scholarly journals Searching for the Golden Rule: A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools

2019 ◽  
Vol 52 (6) ◽  
pp. 872-903
Author(s):  
Shannon Audley
Keyword(s):  
Novice Teachers ◽  
Cultural Differences ◽  
Role Model ◽  
Golden Rule ◽  
Comparative Case Study ◽  
Case Study Design ◽  
Teacher Relationships ◽  
Teachers Beliefs ◽  
Student Teacher Relationships

Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience respect in the classroom. Using a comparative case study design, this study examined two female White novice teachers’ beliefs and experiences of student respect within a novel relational respect framework. Results identified that teachers’ respect beliefs were based on notions of authority, while respect experiences reflected authority and relationship-based respect. Importantly, these relationships were conceptualized as role model and friend-based respect. To help novice teachers balance their roles as both caring and authoritative figures, I propose that student respect should be thought of in relational, rather than behavioral, terms, and that teachers need to employ cultural competence when developing and maintaining their student–teacher relationships.

“I Found Myself Retweeting”

2019 ◽  
pp. 88-108 ◽  
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

“I Found Myself Retweeting”

2021 ◽  
pp. 366-381
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

A Comparative Case Study of Primary Science Teachers’ Beliefs and Orientations

2019 ◽  
pp. 91-112 ◽  
Author(s):  
Vanashri Nargund-Joshi ◽  
Meredith Park Rogers ◽  
Deepali Bhagwate
Keyword(s):  
Science Teachers ◽  
Comparative Case Study ◽  
Primary Science ◽  
Teachers Beliefs

scholarly journals “Some Teachers Just Simply Care”: Respect in Urban Student-Teacher Relationships

2017 ◽  
Author(s):  
Alexandra F. Singer ◽  
Shannon Audley
Keyword(s):  
Academic Success ◽  
Emerging Adults ◽  
Student Teacher ◽  
Students Of Color ◽  
School Setting ◽  
Golden Rule ◽  
Policy Changes ◽  
Personal Lives ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Teachers are ethically obligated to care for their students. One overlooked means of demonstrating care is through respect. However, because respectful behaviors are culturally dependent, exploring experiences of respect from students of color is needed to provide insight into student-teacher relationships. To understand students’ experiences of respect from teachers in the school setting, we interviewed 12 adolescents and emerging adults of color (M age = 17, SD age = 1.81) who attended Urban schools, about their experiences of respect from their teachers. We deductively and inductively coded the interviews separately for definitions of respect and experiences of respect from teachers using six themes of respect. Ultimately, youth often defined respect as the golden rule and politeness. However, when discussing instances of respect with teachers, youth described teachers demonstrating care for students’ personal lives and academic success. Our findings suggest that students identify behaviors associated with care as respectful, which diverge from decontextualized definitions of respect. Policy changes should focus on promoting student-teacher relationships, focusing on culturally sensitive teaching and caring for students. Specifically, policy should support classroom level changes, such as the co-construction of respect expectations between students and teachers.

scholarly journals Teachers' Beliefs and Practices Regarding Young Children's Leadership: A Comparison Between New Zealand and Honduras

2021 ◽  
Author(s):  
◽  
Maria Auxiliadora Cerrato Corrales
Keyword(s):  
New Zealand ◽  
Teaching Practice ◽  
Study Data ◽  
Leadership Role ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Capital Cities ◽  
Beliefs And Practices ◽  
Teachers Beliefs

<p>The main purpose of this comparative study was to explore how teachers of four to five year old children in New Zealand and Honduras translate their beliefs regarding children’s leadership into practice. This study has the potential to increase our understanding of beliefs and practices that will assist teachers in supporting children’s leadership. The study used a comparative case-study design in order to look at similarities and differences between the two cases, focusing on two early childhood centres from low socio-economic areas in the capital cities of each country. Two teachers from each centre were asked to be participants in the study. Data was gathered through semi-structured interviews, participant observations, and documentation. The findings suggest that both New Zealand and Honduran teachers translate their beliefs regarding children’s leadership into practice. However, the findings showed significant differences between New Zealand teachers’ child-directed and Honduran teachers’ teacher-directed beliefs and practices. The teachers in the New Zealand settings encourage leadership by empowering the children to deliberately take a leadership role, while the teachers in the Honduran settings encourage leadership by allocating opportunities for the children to take a leadership role. In addition, the teachers in New Zealand highlighted their belief and practice concerning children sharing leadership, while the concept of sharing leadership was not emphasized by the Honduran teachers. This study suggests the importance of teachers reflecting on their beliefs regarding children’s leadership and how these guide their teaching practice in order to support children’s leadership.</p>

