An examination of oral and literal teaching traditions through a comparative analysis of mathematics lessons in Iran and Japan

2016 ◽  
Vol 5 (3) ◽  
pp. 196-211 ◽  
Author(s):  
Mohammad Reza Sarkar Arani
Keyword(s):  
Comparative Analysis ◽  
Professional Learning ◽  
Cultural Context ◽  
Individual Student ◽  
Evidence Based ◽  
Structured Interviews ◽  
Mathematical Communication ◽  
Content Type ◽  
Lesson Analysis ◽  
Communication Approach

Purpose – The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions. Design/methodology/approach – Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of meaning hidden in lesson practice – a so-called cultural script of teaching – by comparing this practice in cultural context, through the eyes of educators from different socio-cultural perspectives. Findings – The findings are intended to clarify the mathematical communication approach used in Iran and Japan. Mathematical communication proceeds through speaking rather than writing in Iran, discussing before summarizing and taking notes (speaking/listening), while in Japan, it proceeds through writing before telling and speaking (writing/reading). Research limitations/implications – This study delivers a transnational learning opportunity for educators to learn how to provide evidence-based analysis of a lesson for professional learning to raise the quality of teaching. However, as this is a case study, it opens up the possibility for comparative lesson analysis of more sample lessons, and how active learning and dialogic teaching can be designed in different educational contexts. In addition, it may be interesting for educators to see how this comparative lesson analysis helps practitioners to revise their teaching. These are very important research questions which the researcher hopes to cover in his next manuscript. Practical implications – Comparative lesson analysis has the potential to expand more “research in practice” for designing mathematics lessons from the perspective of the students – so-called “customized teaching.” In addition, how the silent process of each individual student in the lesson has impacted on their learning and understanding – so-called “personalized learning” – is one of the issues arising from the case studies. Social implications – The value of comparative lesson analysis as a lens is in its ability to reveal to educators their own unconscious teaching script. It provides an opportunity for evidence-based critiques of our own teaching traditions that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value – This study combines careful measurement with “insider” and “outsider” perspectives to provide a deeper understanding of the real world of the classroom and the cultural context of teaching.

The deputy principal instructional leadership role and professional learning

2017 ◽  
Vol 55 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Ann Leaf ◽  
George Odhiambo
Keyword(s):  
Instructional Leadership ◽  
Professional Learning ◽  
Ad Hoc ◽  
Team Building ◽  
Leadership Role ◽  
Instructional Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.

Academic's perceptions of work-integrated learning in non-vocational disciplines

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gabrielle A. Lloyd ◽  
Bonnie Amelia Dean ◽  
Michelle J. Eady ◽  
Conor West ◽  
Venkata Yanamandram ◽  
...  
Keyword(s):  
Professional Learning ◽  
Personal Growth ◽  
Tertiary Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Theoretical Approaches ◽  
Starting Point ◽  
Work Integrated Learning

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

Gender inequality in the work environment: a study of private research organizations in India

2017 ◽  
Vol 36 (3) ◽  
pp. 255-276 ◽  
Author(s):  
Namrata Gupta
Keyword(s):  
Gender Inequality ◽  
Cultural Context ◽  
Women In Leadership ◽  
Cultural Norms ◽  
Gender Inequalities ◽  
Structured Interviews ◽  
Leadership Positions ◽  
Indian Culture ◽  
Content Type ◽  
Ideal Woman

Purpose Since liberalization in the 1990s, India has witnessed a growth in the number of educated middle-class women in professions. However, there are few women in leadership positions and decision-making bodies. While the earlier notion of the ideal woman as homemaker has been replaced by one which idealizes women of substance, a woman’s role in the family continues to be pivotal and is even viewed as central in defining Indian culture. The purpose of this paper is to analyze how and to what extent gender inequalities are reproduced in the organizations employing educated professionals. Design/methodology/approach Based on the perspective that gender is socially constructed, this paper analyzes gender inequality in Indian organizations through semi-structured interviews of men and women scientists in two private pharmaceutical laboratories. Findings The findings show reproduction of a gendered normative order through two types of norms and practices: one, norms and practices that favor men and second, socio-cultural norms that devalue women in public spaces which help to maintain masculinity in the workplace. Although these practices might be found elsewhere in the world, the manner in which they are enacted reflects national cultural norms. Originality/value The paper highlights how various norms and practices enacted in the specific Indian socio-cultural context construct and maintain masculinity at workplace depriving opportunities to professional women which affect their rise to leadership positions.

