scholarly journals Emotional intelligence testing for headteachers: globalization or lost in translation

2018 ◽  
Vol 3 (3) ◽  
pp. 223-240 ◽  
Author(s):  
Joanne Cliffe
Keyword(s):  
Emotional Intelligence ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Intelligence Testing ◽  
Life Experience ◽  
Emotional Responses ◽  
Structured Interviews ◽  
Content Type ◽  
Post Test ◽  
The Usa

Purpose The emotional labor of headteachers and teachers is complex. The purpose of this paper is to explore the relevance of the use of the Mayer-Salovey-Caruso Emotional Intelligence test (MSCEIT) (Mayer, Caruso & Salovey, 2000) when assessing the emotional intelligence of headteachers as part of an investigation which aimed to reveal the ways in which female secondary school leaders were emotionally intelligent and whether it was possible to test for emotional intelligence. Design/methodology/approach Seven female headteachers’ MSCEIT reports are investigated. Semi-structured interviews were held pre- and post-test to explore the headteachers’ emotional labor. In addition, teachers serving under the headteachers were interviewed. Findings The accuracy of the MSCEIT is questioned, rather than taking the results at face value, attention is given to its content, language and cultural differences. The MSCEIT originates from the USA and is used globally. The findings of this investigation suggest it is possible the MSCEIT represents a deficit model due to the test takers’ interpretation of nuanced language. The findings show a disparity in relation to MSCEIT scores and self-reported emotional responses. Research limitations/implications Although the sample size is small and therefore cannot claim generalization from the findings, the use of emotional intelligence tests should be used with caution. Emotional responses are best understood through life experience as the headteachers attach retrospective meaning to their leadership actions. Originality/value Headteachers’ work is multifaceted because emotion is integral to the processes of teaching and learning. The emotional labor of headteachers and teachers impacts and has relevance to their roles as educational landscapes continue to shift.

Learning processes for interpersonal competence development in project-based sustainability courses – insights from a comparative international study

2021 ◽  
Vol 22 (3) ◽  
pp. 535-560
Author(s):  
Theres Konrad ◽  
Arnim Wiek ◽  
Matthias Barth
Keyword(s):  
Teaching And Learning ◽  
Single Case ◽  
International Study ◽  
Competence Development ◽  
Learning Processes ◽  
Interpersonal Competence ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
The Usa

Purpose For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses. Design/methodology/approach This study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses. Findings Receiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting. Practical implications These findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence. Originality/value The value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Affordances and constraints of communities of practice to promote bilingual schooling

2019 ◽  
Vol 4 (2) ◽  
pp. 82-106 ◽  
Author(s):  
Martin Scanlan ◽  
Minsong Kim ◽  
Larry Ludlow
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Linguistically Diverse ◽  
Organizational Structures ◽  
Networked Learning ◽  
Structured Interviews ◽  
Content Type ◽  
Relational Networks ◽  
Archival Documents ◽  
The Usa

PurposeAs the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.Design/methodology/approachTo determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.FindingsThe schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).Research limitations/implicationsThe analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.Originality/valueThis original analysis lays the foundation for future investigations of networked learning.

Burdens and benefits of diversity work: emotion management in STEM doctoral students

2018 ◽  
Vol 9 (2) ◽  
pp. 127-143 ◽  
Author(s):  
Kamaria B. Porter ◽  
Julie R. Posselt ◽  
Kimberly Reyes ◽  
Kelly E. Slay ◽  
Aurora Kamimura
Keyword(s):  
Doctoral Students ◽  
Students Of Color ◽  
Emotional Labor ◽  
Doctoral Programs ◽  
Underrepresented Students ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
The Usa ◽  
Feeling Rules

PurposeAs part of the broader effort to diversify higher education in the USA, many science, technology, engineering and mathematics (STEM) doctoral programs are deeply engaged in diversity work – an array of formal activities and practices meant to boost the representation of women and students of color. This paper aims to examine how underrepresented doctoral students in high-diversity STEM PhD programs contribute to diversity work in their programs.Design/methodology/approachA case study approach was used to understand the nature of diversity work in four STEM doctoral programs that have enrolled and graduated women and/or underrepresented students of color at rates significantly higher than their disciplines, despite being located in states with affirmative action bans. This study analyzes qualitative data from 24 semi-structured interviews and four focus groups with students from across the four departments.FindingsData reveal that underrepresented students are simultaneously positioned as representatives of progress and uncompensated consultants in their departments’ ongoing equity and diversity efforts. As a result, student contributions to diversity work are experienced as an ongoing process of emotional labor in which institutional ethos and/or feeling rules in the department shape how students manage their internal and external emotions.Originality/valueAlthough diversity-related work is widespread and growing within colleges and universities, this study shows how student engagement in diversification efforts can lead to significant emotional burdens that go unnoticed and uncompensated. In highlighting the invisibility of emotional labor and the skew of its distribution toward minoritized groups, this research calls attention to how tacit feeling rules can undermine the ultimate goal of diversity initiatives within graduate departments and programs.

