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>

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>

scholarly journals Beliefs and practices of social studies teachers on inclusion

2019 ◽  
Vol 9 (2) ◽  
pp. 451-490
Author(s):  
Ahmet Çopur
Keyword(s):  
Social Studies ◽  
Content Knowledge ◽  
Social Studies Teachers ◽  
Case Study Method ◽  
Structured Interviews ◽  
Pedagogical Content ◽  
Beliefs And Practices ◽  
Inclusive Practice ◽  
Teachers Beliefs

The aim of the study is to demonstrate the reflections of social studies teachers' beliefs regarding inclusion and their students in in-class practices. The survey, conducted by the case study method, was performed with three Social Studies teachers. Observation and semi-structured interviews were used as data collection techniques. Data obtained from observations and interviews were analysed by content analysis. In the study, it has been found that teachers have the belief that academic objectives should be pursued during inclusive practice, in accordance with the modern philosophy of inclusion. In addition, teachers have the perception that the inclusion students can learn every subject up to a certain level. It was identified that teachers cannot turn these beliefs into practice, and inclusion students are "neglected". It was concluded that this gap between belief and practice is caused by factors such as inadequate pedagogical content knowledge, inability to comprehend the philosophy of inclusion, the gap between the theoretical education and practice, and inadequate education resources at school. Depending on the obtained results, suggestions were made towards increasing teachers' self-efficacy on inclusive practice, establishing a direct connection between education faculties and schools, and ensuring coordination between the stakeholders.

scholarly journals O processo de sucessão em diferentes combinações de gênero: um estudo comparativo de casos em empresas familiares de Monte Carmelo, MG

2017 ◽  
Vol 16 (1) ◽  
pp. 203-226
Author(s):  
Andrea Costa Van Herk Vasconcelos ◽  
Márcia Freire De Oliveira ◽  
Vivian Duarte Couto Fernandes
Keyword(s):  
Content Analysis ◽  
Study Data ◽  
Family Businesses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Joint Management ◽  
Data Treatment ◽  
Succession Process ◽  
Case Study Data

Neste artigo teve-se como objetivo analisar os desafios enfrentados por sucessores no processo de sucessão em empresas familiares, considerando diferentes combinações de gênero. A pesquisa é aplicada, qualitativa e exploratória, sendo um estudo comparativo de casos. Os dados foram coletados por meio de entrevistas em profundidade, estruturadas, em seis empresas da Cidade de Monte Carmelo, MG, e utilizou-se de análise de conteúdo para o tratamento dos dados. Os resultados apontam que nas combinações sucessor/sucedido (pai/filho – pai/filha – mãe/filho – mãe/filha), alguns pontos são comuns: conflitos entre os membros, falta de planejamento, ideias de impotência por parte dos sucedidos e, em contrapartida, muito gosto pelos negócios. Na gestão conjunta (sucedido/sucessor), os conflitos são contundentes em que o sucedido é do sexo masculino (pai/filho e pai/filha). Na efetivação do processo sucessório, as mulheres/irmãs são colocadas à parte quando os sucedidos/sucessores são do sexo masculino (pai/filho) e vice-versa, os homens/irmãos são colocados à parte quando da combinação mãe/filha. Por fim, sucessores homens não necessitam provar suas capacidades perante os sucedidos/sucedidas (pai/filho e mãe/filho), enquanto para as sucessoras essa é uma questão essencial (pai/filha e mãe/filha).Palavras-chave: Empresas familiares. Processo sucessório. Gênero. Abstract In this article, the objective was to analyze the challenges faced by successors in the succession process in family businesses, considering different gender combinations. The research is applied, qualitative and exploratory, being a comparative case study. Data were collected through in-depth structured interviews at six companies in Monte Carmelo City, MG, and content analysis was used for the data treatment. The results show that in the successor/successed combinations (father/son – father/daughter – mother/son – mother/daughter), there are similarities: conflicts among members, lack of planning, disability feeling on successors despite the business passion. In joint management (sucessed/successor), there are hard conflicts when the sucessed is male (father/son and father/daughter). In effecting the succession process, women/sisters are set apart when sucessed/successors are male (father/son) and vice versa, men/brothers are set apart when there is a mother/daughter combination. Finally, male successors do not need to prove their abilities to succeed (father/son and mother/son), but in women successors this is an essential issue (father/daughter and mother/daughter). Keywords: Family businesses. Succession process. Gender.

scholarly journals The needs for successful chemistry teaching in diverse classes: teachers' beliefs and practices

