Centralized Education System Research Articles

Supporting learning of practitioners and early career scholars in physical education and sports pedagogy

ABSTRACT Improving school physical education (PE) practices in the future mainly depends on supporting the professional capital of practitioners’ and early career scholars’. In this paper, I aim to present effective strategies to support the human, social and decisional capital of those PE and sports professionals in Turkey. To this end, first, the complex social-ecology of the country-specific PE setting was discussed by using Bronfenbrenner’s (1979) social-ecological model. Then, six strategies’ that were effective in supporting the professional development of teachers, coaches and early career scholars in this specific context, including identifying the learner subsets, understanding the local social, physical, and policy setting, connecting PE stakeholders toward the same aims, creating learning communities, being future-oriented, and being data-driven in practice were presented with the evidence to support them. Social-ecological examination of the setting indicated the poor outcome of PE for the learning of K12 students in developing movement and lifelong physical activity skills and knowledge. There were weaknesses identified in PE teachers’, coaches’, and scholars’ professional knowledge and skills. The social setting was not supportive especially for girls’ physical activity participation in rural areas. Physical Education-related community, organizational and the physical setting had inequalities for the population living in different regions of the country due to fast urbanization, family income level, geography, and climate variations, rapidly growing school-age population and migration. At the macro level, the influence of a centralized education system and the policies of institutions with interest in youth education, health, and sport over the PE practices was critical. Application of the six strategies by considering the social-ecological characteristics of the Turkish PE setting was successful in general. Based on the evidence, I strongly recommend a comprehensive examination of the social-ecology in each cultural setting during structuring the professional development programmes for teachers, coaches, and early career scholars.

Using collaborative action research to achieve school-led change within a centralised education system: perspectives from the inside

ABSTRACTThere are many examples of collaborative action research being used to promote school change. Reflecting on evidence gathered as a result of collaborative inquiry led by a teacher in a primary school in Cyprus over a 3-year period, this paper examines what is involved in using such an approach within a centralised education system. In so doing, it exposes the social and political challenges involved, whilst at the same time throwing light on possibilities for overcoming these problems in order to facilitate school-led change. In this context, frequent staff changes presented particular barriers, and recent increases in migration into the country were seen to add further challenges, whilst at the same time opening up new possibilities for stimulating innovations through collaborative action research.

Transformation of education in the conditions of the information society development: institutional and cultural aspects

The article raises the question of changes affecting the modern education system in the context of the extensive sociocultural transformations that have occurred in recent decades. The main emphasis in considering the changing conditions for the implementation of educational activities is associated with the study of the development processes of the information society. The theoretical premise of the study is the idea of changing the functional balance of the educational sphere, associated with the need for its conformity with modern social challenges. In particular, the article analyzes the relationship between education and training in educational activities. The study also poses the problem of dynamic discrepancies between transformation processes in society and in the educational sphere. The essence of this discrepancy is that the achievements of science and culture with a significant delay become the property of educational activity, and the structure of higher educational institutions often does not meet the need for training specialists in a number of innovative areas. On this background, specialized courses and various network resources, focused on filling the “gaps” of the centralized education system, are becoming relevant. At the end of the article, a conclusion is drawn regarding the main trends in the transformation of education in modern society.

Ontology and School Culture: Does Legislation Influence School Culture in Centralized Education Systems?

This study aims to identify linkage between the concepts of educational ontology, school culture and educational legislation. The first has to do with the basic fundamental elements of the educational system. The second has to do with the school climate and general working conditions. The third has to do with the laws abiding the system. All these complex concepts are relevant to the educational functions. However, their relationship and the way they interact have not been studied thoroughly. This study researches that relationship. The context of the research is the education system of Greece, which is recognized as being highly centralized. Through an examination of educational legal documents, the study draws a relationship linking, the three concepts in such systems. By examining the content of 435 legal documents, it concludes that their focus ontology-wise was mostly on the level of application of teaching work, instead of ideas or structures. This detailed structured implementation of school function leads to this centralized culture. https://doi.org/10.26803/ijlter.17.9. 7

