The College, Career, and Civic Life Framework and recently revised social studies standards in a number of states have placed renewed emphasis on inquiry-based instruction rooted…
Abstract
Purpose
The College, Career, and Civic Life Framework and recently revised social studies standards in a number of states have placed renewed emphasis on inquiry-based instruction rooted in rigorous and relevant questions, which necessitates a better understanding of how teachers develop questions capable of meeting the expectations set forth in these documents. The purpose of this paper is to examine teachers’ question-development processes and the impact of question development and implementation on their understanding of compelling questions.
Design/methodology/approach
This qualitative study examined how six high school civics teachers from a single Kentucky school district defined and developed compelling questions. Following recommendations for in-depth phenomenological interviews, this study implemented a three-interview sequence, each of which included a verbal report component. Additional data were generated through teacher-completed Question Development Tasks and Question Evaluation Tasks.
Findings
The findings suggest that participants’ attempts to craft questions that balanced relevance and complexity led them to engage in a deliberate, reflective question-development process. Teachers’ understandings of compelling questions were shaped by their question-development experience; however, teachers who implemented their compelling questions emerged with a more nuanced understanding of their construction and a deeper commitment to their use.
Originality/value
Although focused on a small group of teachers, this study provides valuable insight into teachers’ conceptions of inquiry, which may strengthen the supports teacher educators and administrators provide to those attempting to implement inquiry in their classrooms.
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Social studies research has long advocated inquiry as a desired instructional practice, but the increasing emphasis on the role students’ questions should play in inquiry requires…
Abstract
Social studies research has long advocated inquiry as a desired instructional practice, but the increasing emphasis on the role students’ questions should play in inquiry requires research into what social studies teachers can do to elevate the place of student questioning in classrooms. This study examined the attitudes and actions of two secondary social studies teachers who self-identified as advocates of student questioning and who desired to incorporate more student questioning into their instruction. This study used qualitative research methods and generated data through multiple interviews and classroom observations with each participant along with content analysis of classroom materials. Findings suggest that even though the participants approached student questioning in unique ways, they shared a need for curricular control, often triggered by the pressures of standardized assessments, which influenced how they incorporated student questioning into their classrooms. This study provides valuable insight into the promise of student questioning and factors that must be addressed if teachers are to incorporate student questioning in ways that foster meaningful inquiry.
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Organizational paradoxes must first be recognized by managers before they can respond to them. Yet scholars have adopted different perspectives on how paradoxical tensions become…
Abstract
Organizational paradoxes must first be recognized by managers before they can respond to them. Yet scholars have adopted different perspectives on how paradoxical tensions become salient and engender management responses. Some approaches have focused on the socially constituted nature of paradoxes, and others on the inherent aspects of paradoxes in the environment. The authors propose an approach that gives ontological meaning to both the socially constituted and inherent nature of organizational paradoxes. Our approach, which is inspired by quantum physics, opens up new opportunities for engaging with the socio-materiality of paradoxes, how they are measured, and the implications this has on the probabilities of managing organizational responses to paradox.
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Tjaša Štrukelj, Sabina Taškar Beloglavec, Daniel Zdolšek and Vita Jagrič
Purpose: This chapter focuses on the enterprise’s ethics and social responsibility, which are interdependently resulting in an enterprise’s credibility and better performance. The…
Abstract
Purpose: This chapter focuses on the enterprise’s ethics and social responsibility, which are interdependently resulting in an enterprise’s credibility and better performance. The authors provide a comprehensive tool that can help enterprises and humankind to find a better way toward new economic and social conditions, thus society’s transformation, beginning with the enterprise-level innovation of decisions that originate from the (key) stakeholders’ personal level innovation of decisions. The purpose is to show a possible path toward requisitely holistic enterprises’ governance, management and practice.
Method: The authors use a qualitative methodological approach, based on three relations (the law of requisite holism, the law of hierarchy of succession and interdependence, and the law of entropy) and three elements (10 guidelines defining the subjective starting points and objectives, and 10 guidelines on assuring the agreed policy to survive in latter steps of working process) of Dialectical systems theory. This chapter methodologically also follows the ethics of interdependence. Based on the research, the authors propose to use the supplemented credibility strategy as a possible methodological way of introducing enterprise ethics into practice.
Findings: The authors introduce a supplemented model of the strategy of an enterprise’s credibility. The authors propose using this new model to develop an enterprise’s social responsibility and ethics in a broader sense. The authors focus is on financial institutions’ governance and credibility. The main finding of this chapter is that strong regulation of the financial sector contributes positively to all four dimensions in the strategy of an enterprise’s credibility – if it is requisitely holistic rather than one-sided and short-term.
Originality and Significance of Findings: The strategy of an enterprise’s credibility could be used as a practical implementation tool for (key) stakeholders. They can use the strategy of an enterprise’s credibility to innovate its behavior toward appropriate holistic behavior and sustainable development stimulating. This new tool can lead enterprises toward (more) social responsibility, enterprise ethics and credibility. In applying this theory to financial institutions, the authors find that such financial regulation (and supervision) significantly strengthens multiple dimensions of enterprise credibility. In this regard, the authors find it favorable and encourage such regulation in all enterprises engaged in financial services, including non-bank institutions. Besides, to add to more comprehensive social benefits, the authors find it favorable to encourage similar development in other economic sectors, not the opposite, deregulation.
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Jean M. Bartunek and Mary Frohlich
In this commentary, the authors introduce certain paradoxes of religious experience, ways the sacred is both attractive and repulsive, how there are urges to merge with the divine…
Abstract
In this commentary, the authors introduce certain paradoxes of religious experience, ways the sacred is both attractive and repulsive, how there are urges to merge with the divine and to meaningfully change the world, how sacred power is both ineffable and accessible, how the divine can best be understood as a coincidence of opposites, how there is both good and evil in the world, and how religions sometimes proclaim peace yet instigate wars. The authors link these paradoxes with the contributions of the chapters in this volume on religion and philosophy. On the basis of both our and the chapters’ contributions the authors demonstrate several domains where religious paradox adds important insights to organizational approaches to paradox.
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Sue Noy, Teresa Capetola and Rebecca Patrick
Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy…
Abstract
Purpose
Education for Sustainability in Higher Education (ESHE) sits within and across disciplinary settings that share the need for a framework that provides a basis for pedagogy, assessment and learning outcomes (Kalsoom, 2019). ESHE strives to create transformative learning spaces that help students gain the knowledge and skills they need to understand and contribute to shaping a world based on communities living within the limits of earth’s resources. This paper aims to offer a novel solution to the challenge of teaching students from different disciplines struggling with the complexity of sustainability.
Design/methodology/approach
The paper explores the development of an interdisciplinary subject designed for undergraduate students from four faculties. It presents a case study of pedagogy that moves away from three pillars/concentric circles approaches towards practices based in systems thinking and interactive transformative learning. It describes the iterative process of developing and implementing an infographic: the “Sustainability Wheel of Fortune” (Wheel), to support constructive alignment of content, assessment tasks and learning outcomes.
Findings
The Wheel provides a holistic, interconnected and dynamic focus for framing content and teaching. The pedagogy aligns with sustainability competencies, builds in flexibility in response to changing times and student experiences and provides teachers and students with a common framework for interrogating the possibilities for sustainable futures.
Originality/value
The Wheel is a novel learning tool for contemporary sustainability education. It captures key elements of approaches to and concepts about sustainability, visually reinforces the idea of a holistic interconnected approach and provides a framework that supports the constructive pedagogy of an interdisciplinary sustainability subject.