Joel R. Malin, Thomas S. Poetter, Jon Graft, Marni Durham and William T. Sprankles III
Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to…
Abstract
Purpose
Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to elucidate key leadership and cultural characteristics. Moreover, there has been limited attention toward deeper learning within schools that focus on career and technical education (CTE), a major omission given the potentially elevated potential for deeper learning in these contexts. This study aims to partially rectify these issues by examining the intersections of leadership and culture at an innovative school that has demonstrated excellence whilst providing a curriculum centered on CTE.
Design/methodology/approach
This instrumental, insider, single-case study is focused on how leadership–cultural interactions have fostered and shaped students' opportunities to experience deeper learning. The authors take the perspective that it is largely through these leadership–cultural intersections that an organization and the work that happens within it takes on a particular meaning, direction and value. This study applies ethnographic methods, drawing upon formally and informally collected data over the past three years – e.g. from field notes, from leadership meetings and site visits; focus group interviews with students, parents, teachers, partners and school leaders; and additional artifacts.
Findings
The authors detail three interrelated features at this school, noting that it is: (1) driven by moral purpose; (2) open, collaborative and trusting; and (3) ambitious and entrepreneurial. The authors explain how/why such a culture has developed and to what effects, especially in relation to facilitating deeper learning.
Originality/value
Study findings meaningfully add to the literature regarding leadership for deeper learning, broadly and in relation to career and technical education and yield recommendations for educational leaders and policymakers.
Details
Keywords
Jasmin Ohlig, Thomas Hellebrandt, Amelie I. Metzmacher, Patrick Pötters, Ina Heine, Robert H. Schmitt and Bert Leyendecker
The purpose of this paper is to investigate the application of key performance indicators (KPIs) on shop floor level in German small- and medium-sized enterprises (SMEs). The…
Abstract
Purpose
The purpose of this paper is to investigate the application of key performance indicators (KPIs) on shop floor level in German small- and medium-sized enterprises (SMEs). The paper focuses on the examination of perception differences between shop floor employees and managers with regard to collection, calculation and consolidation of KPIs as well as visualization and motivational aspects.
Design/methodology/approach
To examine the hypothesis on differing perceptions regarding KPIs, 27 qualitative interviews with shop floor employees and production managers within 6 SMEs from the German machinery and equipment industry were conducted on basis of a semi-structured guideline.
Findings
The findings show that shop floor employees self-assess a lack of relevant knowledge when it comes to understanding KPIs. Moreover, the results show that shop floor employees perceive the visualization of shop floor KPIs as insufficient and non-motivational. This goes along with the finding that managers are aware of the lacking benefit of KPIs resulting from the rather negative perception of shop floor employees. The interviewed managers recognize a strong potential for improvement of their KPI systems.
Originality/value
The interview results confirm the need to design a performance management system on the shop floor that considers and aligns both management and operations, is directed to the shop floor level, considers explicitly the perspective of employees and integrates motivational elements.
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Estella W. Chizhik, Alexander W. Chizhik, Catherine Close and Margaret Gallego
The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to…
Abstract
Purpose
The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy.
Design/methodology/approach
A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers.
Findings
Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development.
Originality/value
The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.