Pride and productivity – introducing and testing the Healing Offices® design concept

2020 ◽  
Vol 22 (4) ◽  
pp. 313-340
Author(s):  
Anicee Carolyn Bauer
Keyword(s):  
Work Environment ◽  
Cultural Context ◽  
Subjective Experience ◽  
Design Concept ◽  
Physical Work ◽  
Personal Contact ◽  
Evidence Based ◽  
Content Type ◽  
Objective Quality

Purpose The purpose of this study is to learn to what extent the physical workspace can contribute to employee health and happiness. In this context, it introduces an evidence-based design concept and evaluation method for workplaces to transform the traditional subjective design process into a more objective, systematic approach. Identifying issues regarding physical design and work culture is assumed to lead to a better person-environment fit. Design/methodology/approach The study describes a comparison between a pre-measurement at an IT company’s old workplace and a post-measurement in the new location with a new office design. The independent variable is the objective quality of the physical work environment, which was determined by an interior quality index. The dependent variables were the perceived health, engagement, comfort and productivity, assessed by an online questionnaire and interviews. Findings The objective quality of the work environment improved remarkably, especially regarding sustainability, diversity, nature and the possibilities to move and relax. The subjective experience of employees also improved, specifically regarding feelings of comfort and energy, possibly because of a more inspirational and diverse environment, which also better captured the company identity. A more connected workspace moreover seemed to relate to more physical activity and personal contact, as well as to teamwork and productivity. Originality/value The study promotes an evidence-based design approach for design and real-state, encouraging all stakeholders to design responsibly: to work more closely together, take well-informed design decisions and evaluate and learn from what was “left behind.” It also stresses the power of tailor-made designs, as any design eventually is shaped by its broader cultural context.

Leadership in Vietnamese state owned enterprises (SOEs)

2016 ◽  
Vol 8 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Dong Mai Tran ◽  
Wayne Fallon ◽  
Margaret H. Vickers
Keyword(s):  
Cultural Context ◽  
Leadership Practices ◽  
Economic Transition ◽  
Critical Time ◽  
Structured Interviews ◽  
Business Leadership ◽  
Content Type ◽  
Business Context ◽  
Individual Level ◽  
The Individual

Purpose – The purpose of this paper is to explore multiple stakeholders’ perceptions of leadership in Vietnamese state-owned enterprises (SOEs). Design/methodology/approach – The paper presents findings from semi-structured interviews that were conducted in Vietnam, with seven different stakeholders who had varying understandings of Vietnamese business leadership within the Vietnamese business context. All interviews were transcribed, then translated into English, and thematic analysis of the interview data undertaken. Findings – The paper suggests that there was a significant variation in Vietnamese leadership perceptions when compared to Western leadership practices, especially when considering the perceptions of those stakeholders with regard to business leadership in the Vietnamese collectivist cultural context. The themes presented include: SOE decision making and responsibility; SOE promotions and appointments; and SOE performance. Research limitations/implications – In the absence of studies of leadership in Vietnamese SOEs, and leadership studies in the Vietnamese culture in general, this research was deliberately exploratory and qualitative. Future mixed methods or quantitative studies are recommended to offer more generalizable conclusions. Practical implications – Implications are discussed that point to leadership changes in Vietnamese organizations, and at the individual level, to assist the Vietnamese government, SOEs, and future leaders. Recommendations are also made that are intended to assist foreign business investors and multinational companies operating in Vietnam, now and in the future, to improve their leadership capacity within this context. Social implications – Vietnam is a country in social and economic transition. Understanding the leadership practices and perceptions, especially how that might differ from leadership in Western nations, is critical for the success of organizations in Vietnam and, in turn, for the economic and social prosperity of the Vietnamese people. Originality/value – The paper contributes perceptions of business leadership in Vietnamese SOEs that have not previously been explored and should be, especially given this critical time of economic and social transition for the Vietnamese nation and economy.