Educational Decentralization Efforts in a Centralized Country: Saudi Tatweer Principal Perceptions of New Authorities Granted

This study captured the perspectives of school principals in Saudi Arabia regarding the new authorizes granted to them as part of their country’s education decentralization efforts. Specifically, this study explored these principals’ perceived ability to implement the new authorities, levels of support, effectiveness, and additional desired authorities. This study provided an opportunity to analyze the early efforts of a country with a very centralized educational system to implement more significant decentralization efforts.A total of 173 Tatweer school principals completed an online survey, and findings suggest these Saudi principals perceived limited ability, low to moderate support in implementing the new authorities, and only slight agreement that the authorities were likely to achieve desired outcomes. Multiple regression analysis revealed that beliefs on the effectiveness of the authorities at achieving MOE outcomes were predicted by perceived ability to implement administrative authorities, perceived support to implement technical authorities, and years of experience.

Policy and Practice of the Decentralization of Basic Education in China: The Shanghai Case

This paper is aimed at exploring distinctive features of the decentralization of basic education in Shanghai by drawing on data from Shanghai Program for International Students Assessment (PISA) 2012. While doing the research for this paper, the author found that from a policy perspective, Shanghai had launched a reform policy aimed at transforming the highly centralized education system. This included a devolution of the decision-making authority to local departments of education and a reduction of control over schools. Private school policies were also initiated with the understanding that private schools ought to enjoy autonomy in almost every aspect of decision-making. From the perspective of practice, decentralization of basic education could be categorized as county-based school decentralization. In such a situation, the county bureaus of education wielded decision-making authority over a number of areas in the public school sector, while gradually devolving some decision-making authority to the public schools themselves; and the private schools enjoyed autonomy within their major decision-making areas. Given both the policy and practice of the decentralization of basic education in Shanghai, some suggestions are provided regarding: (1) how to promote school decentralization, and (2) how to balance it with accountability.

Cultivating sustained teachers’ professional learning within a centralised education system

ABSTRACTThis study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in examining the partnerships perceived by the participants. The enablers responsible to bring about sustained professional learning are proposed. A contribution of this study is to clarify how resources in the HQ and its schools can be bridged. Deliberate bridging of resources is critical particularly at the initial stage of the partnerships. This bridging is made possible through dedicated appointed champions. The appointed champions are passionate about the educational innovations and are willing to invest their time to understand the teachers’ needs. This paper argues that the enablers can offer opportunities for lateral networks to be forged within a hierarchical system.

Leadership for learning

PurposeThe purpose of this paper is to examine the relationships between the school context, the leadership of the school principal, and a set of process variables related to teachers and the educational climate, which have been shown to mediate the effects of the principal’s leadership on schools and students. The authors examined the following research questions: does the school context influence the principal’s leadership? When the influences of the school context are controlled for, does the principal’s leadership influence the process variables related to teachers and educational climate?Design/methodology/approachThe research questions are analysed in a multilevel context by developing two models regarding the hypothesized relationships between the study variables. With the use of multilevel structural equation modelling techniques the models were empirically tested on data from Italian teachers and students from a sample of schools in Italy. The database include 1,566 teachers from 47 schools of different types and levels from the Autonomous Province of Trento.FindingsIn those schools which have the highest leadership scores, the authors also find a greater degree of job satisfaction among the teachers, higher levels of self-efficacy of teachers, and a better educational climate, which is more respectful of the basic rules of coexistence existing within the school. An interesting additional element is that the positive relationship between the exercise of leadership and the process variables related to academic success is still present, even if the effects of the school context are controlled for.Research limitations/implicationsIt should be observed that the results of this study, particularly due to the non-representative nature of the sample considered, should be considered as preliminary evidence that will require further confirmation, and which cannot be immediately generalized. The results obtained can be influenced by the specific territorial area in which this search has been conducted. The Autonomous Province of Trento, from the rest of Italy, is characterized by a highly centralized education system, with a relative homogeneity of the conditions of the context in which schools have achieved so widespread high levels of student learning.Originality/valueWhen studying leadership it is important to consider the school context, particularly the role of the initial level of learning of the students, as this study shows that in schools where the prior knowledge of students is greater, teachers are generally more satisfied with their job and they report a better educational environment. If the influence of the context were not taken into account, this could easily be mistaken for that of the actions of the principal.

