This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career…
Abstract
Purpose
This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as “street level bureaucrats” to consider the extent to which the ECT mentors, as new policy actors, exercise professional discretion (Lipsky, 2010) in negotiating and aligning the new ECF policy with existing practice.
Design/methodology/approach
To research the mentor's interpretation and enactment of the new ECF policy, semi structured interviews were undertaken with an initial sample of nine mentors and four induction tutors who were also mentors. Online semi structured interviews were held, lasting around 50 min. This method was largely pragmatic as the study started during a period when schools were still cautious of face-to-face visitors in terms of COVID-19. Although the benefits for the interviewer experiencing the culture and context in which the ECT mentor was situated were lost, offering online interviews was critical in securing mentors' time.
Findings
Findings suggest a disconnect between the intentions of the policy and the reality of its enactment at a local level. The ECT mentors have limited professional discretion, but some are exercising this in relation to their own professional development and the training they are providing for their ECTs. Most of the mentors are adapting the ECT's professional development journey whilst mindful of the programme requirements. The degree to which the ECT mentors used professional discretion was linked and limited largely by their own levels of confidence and experience of mentoring, and to a lesser extent the culture of their schools.
Research limitations/implications
The ECF policy represents an important step in acknowledging the need to professionally develop mentors for the work they undertake supporting beginning teachers. However, the time and the content of the mentor training have not been given sufficient attention and remains a hugely missed opportunity. It does not appear to be recognised by the government policy makers but more significantly and concerning in this research sample it is not being recognised sufficiently by those mentoring the ECTs themselves.
Practical implications
There is an urgent need by the UK government and school leaders to understand the link between the quality of mentor preparation and the quality of the ECTs who will be entering the profession and influencing the quality of education in future years. More time and resourcing need to be focussed on the professional development of mentors enabling them to exercise professional discretion in increasingly sophisticated ways in relation to the implementation of the ECF policy.
Originality/value
The ECF policy is the latest English government response to international concerns around the recruitment and retention of teachers. The policy mandates for a new policy actor: the ECT mentor, responsible for the support and professional development of beginning teachers. The nature of the mentor's role in relation to the policy is emerging and provides an interesting case study in the disconnect between the intentions of a policy and its initial enactment on the ground. The mentors may be viewed as street level bureaucrats exercising degrees of professional discretion as they interpret the policy in their own school context.
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Juliette M. Iacovino and Sherman A. James
Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas…
Abstract
Over the past several decades, scholars and universities have made efforts to increase the retention of students in higher education, but graduation rates remain low. Whereas two-thirds of high school graduates attend college, fewer than half graduate. The likelihood of graduation decreases even more for Black, Latino, American Indian, and low-income students, who have a 12–15% lower chance of earning their degree. The importance of psychosocial adjustment to student persistence has received relatively less attention than academic and social integration. Racial/ethnic minority students face unique challenges to psychosocial adjustment in college, including prejudice and discrimination, unwelcoming campus environments, underrepresentation, and a lack of culturally appropriate counseling resources. The current chapter will discuss the impact of these challenges on the persistence, academic success, and health of racial/ethnic minority students, and strategies that universities can employ to create inclusive policies, resources and campus environments that empower students of color and maximize their success.
Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way…
Abstract
Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.
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This paper is a conceptual discussion of the marginalisation of the voices of older lesbians, gay and bisexual (LGB) women, within the collective discourse of “older LGBT…
Abstract
Purpose
This paper is a conceptual discussion of the marginalisation of the voices of older lesbians, gay and bisexual (LGB) women, within the collective discourse of “older LGBT* housing”. The purpose of this paper is to critically interrogate its (in)equality implications and to consider ways in which they might be overcome.
Design/methodology/approach
This is a conceptual discussion that draws on the social justice model of equality developed by Nancy Fraser, specifically the domains of resources, recognition and representation.
Findings
The housing needs, wishes and concerns of older LGB women are often marginalised while at the same time those of older gay men are privileged. Older LGB women’s preferences for gender- and/or sexuality- specific housing are silenced within collective homogenising discourse – by researchers and activists alike – which mobilises a “mainstream” or “LGBT*-specific” binary about housing options.
Research limitations/implications
Research findings which do not include the voices of older lesbian, gay and bisexual women are inherently flawed. There is a need to ensure their voices – across the older age spectrum – are included.
Practical implications
The voices of older LGB women in relation to older age housing need to be better heard so that they can be better resourced.