Greening the campus: a theoretical extension of the dialogic communication approach

2016 ◽  
Vol 17 (4) ◽  
pp. 520-539 ◽  
Author(s):  
Serena Carpenter ◽  
Bruno Takahashi ◽  
Alisa P. Lertpratchya ◽  
Carie Cunningham
Keyword(s):  
Higher Education ◽  
Public Relations ◽  
Communication Strategies ◽  
Relationship Building ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Dialogic Communication ◽  
Content Type ◽  
The Usa ◽  
Communication Approach

Purpose The purpose of this study is to examine the strategic organization-public dialogic communication practices of universities in the USA. The authors used the dialogic model of communication to explore the extent to which higher education sustainability leaders (SL) at the top 25 USA sustainable engage in relational communication strategies. Design/methodology/approach The qualitative study involved semi-structured interviews with campus sustainability and student group leaders from a mix of regional areas in the USA. The authors examined the transcripts for concepts argued to exist within the dialogic model of communication from the public relations field. Findings Results reveal that SL rely on dialogic communication strategies to recruit active participants, build stakeholder bridges across campus and empower individuals to have an impact within specific sustainability areas. Communicators most likely engaged in empathy, followed by propinquity, mutuality, commitment and risk of the dialogic model. Research limitations/implications The authors extended the dialogic model of communication by identifying theoretical issues and scale items that can be used to measure each dimension of the model in future work. Practical implications The results reveal several ways that institutes of higher education could successfully use relational strategies to promote sustainability across multiple campus groups and departments by recruiting campus ambassadors, collectively defining sustainability and sharing public progress reports. Originality/value Few studies of sustainability in higher education holistically examine the relationship building practices of organizations that promote sustainability, despite the fact that communication is identified as a key factor in the successful implementation of sustainable actions.

Exploring job crafting as a response to abusive supervision

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Huda Masood ◽  
Len Karakowsky ◽  
Mark Podolsky
Keyword(s):  
Thematic Analysis ◽  
Critical Incident ◽  
Cultural Context ◽  
Abusive Supervision ◽  
Job Crafting ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Qualitative Exploration

PurposeThe purpose of this qualitative exploratory study was to investigate the capacity of job crafting to serve as a viable response to abusive supervision. Although considerable literature has emerged on employee reactions to abusive supervision, the role of job crafting as a coping mechanism has received relatively little attention.Design/methodology/approachUsing qualitative exploration, we conducted semi-structured interviews to examine how individuals engage in job crafting as a means to respond to or cope with abusive supervision. Critical Incident Interview Technique (CIIT) was used to obtain in-depth details of this topic. We analyzed the interview-based data using the thematic analysis (TA) technique. We also integrated topic modeling to cluster the identified categories of job crafting behaviors within our TA. The cultural context of our findings was further analyzed using interpretive phenological analysis (IPA).FindingsThe results of our thematic analysis led to four recurring themes in the interview-data: (1) Job crafting as a viable coping response to abusive supervision; (2) The type of coping relates to the type of crafting: Approach and Avoidance; (3) The role of perceived control; (4) Emotions play a role in the type of crafting employed. Findings from our IPA generated the following super-ordinate themes. (1) Job crafting fluidity, (2) effectiveness of job crafting, (3) resilience and (4) cultural dynamics.Research limitations/implicationsThis research reveals the ways in which individuals may turn to job crafting behaviors as a means to cope following instances of abusive supervision. Given the qualitative exploration of our research approach, we identify generalizability to be an issue.Practical implicationsJob crafting is a proactive phenomenon that equips employees with coping abilities in the workplace. While Wrzesniewski and Dutton (2001) suggested that job crafting behaviors tend to be hidden from management, there may be merit in organizations explicitly acknowledging the benefits of allowing employees to be active agents in their work, capable of using multiple domains of job crafting to improve their personal and professional lives (Petrou et al., 2017).Originality/valueThe current research reveals the ways in which individuals may turn to job crafting behaviors as a means to cope, following instances of abusive supervision. We further fine-grained our analysis to explicate employee job crafting behaviors in response to abusive supervision within a cross-cultural domain.

