Karen Renaud and Suzanne Prior
The purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers…
Abstract
Purpose
The purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers and carers.
Design/methodology/approach
With children increasingly operating as independent agents online, their teachers and carers need to understand the risks of their new playground and the range of risk management strategies they can deploy. Carers and teachers play a prominent role in applying the three M’s: mentoring the child, mitigating harms using a variety of technologies (where possible) and monitoring the child’s online activities to ensure their cybersecurity and cybersafety. In this space, the core concepts of “cybersafety” and “cybersecurity” are substantively different and this should be acknowledged for the full range of counter-measures to be appreciated. Evidence of core concept conflation emerged, confirming the need for a resource pack to improve comprehension. A carefully crafted resource pack was developed to convey knowledge of risky behaviors for three age groups and mapped to the appropriate “three M’s” to be used as counter-measures.
Findings
The investigation revealed key concept conflation, and then identified a wide range of harms and countermeasures. The resource pack brings clarity to this domain for all stakeholders.
Research limitations/implications
The number of people who were involved in the empirical investigation was limited to those living in Scotland and Nigeria, but it is unlikely that the situation is different elsewhere because the internet is global and children’s risky behaviors are likely to be similar across the globe.
Originality/value
Others have investigated this domain, but no one, to the authors’ knowledge, has come up with the “Three M’s” formulation and a visualization-based resource pack that can inform educators and carers in terms of actions they can take to address the harms.
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John Umit Palabiyik, Brendan Cronin, Suzanne D. Markham Bagnera and Mark P. Legg
This study investigates restaurant patrons' comfort level with the sudden shift in the dining-in climate within the state of Massachusetts during the onset of the COVID-19…
Abstract
Purpose
This study investigates restaurant patrons' comfort level with the sudden shift in the dining-in climate within the state of Massachusetts during the onset of the COVID-19 pandemic.
Design/methodology/approach
An exploratory study utilized learning algorithms via gradient boosting techniques on surveyed restaurant patrons to identify which restaurant operational attributes and patron demographics predict in-dining comfort levels.
Findings
Past consumers' eating habits determine how much their behavior will change during a pandemic. However, their dining-in frequency is not a predictor of their post-pandemic dining-in outlook. The individuals who were more comfortable dining in prior to the pandemic dined in more often during the COVID pandemic. However, they had a poorer outlook on when dining in would return to normal. Although there are no clear indicators of when and how customers will embrace the new norm (a combination of pre-, peri-, and post-pandemic), the results show that some innovative approaches, such as limiting service offerings, are not well accepted by customers.
Practical implications
The study offers several managerial implications for foodservice providers (i.e. restaurants, delivery services, pick-up) and investors. In particular, the study provides insights into the cognitive factors that determine diners' behavioral change in response to a pandemic and their comfort level. Operators must pay attention to these factors and consider different offering strategies when preparing to operate their business amid a pandemic.
Originality/value
This is a study of a specific location and period. It was conducted in Massachusetts before a vaccine was available. The restaurant industry was beset with uncertainty. It fills a gap in the current literature focused on the COVID-19 pandemic in customers' transition from pre-COVID-19 dining-in behaviors to customers' refreshed COVID-19 outlook and industry compliance with newly established hygiene and safety standards.
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This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper…
Abstract
Purpose
This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper describes the team's effort to align their decision-making with two frameworks selected to anchor the school's institutional change process: restorative justice and deeper learning. Interweaving rich case data with analysis, the paper explores the dilemmas that emerged as leaders struggled to “walk the talk” of these two frameworks, using this to theorize about the synergies between them and to explore the broader leadership challenges involved in transforming schools from authoritarian to humanizing institutions.
Design/methodology/approach
The researcher employed an ethnographic approach with the goal of generating a thickly-textured single case study. Data-gathering activities included more than 400 h of participant-observation, in-depth interviewing and artifact collection, conducted over the course of a ten-month academic year. Data analysis was iterative and included frequent member checks with participants.
Findings
The paper finds that restorative justice and deeper learning have powerful epistemological connections that school leaders can harness in order to ensure a coherent approach to change processes. The paper also illuminates several of the core dilemmas that school leaders should anticipate facing when embracing these two frameworks: the dilemma of responding to feedback, the dilemma of power-sharing and the dilemma of balancing expectations with support.
Research limitations/implications
The case study approach employed in this paper allows for rich understandings of specific phenomena while also providing a platform for exploring the general qualities that these phenomena might illustrate. This approach does not allow for statistical generalizability.
Practical implications
The paper suggests that it is imperative for school leaders to explore what it means to lead in ways that are coherent with their vision for change, e.g. to cultivate symmetry. Moreover, the paper demonstrates that the value of such explorations lies in the process of grappling with the tensions that arise when humanizing frameworks are implemented within systems that uphold traditional power hierarchies. Additionally, the paper affirms the value of de-siloing the transformation of school culture from the transformation of instructional practice.
Originality/value
This paper offers an unusually textured account of the messy and uncertain processes that constitute the work of school change. This paper also draws together two educational paradigms which are rarely brought into conversation with each other despite their epistemological synergy.
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Sarah Margaret James, Suzanne(Sue) M. Hudson and Alexandra Lasczik
Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience…
Abstract
Purpose
Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.
Design/methodology/approach
This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.
Findings
Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.
Research limitations/implications
The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.
Practical implications
This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.