ISSUES CONTRIBUTING TO LOW PERFORMANCE OF ENGLISH IN A NATIONAL SCHOOL IN SONG, SARAWAK

English is becoming more important in this globalized world. In Malaysia, calls have been made from rulers and commoners alike to use English as the primary medium of instruction in primary schools. Although Malaysia has centralized education system for every state, rural schools might be in danger of losing out to their counterparts in the urban areas. Numerous programmes have been done to bring the standard of English in the school up to par with their counterparts from urban schools and yet English remains a tricky subject to master. In a rural school in the district of Song, Sarawak, English has always been the lowest performing subjects in UPSR year after year. Parallel to UPSR, the pupils for English intervention programme (LINUS BI) has the most compared to Bahasa Malaysia (BM) and Mathematics. This paper will attempt to research and understand the primary issues contributing to low performance of English in the school. At the same time, this paper will attempt to compare the background of pupils with high performance of English and pupils with low and mediocre performance in English and the causes leading to what they are today.

Design and Implementation of a Centralized Model of Clinical Education Within a Statewide Health System

Today's dynamic health care environment is exceedingly complex, and health care facilities across the United States are struggling to respond to changes in technology, health care reimbursement, the Affordable Care Act, and the much-anticipated nursing shortage. Mergers, acquisitions, and integrations are the current health care reality. These are proposed to increase efficiency, efficacy, quality, satisfaction, and safety while effectively reducing cost to the consumer and stabilizing the economy of the health care system. Many of these projects fail to achieve objectives, even years after the formal change in status. Clinical education departments in merged organizations are often operated in the single-facility mindset, or contain an element of the shared services model. They are not truly integrated. Development of skills in complex analysis of current state, identification of desired scope of service and expectations of performance, and articulation of the benefits of the desired future state are all essential to nursing executive practice. This article describes an experience integrating 3 legacy education departments across 21 facilities into a centralized education system. The complexity of integration activities is illustrated and outcome measures of success are discussed. Barriers, facilitators, and risks of the project are identified and evaluated.

An effective school autonomy model

Purpose– Although school autonomy has been a matter of great interest during the last decades and several relevant measures have been implemented toward this end, the relation between school autonomy and school effectiveness has not been examined thoroughly. The purpose of this paper is to explore this relation and to propose an effective school autonomy model for Cyprus, a small European country with a highly centralized educational system. The suggested model indicates which decisions (related to various administrative, financial, academic, pedagogical and human resources matters) must be made at school level, which decisions can be made partly from the school with a higher level of control from the ministry and which decisions have to be made exclusively by a central authority, in order to enhance school effectiveness.Design/methodology/approach– An unusual methodological design is followed, using scenarios to examine hypothetical situations. Cypriot headteachers’ job satisfaction and work-related stress is examined in the case of full autonomy and in the opposite scenario of very limited autonomy. The results from this phase of the study lead to the design of the suggested school autonomy model, which is then tested in terms of effectiveness through a third scenario. The scenarios are given in questionnaires and the sample includes 300 out of a population of 350 primary school headteachers of Cyprus.Findings– The findings of the study suggest that headteachers’ job satisfaction and work-related stress is affected by the level of school autonomy that characterizes an educational system. The most effective scenario for the case of Cyprus does not refer to the existing situation of very limited autonomy, neither to the opposite scenario of full autonomy. The most effective scenario refers to the suggested model of school autonomy where all decisions related to various academic, managerial, financial and human resource matters are taken at school level, except for the decisions related to teaching materials and textbooks, teacher placements, promotions, payroll and dismissals. For these decisions the guidance, support and/or control from the educational authorities have to be enhanced.Research limitations/implications– In this study school effectiveness is examined through the headteachers’ job satisfaction and stress as the dependent variable, and not through the conventional student achievement variable. A part of the existing literature suggests that these variables affect school effectiveness in an indirect way. Taking into consideration student achievement was not possible for the case of Cyprus, since the only scenario currently existing refers to very limited or no school autonomy. Therefore, it is not possible to compare the academic results of students coming from schools with different levels of autonomy.Practical implications– The methodological approach of the study can be followed in other contexts as well, in order to design an effective school autonomy model for a different educational system, district or school. Scenarios can also be used to test and make corrections for a suggested educational reform, before this is implemented, in order to avoid waste of time and/or financial resources.Originality/value– The value of this study first lies in its attempt to design a school autonomy model, based on all the educational decisions and matters that can be affected from a school autonomy reform; this became possible through an extensive literature review. Second the study, does not only support some suggestions based on the results, but also tests the effectiveness of the suggestions before these are implemented, following the unusual methodological approach of scenarios. Moreover, the relation between school autonomy and school effectiveness has not been examined thoroughly in the existing literature and some conflicting opinions exist. The findings of the study can help us gain a better understanding of the above relation.