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Päivi Kousa ◽  
Maija Aksela
Keyword(s):  
Secondary School ◽  
Teaching Practices ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Chemistry Teachers ◽  
Beliefs And Practices ◽  
New Information ◽  
Teachers Beliefs

The aim of this case-study was to understand how chemistry teachers experience their work in diverse classes where the needs of differentiated teaching practices are constantly growing. The deeper intention was to perceive new information in order to develop supportive methods that could better correspond to teachers' reality. Eight voluntary Finnish secondary school chemistry teachers participated in semi-structured interviews. Four categorial distinctions for successful chemistry teaching were found according to their beliefs: 1) to have more support and resources, 2) to be able to recognize students' problems, 3) to use supportive materials and methods, and 4) to connect theory and practice with inspiring and meaningful activities. This study presents new insights about teachers' beliefs of diversity and what is needed for successful chemistry teaching. Directions for further research and practices are also suggested.

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.

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals Surveillance, anticipation and firefighting: Perspectives of patient safety from a New Zealand case study

2020 ◽  
Author(s):  
J Wailling ◽  
Brian Robinson ◽  
M Coombs
Keyword(s):  
Health Care ◽  
Patient Safety ◽  
New Zealand ◽  
Health Care Professionals ◽  
Nuclear Power ◽  
High Reliability ◽  
Health Care Systems ◽  
Tertiary Hospital ◽  
Structured Interviews

© 2018 John Wiley & Sons Ltd Aim: This study explored how doctors, nurses and managers working in a New Zealand tertiary hospital understand patient safety. Background: Despite health care systems implementing proven safety strategies from high reliability organisations, such as aviation and nuclear power, these have not been uniformly adopted by health care professionals with concerns raised about clinician engagement. Design: Instrumental, embedded case study design using qualitative methods. Methods: The study used purposeful sampling, and data was collected using focus groups and semi-structured interviews with doctors (n = 31); registered nurses (n = 19); and senior organisational managers (n = 3) in a New Zealand tertiary hospital. Results: Safety was described as a core organisational value. Clinicians appreciated proactive safety approaches characterized by anticipation and vigilance, where they expertly recognized and adapted to safety risks. Managers trusted evidence-based safety rules and approaches that recorded, categorized and measured safety. Conclusion and Implications for Nursing Management: It is important that nurse managers hold a more refined understanding about safety. Organisations are more likely to support safe patient care if cultural complexity is accounted for. Recognizing how different occupational groups perceive and respond to safety, rather than attempting to reinforce a uniform set of safety actions and responsibilities, is likely to bring together a shared understanding of safety, build trust and nurture safety culture.

scholarly journals Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

2011 ◽  
Vol 8 (1) ◽  
pp. 81-96
Author(s):  
Barbara Russell ◽  
◽  
Gloria R L Slater ◽  
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Conceptual Model ◽  
Tertiary Education ◽  
Research Question ◽  
Education Programme ◽  
Active Citizenship ◽  
Structured Interviews ◽  
First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

scholarly journals Enhancing Year 7 and Year 8 Boys' Motivation in Narrative Writing Through Peer Collaboration and a Drama Strategy: a Case Study

2021 ◽  
Author(s):  
◽  
Karen Coulton
Keyword(s):  
New Zealand ◽  
Cultural Influences ◽  
Role Playing ◽  
Thought Processes ◽  
Structured Interviews ◽  
Intermediate School ◽  
The Social ◽  
Drama Intervention ◽  
Motivation And Learning

<p>International and New Zealand research continues to show that there is concern about boys being less successful than girls in writing at all levels of the school. This study examines to what extent year 7 and year 8 boys are motivated to advance their writing when they collaborate with a peer and choose to use a drama strategy. A qualitative approach was taken to explore the insiders‟ view of writing from eight year 7 and year 8 boys in an intermediate school in New Zealand. Data gathered were from semi-structured interviews, in class observations and samples of writing. Sociocultural theory was used to inform the investigation of the social and cultural influences on the boys‟ learning about writing. The findings illustrate that the drama intervention was successful as the boys were motivated to write through their social interaction of role- playing characters from a choice of topics represented in their everyday lives. The boys revealed their metacognitive knowledge by showing their awareness of their thought processes about writing and how to use this knowledge to develop their writing abilities. The study makes recommendations for teachers, including the need for teachers to recognise the boys‟ position of authority over their knowledge, which is essential for their motivation and learning to write successfully.</p>

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