Originality/value
While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Various law and film scholars have noted that the judge occupies the place of a marginal figure in ‘legal cinema’ and in related scholarship. In this chapter I want to engage with…
Abstract
Various law and film scholars have noted that the judge occupies the place of a marginal figure in ‘legal cinema’ and in related scholarship. In this chapter I want to engage with the debate about the representation of the judge in film by way of an examination of a South African documentary, ‘Two Moms: A family portrait’ (2004). In the first instance this ‘family portrait’ appears to be neither an obvious candidate for inclusion in the canon of ‘legal cinema’ nor a film with a plotline dominated by a judge. But from this rather unpromising start this chapter explores how a film about an ordinary family made up of extraordinary people is an extraordinary film about law in general and about the figure of the judge in particular.
Using Climbing Lincoln’s Steps- The African American Journey by Suzanne Slade and illustrated by Colin Bootman gives teachers the opportunity to implement a research based lesson…
Abstract
Using Climbing Lincoln’s Steps- The African American Journey by Suzanne Slade and illustrated by Colin Bootman gives teachers the opportunity to implement a research based lesson plan that integrates reading and the arts into Social Studies. Elementary students are exposed to the accomplishments of Abraham Lincoln and African American men and women from the past and present. Student knowledge is enhanced through the implementation of an author introduction, individual research, and the observation of historical videos and use of a website about Civil Rights icons. Students are assessed on their knowledge of a chosen historical figure by participating in a museum theatrical presentation. A comprehension quiz on the Slade text serves as a formal assessment for this lesson. The collaboration of students, teachers, and parents makes this lesson a rewarding learning experience.
The purpose of this paper is to investigate how relational capital contributes to the startup phase of women-owned micro-enterprises. The motivation for the study stems from the…
Abstract
Purpose
The purpose of this paper is to investigate how relational capital contributes to the startup phase of women-owned micro-enterprises. The motivation for the study stems from the fact that micro-enterprises are key drivers of economic growth and that woman entrepreneurs are key developers of these businesses.
Design/methodology/approach
To gather data for our study, a qualitative research methodology was adopted using a case study approach based on examining current events of real life in depth (Yin, 2009). Nine cases of micro-enterprises run by women are analysed, focusing on the management of the start-up phase to investigate the nature and role of the relationships that are activated by the entrepreneurs.
Findings
The paper develops the CAOS model of micro-entrepreneurship, examining the personal characteristics of the female entrepreneur (C); the environment in which the micro-enterprise operates (A); organizational and managerial aspects (O); and the motivations for starting a new business (S). Using this model, the authors’ are able to link these factors and classify different types of connections, it is possible to identify the kind of existing relations. From the analysis, it was found that a predominant use of networks characterized by informal and permanent relations, supporting the need to reconcile work and family and to involve relatives and friends in the network. This emphasizes the lack of strategy in the female-run micro-enterprises.
Originality/value
Given that female entrepreneurship is regarded as central to the development and welfare of economies, the deepening of knowledge of how women entrepreneurs manage the start-up of her business can contribute to improving the effectiveness policies aimed at promoting the participation of female entrepreneurs in the economy.
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Celine Louche, Suzanne Young and Martin Fougère
The purpose of this paper is to introduce the topic and review the contributions of the special issue papers on cross-sector dialogue for sustainability. The paper also presents…
Abstract
Purpose
The purpose of this paper is to introduce the topic and review the contributions of the special issue papers on cross-sector dialogue for sustainability. The paper also presents avenues for further research.
Design/methodology/approach
The paper is based on a review of the current literature on cross-sector partnership and dialogue. It explores the current issues in cross-sector partnerships through a discussion of the papers accepted for the special issue, their focus, findings and key contributions.
Findings
It highlights three main key research themes and learnings from the special issue papers: a high level of “hybridity” of collaboration forms, which involve important tensions; a need to understand partnership in its context and the importance of the individual level in cross-sector collaboration.
Practical implications
The authors call for attention to be paid to two forms of myopia: a tendency to view partnerships primarily from a resource-based view (without much attempt to measure societal impact) and a reluctance to be explicitly critical (despite empirical evidence of some suboptimal aspects of partnerships).
Social implications
The authors call for researchers to move away from a resource-based approach to one that is situated in exploring the value derived from partnerships in the broader societal context. The authors suggest some avenues for further research to move the discussion beyond the partnership imperative.
Originality/value
The paper outlines the need to critically revisit the very essence of what real partnership means and whether dialogue is really taking place.
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Donald Samelson, Suzanne Lowensohn and Laurence E. Johnson
Prior research addresses relationships between audit attributes and perceptions of both audit quality and auditee satisfaction in the private sector. This study extends such…
Abstract
Prior research addresses relationships between audit attributes and perceptions of both audit quality and auditee satisfaction in the private sector. This study extends such research to local government audits, where audit quality has been questioned. Additionally, this study investigates the effect of auditor size on perceived audit quality and satisfaction. 302 finance directors surveyed positively associated auditor expertise, responsiveness to client, professionalism, understanding of client systems, and study of internal controls with perceived audit quality. Furthermore, auditee satisfaction was positively related to auditor expertise, responsiveness to client, audit manager involvement, understanding of client systems and study of internal controls. Big 5 firms were not associated with higher levels of perceived audit quality or auditee satisfaction, despite charging significantly higher audit fees.