Organizational Paradigms and School Change: A Qualitative Study of Teaching Staff Preferences and Perceptions

2004 ◽  
Vol 26 (2) ◽  
pp. 35-58
Author(s):  
Ellen S Amatea ◽  
Linda S Behar-Horenstein
Keyword(s):  
Qualitative Study ◽  
School Change ◽  
Teaching Staff ◽  
Organizational Paradigms

scholarly journals Rising to the occasion: Exploring the changing emphasis on educational design during COVID-19

2020 ◽  
Author(s):  
Amanda Bellaby ◽  
Michael Sankey ◽  
Louis Albert
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Education Sector ◽  
Emotional Impact ◽  
Teaching Staff ◽  
Educational Design ◽  
Teaching Online ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
The Face

With the advent of COVID-19, the majority of universities in Australasia have had to adjust quickly to provide the bulk of their learning and teaching activities online. To a great extent this involved learning/educational designers (and titles similar to this) needing to provide a range of tasks (some new) associated with supporting many teaching staff unfamiliar with teaching online. In some cases, this has meant a change in role, while for others it was transitioning to new and higher levels of responsibility. Regardless, the emotional impact of this should not be understated, or at least should understood. This paper explores these concepts based on the feedback from 90 educational designers, mainly from the Australasian higher education sector. It presents details of the results of a semi-structured qualitative study of those working in the field of educational design at universities. These designers were asked to consider how COVID-19 has impacted the ways in which they undertook their work, the types of issues they are dealing with, and the solutions they were proposing and contributing. Their accounts document the changing nature of their roles and their emotions in the face of potentially unalterable changes.

Disrupting Injustice: Principals Narrate the Strategies They Use to Improve Their Schools and Advance Social Justice

2010 ◽  
Vol 112 (1) ◽  
pp. 331-373 ◽  
Author(s):  
George Theoharis
Keyword(s):  
Social Justice ◽  
Staff Development ◽  
School Change ◽  
Teaching Staff ◽  
Cultural Backgrounds ◽  
School Structures ◽  
School Year ◽  
White Middle Class ◽  
Constructive Models ◽  
Inclusive Schooling

Background/Context A group of educators have demonstrated success not only with White middle-class and affluent students but also with students from varied racial, socioeconomic, linguistic, ability, and cultural backgrounds. A reoccurring theme from these schools and from the literature on school change is that exemplary leadership helps create the necessity for change and helps make the realities of change happen. More specifically, leaders at these schools where students traditionally marginalized are thriving come to administration with a commitment, or larger “call,” to focus their leadership on issues of equity and justice. Purpose Scholars and administrators alike have called for “constructive models” of this kind of leadership. This article provides examples of these accomplishments in practice. It also provides insight into the realities of leading for social justice by revealing what principals sought to accomplish and how they approached that work. Participants This article focuses on 6 principals—2 elementary, 2 middle, and 2 high school—who (1) led a public school, (2) possessed a belief that promoting social justice is a driving force behind what brought them to their leadership position, (3) advocated, led, and kept at the center of their practice/vision issues of race, class, gender, disability, sexual orientation, and/or other historically marginalizing conditions, and (4) had evidence to show that their work has produced a more just school. Research Design The qualitative study in which these analyses are grounded used a positioned subject approach. The method of data collection took place over one school year and included in-depth interviews with the principals, a review of documents and materials, site visits, discussions/interviews with school staff, a detailed field log, and a group meeting of the principal participants. This article is a focused discussion of aspects of a larger study, using the principals’ voices to illustrate key themes. Findings These leaders narrate the strategies they used to disrupt four kinds of school injustice: (1) school structures that marginalize, segregate, and impede achievement, such as pullout programs; (2) a deprofessionalized teaching staff who could benefit from focused staff development; (3) a school climate that needed to be more welcoming to marginalized families and the community; and (4) disparate student achievement levels. Recommendations A series of lessons emerged from this research: that social justice in schools is more than rhetoric—indeed, it can be achieved; that inclusive schooling is a necessary and enriching component to enacting justice; that increasing staff capacity is essential to carry out a comprehensive agenda focused on equity; and that creating a climate that deeply values racial, cultural, and economic diversity is a key strategy to enacting justice.

scholarly journals Barriers and facilitators to implementing a longitudinal dementia education programme into undergraduate healthcare curricula: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yvonne Feeney ◽  
Stephanie Daley ◽  
Breda Flaherty ◽  
Sube Banerjee
Keyword(s):  
Qualitative Study ◽  
Educational Programme ◽  
Barriers And Facilitators ◽  
Educational Institutions ◽  
Curricular Change ◽  
Teaching Staff ◽  
Long Term Conditions ◽  
The Common ◽  
Common Barriers

