This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to…
Abstract
Purpose
This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.
Design/methodology/approach
A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.
Findings
Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.
Originality/value
This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.
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This article aims to examine a particular sub‐set of human information behavior that has been largely overlooked in the library and information science (LIS) literature; how…
Abstract
Purpose
This article aims to examine a particular sub‐set of human information behavior that has been largely overlooked in the library and information science (LIS) literature; how people are socialized to create and use information.
Design/methodology/approach
Naturalism and ethnomethodology were used as theoretical frameworks to examine what a group of fifth grade students were taught about documents, how this information was imparted to them, and how social factors were manifested in the construction and form of those documents. Two concepts are shown to be critical in the explication of students as document creators and users: the notion that there is a “stock of knowledge” that underlies human interaction (some of which relates to recorded information), and that this socialization process forms part of a school's “hidden curriculum.”
Findings
Students were socialized to be good (in the sense of being competent) creators and users of documents. Part of the role of “being a student” involved learning the underlying norms and values that existed in relation to document creation and use, as well as understanding other norms and values of the classroom that were captured or reflected by documents themselves. Understanding “document work” was shown to be a fundamental part of student affiliation; enabling students to move from precompetent to competent members of a school community.
Originality/value
This research demonstrated that people possess a particular stock of knowledge from which they draw when creating and using information. Competence in this aspect of human information behavior, while partly based on one's own experience, is shown to be largely derived or learned from interaction with others.
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Rima'a Da'as, Mowafaq Qadach, Ufuk Erdogan, Nitza Schwabsky, Chen Schechter and Megan Tschannen-Moran
Collective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in…
Abstract
Purpose
Collective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.
Design/methodology/approach
Participants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.
Findings
Configural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.
Originality/value
This research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.
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Megan Godwin, Judy Drennan and Josephine Previte
The purpose of this paper is to explore the meso-level social forces that influence moderate drinking in young women’s friendship groups through the application of social capital…
Abstract
Purpose
The purpose of this paper is to explore the meso-level social forces that influence moderate drinking in young women’s friendship groups through the application of social capital theory.
Design/methodology/approach
A qualitative inquiry was undertaken utilising peer-paired and small focus groups to explore young women’s drinking choices within their existing friendship groups. Guided by emic and etic perspectives, friendship groups were analysed to inform archetypical representations that illustrate group-level social capital exchanges.
Findings
The approach led to identifying four social capital and drinking archetypes. These archetypes indicate social capital-led “influencers” and “followers” and highlight the displays of capital practised by young women in alcohol consumption contexts.
Research limitations/implications
The social marketing insight drawn from this study of young women’s drinking behaviours will inform social marketers on future strategic directions about how they can use alternative methods to segment the social market of young female drinkers and develop value propositions that will motivate them towards adopting or maintaining moderate drinking practices.
Originality/value
This study contributes to social marketing theory by demonstrating the worth of social capital theory as an alternative lens for social marketers to apply in explorations of group influences that shape behaviour. The research findings in the paper demonstrate how deeper theorisation provides rich insight into the meso-level, complex behavioural influence which effect young women’s alcohol consumption.
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Megan Paull, Maryam Omari, Judith MacCallum, Susan Young, Gabrielle Walker, Kirsten Holmes, Debbie Haski-Leventhal and Rowena Scott
The purpose of this paper is to demonstrate the importance of expectation formation and matching for university student volunteers and their hosts.
Abstract
Purpose
The purpose of this paper is to demonstrate the importance of expectation formation and matching for university student volunteers and their hosts.
Design/methodology/approach
This research involved a multi-stage data collection process including interviews with student volunteers, and university and host representatives from six Australian universities. The project team undertook an iterative process of coding and interpretation to identify themes and develop understanding of the phenomenon.
Findings
University student volunteering has the potential to fail to meet the expectations of at least one of the parties to the relationship when the expectations of the parties are not clearly articulated. Universities operating volunteer programmes have an important role in facilitating expectation formation and matching, minimising the chances of mismatched expectations.