Social implications
The marginalisation of older lesbian, gay and bisexual women’s voices in relation to older age housing has profound equality and human rights implications.
Originality/value
Critical discussions about the gendering of older LGBT* housing discourse are long overdue. This paper seeks to open a dialogue about these important issues.
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Susie Khoo, Huong Ha and Sue L.T. McGregor
This paper focuses on students’ perceptions of the quality of non-academic services received in higher education. While the important role played by expectations and perceptions…
Abstract
Purpose
This paper focuses on students’ perceptions of the quality of non-academic services received in higher education. While the important role played by expectations and perceptions in students’ evaluations of such services has been discussed in much of the service quality literature, there is insufficient work in the private tertiary educational sector (PTES). Thus, the purpose of this paper is to examine the relationships between service quality, student satisfaction, and behavioural intentions in the PTES, using Singapore as a case study.
Design/methodology/approach
This study adopted quantitative research to address the research questions. Primary data were collected from 324 valid responses from a survey conducted in two private tertiary educational institutes (PTEIs) in Singapore.
Findings
The results suggested that perceived service quality is positively correlated to satisfaction; perceived service quality and satisfaction are positively correlated to favourable behavioural intentions; and the relationships among perceived service quality and loyalty and paying more for a service are mediated by satisfaction.
Originality/value
This study is significant as the results provide better insights for Singaporean administrators in PTEIs, which is an under-researched area. Generally, the results will have far-reaching implications for all stakeholders in the delivery and consumption of education services in PTEIs, within and beyond Singapore.
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In his review of 30 years of research in Prospect Theory, Barberis (2013) notes that support for Prospect Theory had come mainly from the laboratory. In this paper, I write about…
Abstract
In his review of 30 years of research in Prospect Theory, Barberis (2013) notes that support for Prospect Theory had come mainly from the laboratory. In this paper, I write about a recurring phenomenon in real life that is consistent with Prospect Theory predictions in decision-making loss domain. The 60 cases noted in this paper are associated with specific risk seekers that had cost more than $140 billion (an average of $2.33 billion per case). Given space consider– ations, I provide synopses for 14 cases. A few of these cases have been discussed in the extant literature in connection with internal control, but were not considered from the perspective of Prospect Theory. It is striking that these cases are costly, all participants are young men, and almost all had followed the gambler’s martingale strategy – i.e., double down. While these cases are informative about risk-seeking behavior, they are not sufficiently systematic to be subjected to stylized archival research methods.
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Nicholas P. Salter, Jenna-Lyn R. Roman and Ngoc S. Duong
Organizational research on diversity, equity, and inclusion (DEI) is at times siloed; the experience of one minoritized or underrepresented group is treated as completely separate…
Abstract
Organizational research on diversity, equity, and inclusion (DEI) is at times siloed; the experience of one minoritized or underrepresented group is treated as completely separate and different from the experience of another group and thus research separately. For example, there are terms that are studied only in the context of one group, and a different term is used to study a very similar (or identical) concept among a different group. Indeed, there are many unique experiences that specific minority groups encounter at work. Because of this end, minority groups should not be fully categorized together, and their individual should not be erased. However, there are shared experiences that many or all minorities experience at work, whether they are a gender minority, racial minority, or a member of any other minoritized group. Recognizing these shared experiences can help scholars develop a deeper understanding of what it's like to be minoritized or underrepresented at work, and therefore help to better serve these communities. To this end, our chapter highlights three such shared but unique minority experiences: three experiences that are common across all minority groups but operationalize slightly differently in different populations. The first experience we discuss is discrimination, as all minorities typically experience some form of negative differential treatment at work. The second experience we discuss is identity management, as many minorities need to actively think about how they present their minority identity to others (regardless of if their identity is “concealable” or not). Finally, we discuss strength through adversity, as many minorities argue that their minority identity is a source of strength and an area that benefits them at work. We conclude the chapter with a call toward intraminority solidarity, suggesting that recognizing shared experiences and working together can help build better workplaces for all minority employees.
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Trudie Honour, Jim Barry and Sneha Palnitkar
Considers the implications of 30 per cent quota innovation for women politicians in Mumbai (formerly Bombay) and other area of India since the 1990’s. Uses a survey to explore the…
Abstract
Considers the implications of 30 per cent quota innovation for women politicians in Mumbai (formerly Bombay) and other area of India since the 1990’s. Uses a survey to explore the influence of women on policy and compares this with some previous research in London. Suggest ways this representation may be sustained.