Abstract Background As the numbers of people with dementia worldwide rises, there is a need for improved knowledge and awareness about the condition across the healthcare workforce. There are concerns that traditional models of healthcare education, which focus on short-term episodes of care, limit student understanding of long-term conditions. We therefore designed and delivered the Time for Dementia programme at five Universities in the UK. Through longitudinal contact with families living with dementia, healthcare students gain increased understanding about the experiences of living with dementia. However, implementing new educational models brings challenges. To enable implementation of similar programmes in other educational institutions, this study aimed to identify the common barriers and facilitators of implementing these types of longitudinal programmes at scale. Methods To understand the facilitators and barriers of implementing a longitudinal dementia educational programme, a qualitative study was completed. Between October and December 2018, twelve in-depth semi-structured interviews were completed with university teaching staff (n = 6), programme administrators (n = 4), and Alzheimer’s Society staff (n = 2) that had key responsibilities for implementing Time for Dementia. Interview questions explored participants experiences, the facilitators, and the challenges encountered when implementing the programme. Interviews were audio recorded, transcribed verbatim, and analysed using inductive thematic analysis. Results The analysis identified five key themes: “Leadership characteristics”, “Organisational and student buy-in”, “Perceived value and motivating factors”, “Team coalition and support”, and “Time and fit”. Implementation of the programme was enhanced by resilient leaders managing the challenges of curricular change. Their belief in the value of the programme, stakeholder buy-in, and supportive team working enabled challenges to be overcome. Workload was reduced and student buy-in increased as time progressed and as more resources became available. A flexible approach to implementation was recommended to ensure the programme fits within the established curriculum. Conclusion Curricular change is a challenging task, yet necessary, if we are to improve care for people with long term conditions such as dementia. This study highlights the common barriers and facilitators experienced when implementing a longitudinal educational programme at scale. The findings presented in this study can be used by other educational institutions to manage curricular change efforts.

scholarly journals Attitudes to health promotion among teaching staff in South West England: a qualitative study

2021 ◽  
Author(s):  
Jonny Currie
Keyword(s):  
Health Promotion ◽  
Qualitative Study ◽  
School Health ◽  
Resource Constraints ◽  
World Health ◽  
Teaching Staff ◽  
List Type ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Experiences

AbstractBackgroundYoung people spend much of their formative years in education, making schools appealing environments for health promotion. The World Health Organisation’s Health Promoting Schools framework has been proposed as a useful model. We sought to explore secondary school teachers’ experiences of implementing this model and their attitudes to health promotion.ObjectivesTo explore teachers’ experiences and perceptions of health promotion and compare practice with the HPS framework for school health.DesignQualitative study with semi-structured interviewsSettingNine state comprehensive schools in Bristol and surrounding areas.Participants25 teaching staff from school senior leadership teams, those working in health education and other subject teachers.AnalysisThematic analysis using NVivo 10.ResultsTeachers largely described educational approaches with less emphasis on school ethos or environment. Staff supported a role for schools in promoting health but felt restrained by limited family engagement, contradictory school practices, resource constraints and conflicting government policies.ConclusionsFuture reforms should ensure health is mainstreamed across school strategies, if we are to create the conditions that promote future generations’ health. Public health must build alliances with educationalists to support the priority-setting of health in school inspections, policy and practice.Strengths and limitations of the studyIn-depth exploration with teachers from different schools, levels of seniority and with varying experience of health promotionPurposive sampling to ensure representation from schools of different geography, Ofsted rating and proportions of students from disadvantaged backgroundsPossibility that schools with greater enthusiasm for health promotion disproportionately participatedTrend towards schools in more affluent areas participating

scholarly journals Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

10.28945/2311 ◽  
2015 ◽  
Vol 11 ◽  
pp. 257-271 ◽  
Author(s):  
Yehuda Peled ◽  
Ina Blau ◽  
Ronen Grinberg
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
School Change ◽  
Junior High ◽  
Teaching Staff ◽  
Learning Technology ◽  
Educational Discourse ◽  
Teachers Perceptions ◽  
The North

Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

Master of Business Administration (MBA) student outcomes in Vietnam

2015 ◽  
Vol 57 (1) ◽  
pp. 88-107 ◽  
Author(s):  
Chau Thi Minh Ly ◽  
Margaret H. Vickers ◽  
Santha Fernandez
Keyword(s):  
Qualitative Study ◽  
Empirical Evidence ◽  
Management Education ◽  
Business Environment ◽  
Teaching Staff ◽  
Design Review ◽  
Content Type ◽  
Mba Graduates ◽  
Descriptive Qualitative

