an appealing option.
Approach
This research examined what these testimonials revealed about how such companies conceptualize the beliefs parents of potential students. Inductive narrative theme analysis was used to analyze the testimonials.
Findings
The findings of this research revealed a characterization of parents as providers of access to online learning, organizers of schedules around online learning, and leveraging time working online as space to nurture and support their children’s academic development. The major plotline of these testimonials is one where parents solve problems for their children, who are not being successful in school, which resolves anxiety about a child’s previous school performance and their future as students. For the parents, the benefit to this enrollment is increased feelings of efficacy.
Research implications
This research comments on the role of narrative in educational decision-making in general and has additional potential to inform online teacher work with parents.
Value
The value in this chapter lies in the author’s unique approach to inquiry. Very little research on online learning has looked critically at what vendors promise in online learning.