Background characteristics as predictors of Greek teachers’ self-efficacy

Purpose– The purpose of this paper is to investigate the relationship between elementary and secondary teachers’ background characteristics and constructs of self-efficacy, using the Teachers’ Sense of Efficacy Scale – TSES, during a difficult economic period for Greece and other European countries.Design/methodology/approach– Equation modeling techniques were used to examine the construct validity of Greek version of TSES and second to examine teachers’ self-efficacy profile in primary and secondary schools during a difficult economic period for Greece and other European countries.Findings– The findings of the study, using the equation modeling techniques, revealed that a multidimensional first-order three-factor model fits well to the data using multiple-group analysis, the results of the study indicate that background characteristics, such as teachers’ gender, teaching experience, educational level (elementary and secondary level) and age affect their self-efficacy factors (efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management).Research limitations/implications– The data of the specific analysis is based on centralized education systems during a difficult economic period. For improvement, future research using longitudinal approaches may give further important factors across different academic years and across the same individuals. Further research is also required in order to investigate the relationship between self-efficacy and students’ achievement.Originality/value– The originality and value of the current manuscript highlights the confirmation and the interpretation of latent factors measuring elementary and secondary school teachers’ self-efficacy (TSES) based on a centralized educational system.

Exploring the association between transformational leadership and teacher’s self-efficacy in Greek education system: a multilevel SEM model

The main aim of this study is to examine the effect of principals’ transformational leadership on teachers’ self-efficacy across 77 different Greek elementary and secondary schools based on a centralized education system. For the investigation of the above effect multilevel Structural Equation Modelling analysis was conducted, recognizing the nested nature of the data (teachers withing schools). It was using the approach of Muthén and the software package MPlus. For the purpose of this study, psychometric properties of the Principal Leadership Questionnaire (PLQ) and The Teachers’ Sense of Efficacy Scale (TSES) were examined using structural equation modelling techniques. The results revealed that general factor representing the items of PLQ have an effect upon TSES constructs (efficacy in student engagement, and efficacy in instructional strategies). The originality and value of the current manuscript highlights the stability of the effect of transformational leadership and self-efficacy in a centralized educational system and the importance of the application of different transformational leadership behaviours concerning the enhancement of teacher’s self-efficacy. Conclusions on the implications, suggestions for future research and limitations of the findings are drawn.

Teacher researchers in action research in a heavily centralized education system

Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant consumer of scientific theories to a researcher, as envisioned, the concept of action research as an in-service teacher education strategy has not received due attention in practice. For this reason, the presented case study was undertaken to examine whether the notion of action research by teachers was a viable option for in-service teacher development in a highly centralized education system. More specifically, this paper sought to answer whether teachers have any vision of what they can achieve with action research, whether there is scepticism on the part of teachers about the effectiveness and feasibility of action research as practice-based undertaking, and whether there are inherent structural problems that preclude teachers from undertaking such a role. Three English Language Teaching teachers were involved in this action research. The findings indicate that teachers, being capable of carrying out action research, were quite positive about action research and hopeful for overcoming some inadequacies in their educational environment, making it an asset for personal-professional development despite a highly centralized education system.