Research limitations/implications
The study confirms the operation of a psychological contract for university student volunteers and organisations who host them which is consistent with other research in volunteering demonstrating the importance of matching expectations.
Practical implications
The paper identifies the importance of expectation formation and matching for hosts and students, and highlights the role of universities in facilitating matchmaking.
Originality/value
This paper contributes to the growing body of research on the role of the psychological contract in volunteering, in particular in university student volunteering and host organisations.
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Erica S. Jablonski, Chris R. Surfus and Megan Henly
This study compared different types of full-time caregiver (e.g., children, older adults, COVID-19 patients) and subgroups (e.g., disability, race/ethnicity, sexual orientation…
Abstract
Purpose
This study compared different types of full-time caregiver (e.g., children, older adults, COVID-19 patients) and subgroups (e.g., disability, race/ethnicity, sexual orientation) in the United States during the COVID-19 pandemic for potentially meaningful distinctions.
Methodology/Approach
Data from the 9,854 full-time caregivers identified in Phase 3.2 (July 21–October 11, 2021) of the US Census Household Pulse Survey (HPS) were analyzed in this study using multinomial logistic regression to examine relationships between caregiver types, marginalized subgroups, generation, and vaccination status.
Findings
The prevalence of caregiving was low, but the type of full-time caregiving performed varied by demographic group (i.e., disability, race/ethnicity, sexual orientation, gender, generation, and vaccination status). The relative risk of being a COVID-19 caregiver remained significant for being a member of each of the marginalized groups examined after all adjustments.
Limitations/Implications
To date, the HPS has not been analyzed to predict the type of full-time informal caregiving performed during the COVID-19 pandemic or their characteristics. Research limitations of this analysis include the cross-sectional, experimental dataset employed, as well as some variable measurement issues.
Originality/Value of Paper
Prior informal caregiver research has often focused on the experiences of those caring for older adults or children with special healthcare needs. It may be instructive to learn whether and how informal caregivers excluded from paid employment during infectious disease outbreaks vary in meaningful ways from those engaged in other full-time caregiving. Because COVID-19 magnified equity concerns, examining demographic differences may also facilitate customization of pathways to post-caregiving workforce integration.
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Angela I. Canto, Megan A. Crisp, Helaine Larach and A. Paige Blankenship
While often considered a low incidence disability, traumatic brain injuries (TBIs) among students are anything but low incidence occurrences. Furthermore, educators are often at…
Abstract
While often considered a low incidence disability, traumatic brain injuries (TBIs) among students are anything but low incidence occurrences. Furthermore, educators are often at times not made aware that a student is injured; when informed, the information provided is generally limited or incomplete at best leaving educators unsure regarding what is needed for the student. In this chapter, information on TBI and its effects on students is provided. We also explore the history of inclusion, mechanisms for service delivery, accommodations and modifications for injured students, and transitioning and reintegrating students post-injury. Lastly, we provide a review of common barriers to service delivery and offer both proactive and reactive strategies to overcome those barriers.
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Megan Tschannen‐Moran and Christopher R. Gareis
In this era of accountability and significant school reform, efforts to improve schools increasingly look to the principal to spearhead change efforts at the school level. Good…
Abstract
In this era of accountability and significant school reform, efforts to improve schools increasingly look to the principal to spearhead change efforts at the school level. Good principals are the cornerstones of good schools. Without a principal's leadership efforts to raise student achievement, a school cannot achieve its fundamental academic mission. The principal is seen as a key agent at the school level, initiating change by raising the level of expectations for both teachers and students. One promising, but largely unexplored avenue to understanding principal motivation and behavior is principals' sense of efficacy. Self‐efficacy is a perceived judgment of one's ability to effect change, which may be viewed as a foundational characteristic of an effective school leader. This paper reports on three studies that were conducted in the search for a reasonably valid and reliable measure to capture principals' sense of efficacy.
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Megan E. Gregory, Daniel M. Walker, Lindsey N. Sova, Sheryl A. Pfeil, Clayton D. Rothwell, Jaclyn J. Volney, Alice A. Gaughan and Ann Scheck McAlearney
Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a…
Abstract
Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.