scholarly journals Teaching health education

2017 ◽  
Vol 117 (3) ◽  
pp. 323-340 ◽  
Author(s):  
Karen Pickett ◽  
Willeke Rietdijk ◽  
Jenny Byrne ◽  
Jonathan Shepherd ◽  
Paul Roderick ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Life Experience ◽  
Education Programme ◽  
Practical Experience ◽  
Early Career ◽  
Health Issues ◽  
Structured Interviews ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.

Learning to effectively manage your emotions: the impact of Emotional Intelligence (EI) in caring roles

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Smarty P. Mukundan ◽  
Dhanya M.
Keyword(s):  
Job Satisfaction ◽  
Health Care ◽  
Emotional Intelligence ◽  
Emotional Labor ◽  
Care Setting ◽  
Health Care Setting ◽  
Equation Modeling ◽  
Surface Acting ◽  
Employee Outcomes ◽  
Content Type

Purpose Psychological constructs like emotional labor, emotional intelligence etc. are gaining importance now to understand employee outcomes such as job satisfaction in a health care setting. The study aims to investigate the relationship between Surface Acting (SA) an emotional labor strategy, and Job satisfaction, and the moderating effect of Emotional intelligence (EI) among practicing nurses. Design/methodology/approach The authors collected data through self-reporting questionnaires administered to a sample of 141 nurses working in multi-specialty hospitals in a prominent city in India and analyzed using structural equation modeling. Findings A negative relationship was found between surface acting and job satisfaction but was found positive when EI was introduced as a moderator. Research limitations/implications The respondent population was females only and diversity in terms of gender was not obtained. Practical implications The study finds significant practical and theoretical contributions to the primary caregivers in a health care setting. It helps to understand the interplay of emotions in this job and use EI as an internal resource to mitigate the harmful effects of continued SA emotional labor strategy to job satisfaction. Social implications It gains a better understanding of the emotion-related parameters in the nursing profession and gives inputs to the community. It throws light on how internal resources can be used for better job satisfaction which in turn leads to better quality care in the health care industry. Originality/value Extant literature has been discussing SA as a negative strategy for positive employee outcomes, but the present study gives insights on how this can be mitigated by using EI as a resource.

Research landscape of smart education: a bibliometric analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kam Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Education Research ◽  
Bibliometric Analysis ◽  
Teaching And Learning ◽  
Content Type ◽  
Work Related ◽  
Research Collaborations ◽  
Emerging Trends ◽  
The Usa ◽  
Smart Education ◽  
Smart Technologies

Purpose This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

Examining the impact of political candidates on hotel revenue

2019 ◽  
Vol 3 (1) ◽  
pp. 36-53
Author(s):  
Amanda Belarmino ◽  
Elizabeth A. Whalen
Keyword(s):  
Design Methodology ◽  
The State ◽  
Small Scale ◽  
Structured Interviews ◽  
Political Candidates ◽  
Bandwagon Effect ◽  
Content Type ◽  
Political Candidate ◽  
The Usa ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of a charismatic political candidate on hotel revenue in the USA, particularly in their home states, through the lens of the bandwagon effect. Previous researchers have found that political primaries have a significant impact on hotel revenue due to travel to those states; however, there has yet to be an examination of the impact of popular political candidates on hotel revenue. Design/methodology/approach This research examined the impact of Bernie Sanders’ campaign on hotel revenue in the state Vermont due to the relatively stable demand experienced in that market. First, the researchers used forecasting methodology and t-tests to determine if there was a significant increase in hotel revenue during the time of the Sanders’ campaign for the state and for Burlington, Vermont, his campaign headquarters. Then, eight semi-structured interviews were conducted with hoteliers in Vermont to determine if the Sanders’ campaign was responsible for the observed changes. Findings While the hotel revenue for the state was not significantly different than what would be expected, the hotel revenue in Burlington did see a significant increase. Hoteliers did attribute an increased awareness of the destination and some specific instances of travelers to Sanders’ campaign. Originality/value This is the first study to date to demonstrate the influence of a political candidate on hotel revenue and demonstrated that the bandwagon effect can impact hotel revenue. For hoteliers, it demonstrates that increased destination awareness can impact behavioral intentions on a small scale.

