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Article
Publication date: 1 January 1978

RUSSELL FRANCIS

Perhaps it is academically improper to base a conceptual model upon personal conviction. This article develops a conceptual terminology for the interaction between educational…

113

Abstract

Perhaps it is academically improper to base a conceptual model upon personal conviction. This article develops a conceptual terminology for the interaction between educational administration and the dynamics of culture‐change in the Third World, Melanesian context of the 1970's. It is also the product of a growing conviction that educational administration sees itself, far too often, as an area of knowledge, western‐based, but yet capable of application to non‐western and Third World countries. Some western educational administrators, both scholars and practitioners, seem guilty of a latter‐day cultural imposition reminiscent of the middle‐class. Christian imposition of earlier colonial education systems. The alternative philosophy is that educational administration should be promoted and evaluated not according to “absolute” criteria but according to its appropriateness or inappropriateness for a particular, different and dynamic cultural context. In what follows this philosophy of cultural relativism is tested by arguing the hypothesis that traditionalist educational policy is inappropriate for Melanesian schools whereas local educational policy is appropriate.

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Journal of Educational Administration, vol. 16 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 1970

Harry C. Bauer

IF SONS DID NOT EXTOL, many a worthy father would sink into oblivion and forever go unsung. As filial biographers, however, sons customarily meet with intimidating scorn and…

51

Abstract

IF SONS DID NOT EXTOL, many a worthy father would sink into oblivion and forever go unsung. As filial biographers, however, sons customarily meet with intimidating scorn and derision. There is a generally accepted notion that consanguineous biography is fraught more with fealty and filial frailty than with disinterested depiction. The best way to disprove this false assumption is to muster meritorious biographies written by scions and compare them with representative biographies of the ‘blame and blemish’ variety. Sympathetic assessment always stands up stronger than ostensible objectivity, for writers of the ‘warts and all’ kind of biography lose track of virtues and nearly always become engrossed in the imperfections of their victims.

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Library Review, vol. 22 no. 8
Type: Research Article
ISSN: 0024-2535

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Book part
Publication date: 9 March 2022

Piero Formica

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Ideators
Type: Book
ISBN: 978-1-80262-830-2

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Book part
Publication date: 16 December 2016

Rolf Straubhaar

In the United States and other Anglophone countries in the Global North, there exists a rich and lengthy literature on how white teachers and teachers-in-training can and should…

Abstract

In the United States and other Anglophone countries in the Global North, there exists a rich and lengthy literature on how white teachers and teachers-in-training can and should begin to recognize, question and challenge their own privilege. Indeed, entire literatures have been developed around problematizing whiteness, and teacher education programs regularly incorporate this literature into preservice courses as an expected part of teacher training. However, despite similar proportions of white educators and researchers-in-training in comparative and international education, a similarly thorough discussion and unpacking of privilege is relatively lacking. Comparative and international education graduate programs rarely (if ever) incorporate multicultural education courses similar to those that have become staples in North American teacher education, and the literature interrogating whiteness in comparative education is still nascent. However, in 2015 several significant steps forward were taken into this dearly needed conversation, opening potential lines of continued inquiry. This essay outlines and begins to explore several of these directions for the future of the field: namely, critical self-studies of comparative educators, ethnographic research of racial dynamics in international education development organizations, and critical discourse analysis of prominent documents in international education and their recognition (or lack of such) of the role of race in sustaining global educational inequities.

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Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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Publication date: 10 August 2015

Philip J. Stern

Ever since its introduction into the vernacular of imperial historiography over a half century ago, the concept of “informal empire” has had a profound influence on how historians…

Abstract

Ever since its introduction into the vernacular of imperial historiography over a half century ago, the concept of “informal empire” has had a profound influence on how historians have understood the size and nature of British expansion in the modern world. While offering a crucial corrective to definitions of empire that had focused exclusively on “formal” colonial holdings, such a division has also obscured other frameworks through which we might understand the contours of imperial power, while also underscoring traditional bifurcations between early modern and modern forms of empire. This paper suggests instead an approach that privileges schema that take into account the different institutional and constitutional forms that shaped imperial expansion, and specifically argues that the corporation was one such form, in competition with others including the monarchical and national state. Looking specifically at the early modern East India Company and its modern legacies, particularly George Goldie’s Royal Niger Company, it also suggests that institutional approaches that de-emphasize distinctions between behavioral categories, such as commerce and politics, allow the possibility of excavating deep ideological connections across the history of empire, from its seventeenth-century origins through the era of decolonization.

