Denise Dávila and Meghan E. Barnes
Grounded in the scholarship addressing teacher self-censorship around controversial topics, this paper aims to investigate a three-part research question: How do secondary English…
Abstract
Purpose
Grounded in the scholarship addressing teacher self-censorship around controversial topics, this paper aims to investigate a three-part research question: How do secondary English language arts (ELA) teacher–candidates (TCs) in the penultimate semester of their undergraduate teacher education program position political texts/speeches, interpret high school teens’ political standpoints and view the prospects of discussing political texts/speeches with students? The study findings provide insights to the ways some TCs might position themselves as novice ELA teachers relative to political texts/speeches, students, colleagues and families in their future school communities.
Design/methodology/approach
Audio-recorded data from whole-class and small-group discussions were coded for TCs’ positioning of political texts/speeches, interpretations of teens’ political standpoints and viewpoints on discussing with students President Obama’s speech, “A More Perfect Union” (“A.M.P.U.”) The coded data set was further analyzed to identify themes across the TCs’ perspectives.
Findings
The data set tells the story of a group of TCs whose positionalities, background knowledge and practical experiences in navigating divergent perspectives would influence both their daily selection and censorship of political texts/speeches like “A.M.P.U.” and their subsequent willingness to guide equitable yet critical conversations about controversial issues in the secondary ELA classroom.
Originality/value
In advance of the 2018 midterm elections, this paper considers how the common core state standards’ (CCSS) recommendations to include more nonfiction documents in ELA instruction positions ELA teachers to provide interdisciplinary support in helping students think critically about political issues. It expands on the body of scholarship that, thus far, has been primarily grounded in the research on social studies instruction.
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Meghan E. Barnes and Heather Coffey
The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language…
Abstract
Purpose
The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum.
Design/methodology/approach
This paper analyzes middle school students’ survey responses before and after their participation in a critical service-learning project designed to engage students in authentic writing. Specifically, the paper considers students’ perspectives of community and writing as a result of their participation in the project.
Findings
Participants’ perspectives fell into three categories: audience influence, empowerment or personal knowledge to act and confidence in ideas.
Originality/value
These perspectives suggest a deviation from common findings regarding the benefits of authentic writing instruction, as the presence of an audience in this study often hindered student confidence in their abilities as writers and community change agents. Authors draw from the findings to offer recommendations to support teachers in effectively incorporating authentic writing practices and audiences into their instruction.
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This study inquires into the ways that three preservice teachers enrolled in one English education program at a state namesake university in the Southeastern part of USA, oriented…
Abstract
Purpose
This study inquires into the ways that three preservice teachers enrolled in one English education program at a state namesake university in the Southeastern part of USA, oriented to uncertainty when interacting with one another as they discussed potentially challenging/uncomfortable topics.
Design/methodology/approach
The tools of conversation analysis were used to analyze the three preservice teachers’ talk as they discussed the potential for using President Obama’s (2008) A More Perfect Union speech with their own secondary students.
Findings
The findings from this study suggest that when discussing uncomfortable topics like race and politics, preservice teachers tend to work toward consensus, rather than valuing tension and disagreement. Specifically, the preservice teachers in this study engaged in several strategies as they worked toward consensus with one another and also to excuse themselves from having potentially divergent opinions from one another or their potential future students.
Research limitations/implications
Possible explanations for the tendency toward agreement, as well as recommendations for future teaching that could challenge such an inclination for agreement, are delineated.
Originality/value
Previous studies on the role of discussion within educational settings have focused on the possibilities of dialogue to contribute to the construction of individuals’ identities and also to encourage participants to arrive at a singular understanding of the topic being discussed. This study offers a new perspective on the role of discussion, by suggesting that attempts at consensus and the development of singular identities limits potential for dialogue, thus limiting learning and development.