Humanizing practices in online learning communities during pandemics in the USA

2020 ◽  
Vol 5 (3/4) ◽  
pp. 205-212
Author(s):  
Nimo M. Abdi ◽  
Elizabeth Gil ◽  
Stefanie LuVenia Marshall ◽  
Muhammad Khalifa
Keyword(s):  
School Leadership ◽  
Women Of Color ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Leadership Education ◽  
Pedagogical Practices ◽  
Content Type ◽  
The Usa ◽  
Learning School ◽  
Reflective Essay

PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

Relationships along the organic supply chain

2019 ◽  
Vol 121 (3) ◽  
pp. 771-786 ◽  
Author(s):  
Haley Baron ◽  
Carolyn Dimitri
Keyword(s):  
Supply Chain ◽  
Consumer Demand ◽  
Structured Interviews ◽  
Supplier Relationships ◽  
Content Type ◽  
Supply Chain Relationships ◽  
The Us ◽  
The Usa ◽  
Certified Organic ◽  
National Organic Program

Purpose Since the implementation of the National Organic Program in 2002, the US organic market has grown in both scale and scope, consequently placing pressure on the organic supply chain. The crucial role of matching consumer demand for final products with farm-level production falls to certified organic handlers, the intermediary firms that process, manufacture and distribute organic products. Locating certified organic commodities and products that meet their needs, in a timely manner, is costly and challenging. The paper aims to discuss these issues. Design/methodology/approach A mixed-methods study was designed to better understand organic sector supply chain relationships in the USA. Data were collected from certified organic handlers via survey and semi-structured interviews. Those interviewed were randomly selected from 153 survey respondents who expressed an interest in being interviewed. This paper presents an analysis of interviews with 26 certified organic handlers regarding the relationships with their suppliers. Findings Three key concepts characterize the relationships between handlers and their suppliers: closeness, support and commitment. Nearly all handler supplier relationships possess some degree of closeness, where the handler expresses interest in their supplier. The relationships follow a spectrum of intensity, where the least engaged handlers provide little support and commitment, and the most engaged handlers provide support and commitment through a long-term relationship or contract. Originality/value Research into the organic supply chain is challenging to undertake, given the proprietary nature of the relationships. As the organic market continues to grow, the relationships along the supply chain will need to evolve to allow firms to meet consumer demand.

Bats and grammar: developing critical language awareness in the context of school reform

2018 ◽  
Vol 17 (4) ◽  
pp. 281-297 ◽  
Author(s):  
Meg Gebhard ◽  
Holly Graham
Keyword(s):  
School Reform ◽  
Teaching And Learning ◽  
Student Writing ◽  
Power Dynamics ◽  
Language Awareness ◽  
Content Type ◽  
Teachers And Students ◽  
The Usa ◽  
Critical Language Awareness ◽  
Teachers Professional Development

Purpose This paper aims to analyze how middle schoolers developed a critical awareness of language while participating in a curricular unit informed by systemic functional linguistics (SFL). This unit was developed to understanding and taking action to protect a local bat population in the context of school reforms shaping teaching and learning in the USA. It was designed to support a heterogeneous class of seventh graders in learning to read scientific explanations, write letters to government officials and develop a functional metalanguage to support them in analyzing how language simultaneously constructs ideas, enacts power dynamics and manages the flow of information in disciplinary texts. The questions guiding this study are: How do students use SFL metalanguage in text production and interpretation practices? Do their uses of SFL metalanguage support critical language awareness and reflection? And, if so, in what ways? Design/methodology/approach This study uses ethnographic methods to conduct teacher action research. Data include classroom transcripts, student writing samples and interviews. Findings The findings illustrate how students engaged with SFL, often playfully, to create their own student-generated functional metalanguage in highly productive ways. Research limitations/implications This study contributes to a growing body of scholarship that suggests SFL metalanguage can provide teachers and students with a powerful semiotic toolkit that enables them to navigate the demands of teaching and learning in the context of the Standardization and Accountability movement. Practical implications This study has implications teachers’ professional development and students’ disciplinary literacy development in the context of school reform. Originality/value To date, few studies have explored how students take up and transform SFL metalanguage into a tool for critical reflection, especially adolescents.

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