The Shaping of National History in Textbooks of Modern China and "Zhonghua Minzu"

This paper examines the modern transition of historical studies and the impact of national history on modern Chinese textbooks in order to observe ongoing international disputes over history in East Asia today. The main subject here concerns “Zhonghua minzu，” the idea central to the depiction of Chinas national history.BR The search for modern historical studies between the late Qing Dynasty and early Republic of China began against a backdrop of nationalism that arose in the late Qing dynasty. Important is that the conception of such studies was influenced by Meiji Japan’s history of civilization and idea of evolution. Representative of this was Liang Qichao’s appropriation of Japanese concepts and classifications in categorizing the histories of China and East Asia in order to redefine the category of Chinese history and coin the term Zhonghua minzu. This new historiography had great bearing on the shape of new textbooks not only concentrating on the foundation, unification and conquests of a dynasty, but also illustrating its cultural heroes. It is in this process that a Sinocentric distinction between Hua and Yi, as well as historical knowledge produced by modern Japan, had seeped into Chinese textbooks. After the May Fourth Movement, Chinese intellectuals sought to describe their national history based on modern scholarly methods. For example, Gu Jiegang applied anti-traditionalist thoughts to dismantle the unitary, single-rooted nature from the origin of Zhonghua minzu and attempted to put forth a pluralistic narrative encompassing the cultures of all ethnicities. This sort of descriptive tendency held the potential to develop into diverse directions once modernity became established in the methods and system of studying Chinese history. However, the Nationalist Government of China intensified training on nationalism through a centralized education system and curriculum. The leadership of the Han Chinese and their integration of surrounding ethnicities was highlighted over the nation’s ethnic-plurality and cultural diversity. Along with mass mobilization against Japanese invasion during the period, this rationale incorporated Han Chinese into Zhonghua minzu and subsumed the history of northeastern China and the northern part of the Korean peninsula under the history of China.BR To conclude, modern Chinese nationalism consistently affected the development of national history that accepted the nationalist historiography of modern Japan, promoted the idea of Zhonghua minzu sufficient to assimilate minor ethnicities, and legitimated the political necessity of defending China’s borderlands against Japanese imperialism. Hence, it is necessary to understand the perception of history in China’s Northeast Project as a knowledge system formed over a lengthy process throughout modem China.

Supporting Reform in Science Education in Central and Eastern Europe - Reflections and Perspectives from the Project TEMPUS-SALiS

After the collapse of the former Soviet Union, many Central and Eastern European countries underwent significant change in their political and educational systems, among them Georgia and Moldova. Reforms in education sought to overcome the highly centralized educational system of the former Soviet Union as well as to conquer the teacher-centred paradigm in schools that was both dominant in these countries during pre- and post-Soviet times. National reforms demanded more student-active and problem-based science education under the heading of hands-on and inquiry-based learning. Unfortunately, in many cases, the curricula, teaching materials, and teacher training facilities were inadequate in implementing these reforms successfully. In the case of science education, this paper reflects upon how European Union (EU) initiatives can help the countries in Central and Eastern Europe in their reform efforts. Reflection is performed in relation to the cross-regional TEMPUS IV project SALiS (Student Active Learning in Science). SALiS envisages countries strengthening their capacities to promote contemporary science education through investments in science teacher education curricula and infrastructure. The current paper discusses the potential of such EU projects for aiding reform in science education in EU-neighbouring countries.

A Singapore Case Study of Curriculum Innovation in the Twenty-First Century: Demands, Tensions and Deliberations

With the ever-pressing twenty-first century demands, such as the need for new knowledge generation and application, schools today are aware of the necessity to change their structures, processes and practices to be relevant. In Singapore’s centralized education system, the Ministry has introduced several decentralization initiatives in the hope of promoting flexibility and innovation within schools. One such initiative is the Integrated Programme (IP). IP schools are expected to redefine existing educational structures, redesign teaching and learning processes and reshape classroom practices to generate diverse learning experiences. This paper describes the case of one school that has embarked on the IP to shed light on the processes involved in curriculum innovation. Our findings reveal three significant processes: negotiating the programme with the school’s vision, finding common ground for buy-in and investing in preparation time. These are instrumental in the development and enactment of IP by teachers and school leaders. These findings and their implications are deliberated on, providing ways that schools can shape and sustain curricular innovations.