Identifying coaching approaches that enable teachers' moral learning in professional learning communities

2020 ◽  
Vol 9 (4) ◽  
pp. 375-392
Author(s):  
Helma De Keijzer ◽  
Gaby Jacobs ◽  
Jacqueline Van Swet ◽  
Wiel Veugelers
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teaching Practice ◽  
Structured Interviews ◽  
Content Type ◽  
Safe Environment ◽  
Moral Learning ◽  
The Impact

PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using supportive coaching approaches derived from educational literature.FindingsIn total, 14 specific approaches regarding the support given by coaches for teachers' moral learning were identified. Four characteristics of coaches' attitudes that guided their approaches and seemed valuable in supporting moral learning were also identified. The findings showed the tensions the coaches encountered – for example, when balancing between offering a safe environment and encouraging critical reflection.Practical implicationsWith coaches' support, teachers can develop a more thoughtful understanding of the meaning of values, beliefs and bias for their actions in teaching practice.Social implicationsMaking explicit, and exploring precisely, what coaches do to support teachers' moral learning are useful for designing and improving professional development programmes that promote moral learning.Originality/valueThe research reported in this paper outlines how coaches can encourage teachers' awareness of the impact of their actions on pupils, which, in turn, helps teachers to meet the complex moral challenges of their practice.

Evidence-based management – healthcare manager viewpoints

2018 ◽  
Vol 31 (5) ◽  
pp. 436-448 ◽  
Author(s):  
Ali Janati ◽  
Edris Hasanpoor ◽  
Sakineh Hajebrahimi ◽  
Homayoun Sadeghi-Bazargani
Keyword(s):  
Decision Making ◽  
Hospital Management ◽  
Personal Characteristics ◽  
Evidence Based ◽  
Structured Interviews ◽  
Healthcare Organizations ◽  
Good Tool ◽  
Content Type ◽  
Evidence Based Decision Making ◽  
Hospital Manager

Purpose Hospital manager decisions can have a significant impact on service effectiveness and hospital success, so using an evidence-based approach can improve hospital management. The purpose of this paper is to identify evidence-based management (EBMgt) components and challenges. Consequently, the authors provide an improving evidence-based decision-making framework. Design/methodology/approach A total of 45 semi-structured interviews were conducted in 2016. The authors also established three focus group discussions with health service managers. Data analysis followed deductive qualitative analysis guidelines. Findings Four basic themes emerged from the interviews, including EBMgt evidence sources (including sub-themes: scientific and research evidence, facts and information, political-social development plans, managers’ professional expertise and ethical-moral evidence); predictors (sub-themes: stakeholder values and expectations, functional behavior, knowledge, key competencies and skill, evidence sources, evidence levels, uses and benefits and government programs); EBMgt barriers (sub-themes: managers’ personal characteristics, decision-making environment, training and research system and organizational issues); and evidence-based hospital management processes (sub-themes: asking, acquiring, appraising, aggregating, applying and assessing). Originality/value Findings suggest that most participants have positive EBMgt attitudes. A full evidence-based hospital manager is a person who uses all evidence sources in a six-step decision-making process. EBMgt frameworks are a good tool to manage healthcare organizations. The authors found factors affecting hospital EBMgt and identified six evidence sources that healthcare managers can use in evidence-based decision-making processes.

scholarly journals Professional learning and development framework for postdoctoral scholars

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lorelli Nowell ◽  
Swati Dhingra ◽  
Natasha Kenny ◽  
Michele Jacobsen ◽  
Penny Pexman
Keyword(s):  
Professional Learning ◽  
Professional Socialization ◽  
Structured Interviews ◽  
Learning And Development ◽  
Content Type ◽  
Roles And Responsibilities ◽  
Development Framework ◽  
Personal Effectiveness ◽  
Key Stakeholders ◽  
Career Needs

Purpose Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths. Design/methodology/approach This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD. Findings The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships. Originality/value The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

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