Research And Practice
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2021 ◽  
pp. 154134462110451
Author(s):  
Chang-kyu Kwon ◽  
Seung-hyun Han ◽  
Aliki Nicolaides

The purpose of this study was to assess the validity and reliability of the Transformative Learning Outcomes and Processes Survey (TROPOS) in the workplace context. The results of a confirmatory factor analysis of the data gathered from 132 employees of a steel manufacturing company in the United States have shown that the TROPOS is an appropriate instrument for measuring transformative learning in the workplace context. Implications for transformative learning research and practice will be discussed.


2021 ◽  
Vol 12 ◽  
Author(s):  
Shuang Xu ◽  
Pingqing Liu ◽  
Zheng Yang ◽  
Zunkang Cui ◽  
Fang Yang

Mentoring has become a vital strategy for improving employee performance and organizational development. A few previous literature studies made a detailed study on the benefits of mentees. The creative performance of mentors that improves from mentoring, however, only draws little attention. This article extends this line of inquiry by shedding light on whether, how, and when mentoring affects the creative performance of mentors, which is a crucial topic in research and practice. Based on the conservation of the resources theory (COR) and relational cultural theory (RCT), this article investigates the influence mechanism and boundary conditions of mentoring on the creative performance of mentors by conducting a multisource empirical study in China. The result shows that there is a positive impact of mentoring on the creative performance of mentors. We also reveal that the relationship is mediated by personal learning, especially the relational job learning dimension. Furthermore, this article finds that the career stage of mentors moderates the relationship between mentoring and personal learning, namely, the relationship is stronger among mentors at the later career stage. The empirical findings show implications for an understanding of how the creative behavior of mentors benefits mentoring and can be beneficial for developing the targeted measures to promote competitive advantages for organizations.


2021 ◽  
pp. 073346482110498
Author(s):  
Candace L. Kemp ◽  
Jason Lesandrini ◽  
Jennifer Craft Morgan ◽  
Elisabeth O. Burgess

Assisted living (AL) communities are long-term care settings where people live, work, and visit, and where social relationships and care, including end-of-life care, are negotiated. Assisted living is fraught with uncertainty and conflict about values, especially given residents’ cognitive and physical frailty. These value-laden issues have implications for both resident and care partners’ experiences. Yet, almost no research has examined ethics in this complex care environment. In this article, we draw on and synthesize existing theory, research, and practice knowledge to offer a conceptual model and discuss case examples that highlight everyday ethical issues in AL. We conceptualize the moral decision-making process and hence the moral landscape of AL, as influenced by a myriad of multi-level factors that shape interpersonal encounters and decision-making involving residents and their care partners, which ultimately shape individuals’ actions and experiences in the setting. We conclude by discussing implications for research, policy, and practice.


2021 ◽  
pp. 088626052110283
Author(s):  
Mengtong Chen ◽  
Yuanyuan Fu

Though a growing number of studies have examined the associations between adverse childhood experiences (ACEs) and negative later-life health outcomes, the effects of these early life-course factors on elder abuse victimization have yet to be fully investigated. Using a life-course perspective, this study examines the associations between ACEs and elder abuse victimization. We used data from a cross-sectional survey conducted in Beijing, China. A total of 1,002 older adults were included in this study. Retrospective self-report items were used to measure ACEs and elder abuse victimization in later life. Univariate and multivariate logistic regressions were performed to examine the associations between ACEs and elder abuse victimization. Five types of ACEs (i.e., socio-economic difficulty of the original family, parental divorce, frequent quarrels between parents, frequent physical punishment by parents, and starvation) were associated with a higher risk of elder abuse victimization. After controlling for participants’ socio-demographic characteristics and adding these five types of ACEs simultaneously in the multivariate regression model, the poor socio-economic status of the original family (OR = 1.759, p < .05) and suffering frequent physical punishment inflicted by parents (OR = 2.288, p < .05) were found to be significantly associated with elder abuse victimization. To have multiple (at least 4) ACEs is a risk factor for elder abuse victimization as well (OR = 3.06, p < .001). This study provides evidence for ACEs as risk factors for elder abuse victimization. The findings highlight the importance of strengthening our understanding of the impacts of ACEs in both research and practice.


2021 ◽  
Author(s):  
Matthew Castillo ◽  
Shane Martin

Author(s):  
Louise McHugh ◽  
Alison Stapleton

The ability to understand ourselves and take others’ perspectives is fundamental to the development of our sense of self. This article explores self-as-context, an acceptance and commitment therapy process that fosters a healthy sense of self and flexible perspective-taking. The discussion begins with a conceptual overview of self-as-context, highlighting its relevance to psychological well-being and its relation to both relational frame theory and traditional behavior-analytic principles. Also provided here are clinical descriptions of the process of change involved in developing a self-as-context repertoire and the means of assessing self-as-context, as well as a synthesis of the research that has been done on self-as-context to date. Finally, future directions for research and practice with this process of change are described.


2021 ◽  
Vol 6 ◽  
Author(s):  
Karina Judd ◽  
Merryn McKinnon

Effective engagement with diverse stakeholders, combating misinformation and encouraging wider participation in science is core to science communication practice, and comprises much of the current focus of research in the discipline. Global events, such as the COVID-19 pandemic, have clearly shown that social inequalities also manifest within communication structures, including those of science communication. Practices which are inclusive of diverse audiences are key if we wish to engage diverse audiences in finding solutions to societal issues. Yet there is little available evidence to show which diverse, marginalised and/or excluded groups are being engaged within science communication, and via what means. This paper develops a systematic map of academic literature spanning 40 years to provide a preliminary evidence base of how diversity and inclusion within science communication research and practice is conceived and implemented. Although the discipline has shown an increased focus within the last 5 years, science communication must evolve further in order to develop a robust evidence base for understanding what constitutes inclusive science communication in both theory and practice.


2021 ◽  
Vol 0 (0) ◽  
Author(s):  
R. Gabrielle Swab ◽  
Aviel Cogan ◽  
Tobias Pret ◽  
David R. Marshall

Abstract This study theoretically and empirically examines the important role that goal structures play in new venture teams. Specifically, we examine how creative self-efficacy affects the satisfaction of team members through cooperative and competitive goal interdependence. Relying on social cognitive and social interdependence theories, we contend that new venture teams’ creative self-efficacy leads to higher team satisfaction because it promotes the perception of cooperative goal structures among team members. We test our theory on new venture teams in the independent board game industry. Results generally support our hypotheses and we discuss the implications for entrepreneurship research and practice.


2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.


Author(s):  
Tugba Boz ◽  
Martha Allexsaht-Snider

AbstractIn this qualitative case study, we examined in-service elementary school teachers’ learning of coding and robotics in a blended professional learning course developed and delivered through the collaboration between university faculty and a school district. We focused on activity theory to understand and reveal the mediations, conflicts, and effective practices that facilitated or hindered teachers’ learning of coding and robotics. The participants of the study were twelve teachers from five different elementary schools in a rural school district. Data collection and generation sources included interviews, videos of class meetings, course assignments, and artifacts. In analyzing the data, we employed analytical approaches under the guidance of activity theory. The findings showed that teacher collaboration, coding/robotics platforms employed during the professional learning course, instructional approaches, and resources in and outside the professional learning setting mediated or conflicted with the teachers’ learning of coding and robotics depending on the way that each of these elements was employed in the course. Elaborating on these elements, we reported the implications for further research and practice.


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