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Chartering Capitalism: Organizing Markets, States, and Publics
Type: Book
ISBN: 978-1-78560-093-7

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Article
Publication date: 1 April 1911

It may be noted with great satisfaction that the Local Government Board has considered the question of, and examined as far as possible in all its bearings—chemical, hygienic, and…

33

Abstract

It may be noted with great satisfaction that the Local Government Board has considered the question of, and examined as far as possible in all its bearings—chemical, hygienic, and commercial—the processes of bleaching flour by chemical means, and of the addition to flour of foreign substances that are euphemistically referred to by certain persons as “improvers.”

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British Food Journal, vol. 13 no. 4
Type: Research Article
ISSN: 0007-070X

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Article
Publication date: 23 October 2009

Bob Duckett

99

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Reference Reviews, vol. 23 no. 8
Type: Research Article
ISSN: 0950-4125

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Book part
Publication date: 2 August 2018

Francis John Troyan and Megan Madigan Peercy

Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice…

Abstract

Situated within the recent scholarship on core practices in teacher education, this chapter presents a collaborative self-study that explored one aspect of our developing practice as teacher educators through examination of Francis’s use of mediation in lesson rehearsal. Using examples from his practice, we explore the following research question: How does a teacher educator learn to provide mediation to create a responsive zone of proximal development within lesson rehearsal?

Specifically, we use Vygotskian sociocultural theory to examine Francis’s use of mediation during the rehearsal of the core practice supporting interaction and target language comprehensibility (I-TLC), one of the core practices addressed in his world language teacher preparation program. This self-study of mediation in lesson rehearsal illuminated Francis’ evolving practice as a facilitator of lesson rehearsal of novice teachers who are culturally and linguistically diverse, and who are preparing to use practices that are responsive to culturally and linguistically diverse students.

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Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Article
Publication date: 10 January 2018

Rory Francis Mulcahy, Rebekah Russell-Bennett, Nadia Zainuddin and Kerri-Ann Kuhn

The purpose of this paper is twofold: first, to extend transformative service and social marketing practitioners’ and academics’ understanding of how gamification and serious…

2343

Abstract

Purpose

The purpose of this paper is twofold: first, to extend transformative service and social marketing practitioners’ and academics’ understanding of how gamification and serious m-games are designed, and second, to model the effects of game design elements on key transformative service and social marketing outcomes, satisfaction, knowledge, and behavioural intentions.

Design/methodology/approach

The research adopted a two-study, mixed-method research design, encompassing focus groups (n=21) and online surveys (n=497), using four current marketplace serious m-games. Study 1 was qualitative and the data were analysed in two cycles using an inductive and deductive approach. Study 2 was quantitative and the data were analysed using PLS-SEM.

Findings

The qualitative results of Study 1 discovered a framework of five game design elements for serious m-games. In Study 2, a conceptual model and hypothesised relationships were tested at a full sample level and by each serious m-game. Results show different significant relationships for each serious m-game and moderate to high levels of explanation for satisfaction and knowledge, and low to high levels of explained variance for behavioural intentions. The findings are therefore not only robust across four different serious m-games, but also demonstrate the nuances of the relationships.

Originality/value

This research contributes to two service research priorities: leveraging technology to advance services, and improving well-being through transformative services. This research demonstrates that gamification through serious m-games is one form of technology that can be designed to create a satisfying and knowledge-creating service experience, which can also influence intentions to perform health and well-being behaviours.

Details

Journal of Service Theory and Practice, vol. 28 no. 1
Type: Research Article
ISSN: 2055-6225

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Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

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The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

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