A path to peace: A comparative study of practitioners’ views of juvenile restorative justice in Chile, England, Italy, and Sweden

2017 ◽  
Vol 62 (1) ◽  
pp. 255-270
Author(s):  
Claudia Andrea Reyes-Quilodran ◽  
Catherine A LaBrenz ◽  
Gabriela Donoso
Keyword(s):  
Cultural Context ◽  
Implementation Process ◽  
Lessons Learned ◽  
Comparative Case Study ◽  
Youth Offenders ◽  
Case Study Design ◽  
Alternative Approaches ◽  
Depth Interviews ◽  
Recent Attention

Recent attention to juvenile delinquency has led to calls for alternative approaches for youth offenders that can reduce recidivism. This research analyzes how practitioners in Sweden, England, Italy, and Chile perceive the implementation of victim offender mediation (VOM). An emphasis is given to challenges and strategies that practitioners in Sweden, England, and Italy report, in order to provide a framework for implementation of VOM in a country in the early stages of implementation and consideration, such as Chile. An instrumental comparative case study design was used to compare the four cases of VOM implementation, conducting in-depth interviews in each country with key informants about the implementation process. The results suggest that practitioners are overwhelmingly satisfied with VOM in each European country, and that their experiences can be incorporated as lessons learned for practitioners in other countries seeking to implement VOM. Implications for adapting VOM to a different cultural context are described in the discussion, as well as a critical analysis of the need for more empirical evidence and further research on VOM and its underlying philosophy of social justice and accountability.

Embracing Religious Freedom?: A Battle Over Public School Prayer in the USA and Japan

2019 ◽  
Vol 8 (3) ◽  
pp. 590-614
Author(s):  
Shino Yokotsuka
Keyword(s):  
Public Schools ◽  
Public School ◽  
Cultural Differences ◽  
Religious Freedom ◽  
Comparative Case Study ◽  
Cultural Contexts ◽  
Case Study Analysis ◽  
School Prayer ◽  
The Usa

Abstract This article examines why the USA and Japan have different public reactions to the issues of public school prayer, despite the fact that the countries have almost identical constitutional frameworks on religious freedom. Recent religious freedom studies tend to centre around the debates that prioritize Western perspectives of religion in public schools. In contrast, this article focuses on the specific social and cultural contexts emphasizing their importance in understanding the governance issues arising from an ever-widening religious gap. This study particularly addresses the role cultural differences play in the unequal interpretations of religious freedom within different national backgrounds. Using a comparative case study analysis, I argue that these cultural differences directly impact the varying perspectives on religious freedom as applied in policy, law, and practice across the countries.

scholarly journals KONFLIK ANTARA SEKOLAH INDUK DAN SMP TERBUKA

2020 ◽  
Vol 2 (2) ◽  
pp. 105-113
Author(s):  
Ropianna Hutagalung ◽  
Abai Manupak Tambunan
Keyword(s):  
Cultural Differences ◽  
Junior High School ◽  
Qualitative Approach ◽  
Management Effectiveness ◽  
Leadership And Management ◽  
Case Study Design ◽  
Political Conflicts ◽  
Sector Analysis ◽  
Banda Aceh