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Stephanie Anne Shelton and Maureen A. Flint
Transcription is an integral component to qualitative research, and as such, the ways that researchers discuss transcription in the literature matter. Scholarly discussions on the…
Abstract
Purpose
Transcription is an integral component to qualitative research, and as such, the ways that researchers discuss transcription in the literature matter. Scholarly discussions on the “how” and “why” of transcription not only shape discourse within interview data-based fields; they inform the ways that researchers understand the roles and ramifications of transcribing. This study aims to provide a comprehensive literature review of articles on transcription published in qualitative methods journals over the past 25 years, offering implications for research practice and pedagogy.
Design/methodology/approach
The literature review asked: How do qualitative researchers discuss transcription/transcribing? The authors first reviewed how transcription was discussed in the literature in qualitative studies in the social sciences broadly. Based on the findings, the authors then conducted a comprehensive literature review in 14 qualitative methods journals.
Findings
The authors found that overall, authors discussed transcription either as a technical tool or as a complex, researcher-constructed process. Specifically, utilitarian discussions of transcription emphasized transcription accuracy and efficiency, while theoretical discussions of transcription emphasized a continuously analytic and researcher-constructed process.
Originality/value
This study offers a comprehensive overview of the past 25 years of articles published on transcription. The authors conclude with a discussion of articles that bridge the theoretical and utilitarian discussions, as well as considerations for using transcription as a pedagogical tool for teaching qualitative research methods.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Vicki L. Baker, Meghan J. Pifer and Kimberly A. Griffin
The aim of this conceptual paper is to explore Mentor-protégé fit as important to the selection and development of successful doctoral student–faculty mentoring relationships. We…
Abstract
Purpose
The aim of this conceptual paper is to explore Mentor-protégé fit as important to the selection and development of successful doctoral student–faculty mentoring relationships. We suggest that the student–faculty relationship in doctoral education is an additional and previously untested type of Mentor-protégé fit.
Design/methodology/approach
Generated from an existing framework of identity in the academy, we explore how three types of identity (professional, relational, personal) may influence students’ fit assessments as they seek to initiate and develop relationships.
Findings
We offer propositions for research to further explore the potential application of the proposed framework to knowledge generation about the doctoral student experience.
Originality/value
While the research about doctoral education has considered all three aspects of students’ identities individually, it has not explicated the ways in which these intersecting identities relate to students’ needs and expectations related to mentoring, their choices related to mentor selection, or the effectiveness and outcomes of mentoring relationships in fostering success and satisfaction.
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Organizations put significant resources toward the management of global assignments; however, few realize the full benefits that these experiences provide in terms of the…
Abstract
Organizations put significant resources toward the management of global assignments; however, few realize the full benefits that these experiences provide in terms of the development of future leaders. This chapter presents three principles for directing global assignment strategies to maximize effectiveness and supports those principles with research among a sample of leaders at a global organization. First, effective global assignments are powerful sources of leader development and can be implemented to maximize this outcome. Second, assignments differ in their developmental value with some assignments providing significantly more value than others. Third, individuals differ in their ability to perform on assignment. Finally, implications of the research findings and principles for global talent management strategy are discussed.
Melinda Leigh Maconi, Sara Eleanor Green and Shawn Chandler Bingham
In this chapter, we explore perceptions of exclusion and inclusion among students registered with the office of disability services at a large urban university in the United…
Abstract
In this chapter, we explore perceptions of exclusion and inclusion among students registered with the office of disability services at a large urban university in the United States. Our goal is to extend the current discourse on inclusion in higher education settings by drawing attention to social and cultural participation as an underemphasized aspect of educational inclusion and by bringing the perspectives of university students themselves into the discourse. While the general consensus among our interviewees seemed to be that schools and universities do a reasonably good job of developing classroom accommodations to meet their individual academic needs, stigma and social exclusion persist in damaging ways, in and outside of the classroom. A number of participants found solace and empowerment in interactions with other students with disabilities and suggested that until the forces of exclusion and stigmatization can be entirely eradicated, disability-friendly social and cultural activities and spaces designed by and for students with disabilities might provide an oasis of relief in a disabling world. Thus, we conclude that in addition to working towards the ultimate goal of making all aspects of university life disability-friendly, universities might better serve needs of current students by providing social spaces in which students with disabilities can socialize with each other and through which they might co-create and promote their own agendas for future institutional change.