Martin Scanlan, Minsong Kim and Larry Ludlow
As the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve…
Abstract
Purpose
As the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.
Design/methodology/approach
To determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.
Findings
The schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).
Research limitations/implications
The analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.
Originality/value
This original analysis lays the foundation for future investigations of networked learning.
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Claire Sinnema, Larry Ludlow and Viviane Robinson
The purposes of this study are, firstly, to establish the psychometric properties of the ELP tool, and, secondly, to test, using a Rasch item response theory analysis, the…
Abstract
Purpose
The purposes of this study are, firstly, to establish the psychometric properties of the ELP tool, and, secondly, to test, using a Rasch item response theory analysis, the hypothesized progression of challenge presented by the items included in the tool.
Design/methodology/approach
Data were collected at two time points through a survey of the educational leadership practices of school principals (n = 148) and their teachers (n = 5,425). The survey comprised seven effectiveness scales relating to school-wide dimensions of leadership, and one scale relating to the effectiveness of individual principals’ leadership. We undertook validation of the hypothesized structure of the eight ELP scales using the Rasch rating scale model.
Findings
We established constructs that underpin leadership practices that are more and less effectively performed and determined the nature of their progression from those that are relatively routine through those that are more rigorous and challenging to enact. Furthermore, a series of analyses suggest strong goodness-of-model fit, unidimensionality, and invariance across time and educator group for the eight ELP scales
Research limitations/implications
This study focused on experienced principals - future studies could usefully include school leaders who are new to their role or compare leadership patterns of higher and lower performing schools. A useful future direction would be to investigate the predictive validity of the ELP tool.
Practical implications
Originality/value
This study reveals the ELP is a useful tool both for diagnosing leadership effectiveness and, given that it is essentially stable over time, may prove useful for charting the effectiveness of leadership development interventions.
Larry W. Isaac and Paul F. Lipold
Purpose – We make a case for bridging two types of logics – analytic and dialectic – for explaining processes of social-historical change, and maintain that a successful bridge…
Abstract
Purpose – We make a case for bridging two types of logics – analytic and dialectic – for explaining processes of social-historical change, and maintain that a successful bridge between these two logics depends on a variety of conditions and most especially the type of analytic logic or model one employs for capturing dynamic processes.
Methodology/approach – Conventional models of social change processes typically presuppose ergodic social worlds and are problematic as analytic approaches generally and most certainly are not fertile grounds for feeding dialectic theorization. Instead, we propose modeling dynamic processes that begin by assuming a nonergodic social world – one in flux, one that is nonrepeating, one within which model process and parameter structures are historically contingent and change with time, one that is autocatalytic, creating and changing its own possibilities.
Findings – We develop the line of thinking adumbrated above and illustrate these modeling strategies with empirical examples from US labor movement history. Results from these examples lend much weight to our proposals. Thus, this chapter demonstrates that concerns about the use of ergodic assumptions and about greater use of dialectical reasoning when studying social processes are not idle speculations within theoretical commentaries but have practical consequences in the conduct of research and the building of better theory.
Research limitations/implications – To approximate such an approach, social scientists should avoid cross-sectionalist and longitudinal modeling strategies that presuppose stability and homogeneity in parameter and process structures. Homogeneity and stability in parameter and process structures should be demonstrated, not assumed.
Originality/value – Rather than accepting the alienated spheres of social science analytics and dialectic theory, our proposal presupposes nonergodic social worlds and takes pragmatic steps for estimating analytic models that are more amenable to dialectic reasoning. Models that take nonergodicity seriously not only have the potential to produce better, historically grounded analytics but are also best suited to bridge with dialectic logic, thus taking advantage of the strengths of both forms of logic.
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Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services…
Abstract
Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.
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John M.T. Balmer and Snorre Stotvig
Provides an introduction to corporate identity management; gives an overview of the private banking sector both in the UK and overseas and, using a case study focusing on the…
Abstract
Provides an introduction to corporate identity management; gives an overview of the private banking sector both in the UK and overseas and, using a case study focusing on the private bankers Adam and Co., describes the elements forming that bank’s corporate identity. These elements were history; key incidents; and service quality. The latter was found to be the most likely contributor to that bank’s identity. Argues that bank managers, in addition to asking the questions What is our business?, and what is our image? , should ask, What is our identity?
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The purpose of this conceptual paper is to identify important elements of brand building based on a literature review and case studies of successful brands in India.
Abstract
Purpose
The purpose of this conceptual paper is to identify important elements of brand building based on a literature review and case studies of successful brands in India.
Design/methodology/approach
This paper is based on a review of the literature and takes a case study approach. The paper suggests the framework for building brand identity in sequential order, namely, positioning the brand, communicating the brand message, delivering the brand performance, and leveraging the brand equity.
Findings
Brand‐building effort has to be aligned with organizational processes that help deliver the promises to customers through all company departments, intermediaries, suppliers, etc., as all these play an important role in the experience customers have with the brand.
Originality/value
The paper uses case studies of leading Indian brands to illustrate the importance of action elements in building brands in competitive markets.
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Yaryna Boychuk, Artem Kornetskyy, Liudmyla Kryzhanovska, Andrew Rozhdestvensky and Yaryna Stepanyuk
The learning outcomes of this paper is as follows: to structure the impact investing phenomenon and distinguish it from traditional investing or philanthropy, including the…
Abstract
Learning outcomes
The learning outcomes of this paper is as follows: to structure the impact investing phenomenon and distinguish it from traditional investing or philanthropy, including the motivation of investors in impact investing projects; to analyse stakeholders in impact investing projects according to four main categories; to structure the implementation model of the theory of change in the context of impact investing; to build managerial decisions concerning the development of impact investing projects in crisis situations.
Case overview/synopsis
The case describes the development path of the Promprylad.Renovation project from its concept to the critical moment at the end of 2018. Yuriy Fyliuk – the case protagonist, acts as the main ideologist and leader of the project, the essence of which is the establishment of an innovation centre on the area of the old Promprylad plant in Ivano-Frankivsk. Impact investing was selected as the main project development tool, as it allows for attracting investors who share the aspiration for positive change of the city and potential financial benefit. The project is implemented in several stages as follows: partner involvement (Insha Osvita, MitOst, Pact Ukraine and LvBS), vision finalisation and research (together with Stanford Research Institute, Zotov & Co, FORMA Architects, Moris Group, etc.), the launch of the pilot floor (attracting more than $683,000 from allocated grants and more than $590,000 of private investments). Open equity crowdfunding and the purchase of the entire plant, with its subsequent renovation, should be the next stage. As of 2017, agreements have been reached to pay fully for the purchase of the plant by the end of 2019. After a successful pilot and lengthy negotiations, it was agreed that $1,000,000 should be paid by the end of 2018 and $2,000,000 by the end of 2019 to complete the buyout. However, as of the end of 2018, martial law was proclaimed in Ukraine. Hence, considering the risks, a major US investor refuses to contribute. The main dilemma is either to find a suitable solution to complete the buyout of the plant or to stop the project.
Complexity academic level
This case can be used in the master’s programmes of business schools (MBA, Executive MBA, Entrepreneurship, etc.), as well as in training programmes for public and state sector managers. The case study will be particularly useful for mixed groups with representatives from different sectors of the economy. This case study might be taught in the following disciplines: social entrepreneurship, social investing, leadership and crisis management. The subject of impact investing allows recognition of the benefits of combined cross-sectoral efforts over joint projects.
Supplementary materials
Teaching notes are available for educators only.
Subject code
CSS 7: Management science.