Purpose – Exploratory insights into the graduate student experiences of offshore MBA programmes in Vietnam are presented. Students are considered key stakeholders in the higher education (HE) debate, and their views were sought in light of recent shifts in HE worldwide, associated business education changes, nagging questions around the quality of MBA programmes, and the need to consider how all these factors might influence the MBA student experience in a developing economy such as Vietnam. The literature confirms a disconnection between what management education providers offer in MBA programmes and what management education users (here, students) are actually receiving, especially when compared to student expectations, needs and outcomes. Here, a portion of the findings from a larger exploratory, descriptive qualitative study, located in Vietnam, is presented. Graduate students’ views as to what they were seeking when enroling in offshore MBA programmes in Vietnam, and how the programme subsequently met their needs, are shared. Recommendations are made as to potential improvements in curricula design, review, administration, and processes in response to these findings. The paper aims to discuss these issues. Design/methodology/approach – Findings from an exploratory, descriptive qualitative study, located in Vietnam, are presented. Semi-structured interviews were conducted with graduates of offshore MBA programmes in Vietnam, drawn from the graduates of three case study HE provider organisations. Interviews were transcribed verbatim in Vietnamese, then translated into English. Findings – Graduates’ views as stakeholders in the provision of offshore MBA programmes in Vietnam are shared. Qualitative analysis revealed evidence of their attitudes, perceptions, and knowledge relating to offshore MBA programmes in Vietnam. The narratives and interpretations offer insights into both the perceived benefits and limitations, and empirical evidence as to whether graduates’ original expectations were met. Research limitations/implications – This was a qualitative, exploratory, descriptive study, deliberately undertaken in the absence of others like it in the literature. The research relies upon interview and focus group data gathered from three case study organisations and exploring the perceptions of three different stakeholder groups: graduates of offshore MBA programmes (findings shared here); employers of offshore MBA graduates; and MBA programme providers (including programme managers, administrators and/or teaching staff). This paper includes only the perspective of graduates of offshore MBA programmes in Vietnam, on the basis that rich exploratory information can be derived from a few cases (Perry, 1998). Practical implications – The literature confirms a potential for disconnection between what management education providers offer in MBA programmes and what management education graduates actually receive, compared to graduate’s original expectations, needs and wants. Here, empirical evidence of this intersection is examined. Social implications – The graduate narratives share crucial exploratory evidence offering a better understanding of the needs and expectations of MBA graduates who might be considering enroling in offshore MBA programmes in Vietnam. These findings are especially important with regard to understanding the sustainability and value of offshore MBA programmes being delivered in Vietnam, especially given the country’s current state of economic, political and cultural transition, and the associated need for businesses and workers to be able to operate successfully in an international business environment. Originality/value – No previous studies evaluating the value of MBA programmes in Vietnam have been located. At a time when Vietnam is in economic, cultural, and political transition, knowledge to assist and support their HE sector is crucial. Recommendations are made as to potential improvements in Vietnamese offshore MBA programme curricula design, review, administration, and processes in response to these findings.

Qualitative study on “hydropic degeneration” of The hepatocytes in viral hepatitis

1990 ◽  
Vol 48 (3) ◽  
pp. 568-569
Author(s):  
Le Meizhao ◽  
Ye Ming ◽  
Song Xiaoming ◽  
Xu Jiazhang
Keyword(s):  
Qualitative Study ◽  
Viral Hepatitis ◽  
Chronic Active Hepatitis ◽  
Microscopic Observation ◽  
Hydropic Degeneration ◽  
Light Microscopic Observation ◽  
Biopsy Specimens ◽  
Endoplasm Reticulum ◽  
Mixed Fluid ◽  
Peripheral Cytoplasm

“Hydropic degeneration” of the hepatocytes are often found in biopsy of the liver of some kinds of viral hepatitis. Light microscopic observation, compareted with the normal hepatocytes, they are enlarged, sometimes to a marked degree when the term “balloning” degeneration is used. Their cytoplasm rarefied, and show some clearness in the peripheral cytoplasm, so, it causes a hydropic appearance, the cytoplasm around the nuclei is granulated. Up to the present, many studies belive that main ultrastructural chenges of hydropic degeneration of the hepatocytes are results of the RER cristae dilatation with degranulation and disappearance of glycogen granules.The specimens of this study are fixed with the mixed fluid of the osmium acidpotassium of ferricyanide, Epon-812 embed. We have observed 21 cases of biopsy specimens with chronic severe hepatitis and severe chronic active hepatitis, and found that the clear fields in the cytoplasm actually are a accumulating place of massive glycogen. The granules around the nuclei are converging mitochondria, endoplasm reticulum and other organelles.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

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