This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong…
Abstract
Purpose
This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period.
Design/methodology/approach
A mixed method approach was used, including pre- and post-program surveys and interviews.
Findings
The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities.
Research limitations/implications
The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section.
Practical implications
There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them.
Originality/value
Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.
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Ray R. Buss, Ron Zambo, Debby Zambo and Tiffany R. Williams
The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action…
Abstract
Purpose
The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses.
Design/methodology/approach
The paper employed a mixed method design.
Findings
Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals.
Research limitations/implications
SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status.
Practical implications
Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program.
Social implications
With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need.
Originality/value
This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.
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Liza S. Rovniak and Abby C. King
The purpose of this chapter is to review how well walking interventions have increased and sustained walking, and to provide suggestions for improving future walking…
Abstract
The purpose of this chapter is to review how well walking interventions have increased and sustained walking, and to provide suggestions for improving future walking interventions. A scoping review was conducted of walking interventions for adults that emphasised walking as a primary intervention strategy and/or included a walking outcome measure. Interventions conducted at the individual, community, and policy levels between 1990 and 2015 were included, with greater emphasis on recent interventions. Walking tends to increase early in interventions and then gradually declines. Results suggest that increased walking, and environmental-change activities to support walking are more likely to be sustained when they are immediately followed by greater economic benefits/time-savings, social approval, and/or physical/emotional well-being. Adaptive interventions that adjust intervention procedures to match dynamically changing environmental circumstances also hold promise for sustaining increased walking. Interventions that incorporate automated technology, durable built environment changes, and civic engagement, may increase cost-efficiency. Variations in outcome measures, study duration, seasons, participant characteristics, and possible measurement reactivity preclude causal inferences about the differential effectiveness of specific intervention procedures for increasing and sustaining walking. This review synthesises the effects of diverse walking interventions on increasing and sustaining walking over a 25-year period. Suggestions are provided to guide future development of more effective, sustainable walking interventions at the population level.
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Raja Intan Arifah Binti Raja Reza Shah and Eugene Y. J. Tee
This study examines the relationship between in-group identification, intergroup schadenfreude, and the tendency to aggress against out-group members. More specifically, it…
Abstract
Purpose
This study examines the relationship between in-group identification, intergroup schadenfreude, and the tendency to aggress against out-group members. More specifically, it assesses whether intergroup schadenfreude mediates the identification–aggression link.
Design/Methodology/Approach
This study is a cross-sectional study with the variables studied being in-group identification, intergroup schadenfreude, and tendency to aggress toward out-group members. A total of 123 participants were recruited for this study and questionnaires measuring each variable was administered to participants.
Findings
The results from a cross-sectional survey indicate a positive correlation between in-group identification and intergroup schadenfreude and between intergroup schadenfreude and tendency to aggress against out-group members. The results from this study also show that intergroup schadenfreude mediates the relationship between in-group identification and the tendency to aggress against out-group members.
Research Limitations/Implications
Given the nature of cross-sectional study, claims regarding causal nature of the variables studied could not be made. Further, this study was also contextualized within the political context making expression of schadenfreude more “acceptable” and more easily expressed among participants. Suggestions for further research suggestions are discussed is light of these limitations.
Practical Implications
Findings of this study highlight the importance of understanding intergroup schadenfreude in group contexts, and how such emotions can be employed by leaders to instigate, rather than diminish aggressive tendencies against out-group members.
Originality/Value
This is one of the few studies to demonstrate that rather than diminishing tendencies to engage in aggressive behaviors, schadenfreude, when experienced within group settings, can instead elicit intentions to aggress against rival or opposing group members.
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Anthony R. Hatch, Marik Xavier-Brier, Brandon Attell and Eryn Viscarra
This chapter uses Goffman’s concept of total institutions in a comparative case study approach to explore the role of psychotropic drugs in the process of…
Abstract
Purpose
This chapter uses Goffman’s concept of total institutions in a comparative case study approach to explore the role of psychotropic drugs in the process of transinstitutionalization.
Methodology/approach
This chapter interprets psychotropic drug use across four institutionalized contexts in the United States: the active-duty U.S. military, nursing homes and long-term care facilities, state and federal prisons, and the child welfare system.
Findings
This chapter documents a major unintended consequence of transinstitutionalization – the questionable distribution of psychotropics among vulnerable populations. The patterns of psychotropic use we synthesize suggest that total institutions are engaging in ethically and medically questionable practices and that psychotropics are being used to serve the bureaucratic imperatives for social control in the era of transinstitutionalization.
Practical implications
Psychotropic prescribing practices require close surveillance and increased scrutiny in institutional settings in the United States. The flows of mentally ill people through a vast network of total institutions raises questions about the wisdom and unintended consequences of psychotropic distribution to vulnerable populations, despite health policy makers’ efforts regulating their distribution. Medical sociologists must examine trans-institutional power arrangements that converge around the mental health of vulnerable groups.
Originality/value
This is the first synthesis and interpretive review of psychotropic use patterns across institutional systems in the United States. This chapter will be of value to medical sociologists, mental health professionals and administrators, pharmacologists, health system pharmacists, and sociological theorists.
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Marina Butovskaya, Valentina Burkova and Audax Mabulla
This study was conducted on children and adolescents from the three tribal cultures from Northern Tanzania: the Hadza, the Datoga and the Iraqw. The comparative data on aggression…
Abstract
This study was conducted on children and adolescents from the three tribal cultures from Northern Tanzania: the Hadza, the Datoga and the Iraqw. The comparative data on aggression and conflict management skills were measured at Endomaga Boarding School, Lake Eyasi, Mangola in Northern Tanzania, in 2005‐2006. The final sample included 219 children, ranging from 7 to 20 years of age. No sex differences were found in self‐ratings or frequency of occurrence of physical, verbal and indirect aggression in Iraqw children and adolescents, or in self‐ratings in Hadza. Hadza boys reported a higher occurrence of physical and indirect aggression during the previous week compared to girls. No differences between the sexes were found in constructive conflict resolution and third‐party interventions practiced by Iraqw and Datoga children and self‐ratings in Hadza. Hadza boys reported a higher frequency of constructive conflict resolution and third‐party interventions compared to girls. Significant sexual dimorphism on the 2D:4D ratio was found for our African sample. A significant negative correlation between the right hand 2D:4D ratio and ratings on physical aggression was found for the girls. The girls with the lowest finger index estimated themselves as more verbally aggressive, compared to girls with a medium 2D:4D ratio.
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Patricia A. Jennings, Tara L. Hofkens, Summer S. Braun, Pamela Y. Nicholas-Hoff, Helen H. Min and Karime Cameron
The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise…
Abstract
The quality of students' relationships with their teachers plays a significant role in their success in school. Social and emotional learning (SEL) curriculums show great promise for supporting student development. However, quality implementation requires that teachers recognize and understand how their behavior and interactions with students impact the development of these skills. The Prosocial Classroom Model proposes that teacher social and emotional competencies (SECs) play a critical role in creating and maintaining a classroom where everyone feels safe, connected, and engaged in learning. In this chapter, we extend the understanding of SEC to include leadership styles as defined by evolutionary motivational systems theory. We argue that a critical dimension of effective SEL instruction and teacher SEC is effective leadership that skillfully applies an understanding of the social and emotional dimensions of classroom interactions that promote motivation, engagement, and learning. Implications for educational theory, policy and practice, and research are discussed.