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan terjadinya perselisihan antara sekolah Induk dan SMP Terbuka sebagai sekolah yang dibina terkait sarana prasarana di kedua sekolah tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi kasus. Hasil penelitian menunjukkan bahwa munculnya konflik yang terjadi disebabkan oleh beberapa faktor diantaranya adalah ketidakadilan, diskriminasi, saling tidak mempercayai, perbedaan kebudayaan, propaganda media, konflik politik dan kepentingan. Upaya yang dilakukan untuk meminimalisir konflik dilakukan dengan cara konsolidasi dengan seluruh personil dari kedua sekolah serta adanya koordinasi dengan berbagai pihak terkait. Abstract: This study aims to describe a dispute between the main school and the Open Junior High School as the school being fostered regarding the infrastructure in the two schools. This study used a qualitative approach with case study design. The results showed that the emergence of conflicts that occurred was caused by several factors including injustice, discrimination, mutual distrust, cultural differences, media propaganda, political conflicts and interests. Efforts were made to minimize conflict by consolidating all personnel from both schools and coordinating with various related parties. References: Anzizhan. (2015). Konflik dalam Organisasi Sekolah. Jurnal Tarbiyah, 22(1), 114-131. Bolman, L., & Deal, T. (1991). Leadership and Management Effectiveness: Multi-Frame, Multi-Sector Analysis. Human Resource Management, 30(4), 509-534. Harun, C. Z. (2009). Manajemen Sumber Daya Pendidikan. Yogyakarta: Pena Persada. Keputusan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor: 053/U/1996 tentang Sekolah Lanjutan Tingkat Pertama Terbuka. Megasari, R. (2014). Peningkatan Pengelolaan Sarana dan Prasarana Pendidikan untuk Meningkatkan Kualitas Pembelajaran di SMPN 5 Bukit Tinggi. Jurnal Bahana Manajemen Pendidikan, 2(1), 636-648. Mulida., Murniati., & Siswanto. (2016). Manajemen Sarana dan Prasarana Pendidikan pada SMA Negeri 5 Banda Aceh. Jurnal MUDARRISUNA, 6(1). Mulyasa, E. (2009). Manajemen Berbasis Sekolah: Konsep, Strategi dan Implementasi. Bandung: Remaja Rosdakarya. Peraturan Pemerintah Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan. Peraturan Pemerintah Nomor 24 Tahun 2007 tentang Standar Sarana dan Prasarana. Rahayu, S. M., & Sutama, S. (2016). Pengelolaan Sarana dan Prasarana Pendidikan Sekolah Menegah Pertama. Jurnal Varidika, 27(2), 123-129. Sandyohutomo. (2008). Implemntasi Kebijakan Ruang Terbuka Hijau pada Dinas Pertamanan Kota Medan. Jurnal Ilmiah Kajian Politik Lokal dan Pembangunan, 6(1). Suhardi, D. (2010). Paduan Penyusunan Penyelenggaraan SMP Terbuka. Jakarta: Direktorat Pembinaan SMP. Sulistyorini. (2006). Manajemen Sarana dan Prasarana di Lembaga Pendidikan Islam. Jurnal Pendidikan Islam IQRA, 11(1). Tambunan, A. M., Huda, M. A. Y., & Degeng, I. N. S. (2017). Strategi Kepala Sekolah dalam Mengelola Konflik Menyikapi Dampak Negatif Penerapan Fullday School. Jurnal Pendidikan Universitas Negeri Malang, 2(6), 848-852. Tjosvold, D. (1997). Conflict within interdependence: its Value for Productivity and Individuality. in DeDreu, C. & E. Van de Vliert (eds.). Using Conflict in Organizations. London: Sage Publications. Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Wirawan. (2013). Konflik dan Manajemen Konflik: Teori, Aplikasi, dan Penelitian. Jakarta: Salemba Humanika.

scholarly journals Discovering Gaps in Internationalization Competences of SMEs–a Comparative Case Study of Austrian SMEs

2015 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Johanna Anzengruber
Keyword(s):  
Study Design ◽  
Competence Development ◽  
Comparative Case Study ◽  
Case Study Design ◽  
Gap Data ◽  
Task Oriented ◽  
And Task ◽  
Organizational Competence

This article adds to the debate on internationalization competences of SMEs. After an examination of the most influential papers, we systematically discuss the role of individual and organizational competence gaps before and during the internationalization phase. In more detail, we raise the question what kinds of competences gaps hinder SMEs to go international and what competence gaps arise during the internationalization. This is done using a comparative case study design with competence gap data from twenty-four SMEs in China and Austria. Our research reveals severe differences in competence gaps among those SMEs who have internationalized and those who will internationalize theirs businesses. Indeed, we found out that while internationalized SMEs perceive organizational competence gaps as higher as individual ones – exactly the opposite is found at the SMEs working exclusively in their home markets. We conclude by proposing a systematic, continuous, and task-oriented allocation of the competence development efforts.

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