An Investigation of Teacher Response to National Science Curriculum Reforms in Turkey

Major science education curriculum reform is taking place in Turkey involving a substantial break with past science curricula. Such reform has significant implications for teachers but to date there has been little research on teacher response to these reforms. The purpose of this qualitative study was to investigate the impact on the teachers who are charged with implementing reforms. Semi-structured interviews with 18 elementary science teachers were conducted and additional observational data was recorded. The interview schedule comprised 23 questions in 9 themes. According to the data analysis, the main problem for teachers is that curriculum reforms involve overly big innovative ideas within unrealistically short timelines and with limited economic investment in human resources and supporting materials. In addition, there is a lack of organization and coherence between system stakeholders. Another drawback is the very centralized educational system and the idea that change can be driven from the top down.

Explaining change and inertia in Swedish and French education: A tale of two corporatisms?

Why do western welfare states differ so starkly when it comes to educational governance and, in particular, the degree of (de-)centralization? This article focuses on two such western European countries which demonstrate highly similar educational traditions, institutions and guiding principles – France and Sweden. The Swedish education system has evolved into one of the most decentralized in the Organisation for Economic Co-operation and Development (OECD), while France has preserved the main components of its centralized education system amid a broader international trend towards decentralization. Looking at secondary education governance in both countries, the author theorizes different forms of ‘educational corporatism’ and the resulting patterns of interactions of teacher unions as key educational actors. Characterized by ‘competitive corporatism’ within the centralized bureaucracy, the French education policy framework has enabled teachers unions to capture the policy-making apparatus and exploit their internal differences to stymie education reform and decentralization. Swedish teachers unions, by contrast, compensated for the decline of centralized corporatism by creating new institutions of ‘local teacher-dominated corporatism’, which altered the incentive structure for decentralization. The research question bears significance for contemporary education policy-making, as France's weak performance in international comparisons has been traced to excessive educational centralization, while critics of Swedish education link the weak performance of Swedish pupils to the perceived excessive decentralization of the education system.

Instructional Leadership in Centralized Contexts

There are many models of educational leadership (Bush, 2011) and they move in and out of fashion almost as fast as clothes or mobile communication devices. The current favoured model is distributed leadership, featured in a special section of Volume 41(5) (September 2013). Instructional leadership is also regaining its former significance as research increasingly connects enhanced learner outcomes to leaders’ engagement with classroom practice. It differs from most other models in focusing on the direction of influence rather than how influence is exercised. It has waned in importance until recently because of two fundamental flaws. First, it focused on principals/headteachers, to the exclusion of other leaders and teachers. Second, it emphasised teaching rather than learning. However, in the 21st century, it has been rebadged as ‘leadership for learning’, with a wider perspective on who might exercise instructional leadership. Given the recognition that leadership is about influence, not formal authority, instructional leadership could emanate from many different sources and be seen as one aspect of a distributed approach. The recent emphasis on instructional leadership is based largely on research and practice in decentralized or partly decentralized contexts, where the demands of the hierarchy are modest and principals have substantial scope to determine how to lead and manage their schools. However, centralized education systems remain widespread, for example, in Africa, Asia and Eastern Europe. One such example is Thailand, and Philip Hallinger and Moosung Lee, in the first article in this issue, show how difficult it is for principals to operate as instructional leaders in such contexts. This is partly because they are civil servants, ‘who function as line managers within the hierarchy of a highly centralised, national system of education’. I was aware of similar expectations on recent visits to the Philippines and to Thailand’s neighbour, Malaysia. As Hallinger and Lee point out, instructional leadership remains ‘outside the main job description of the principal’ in such contexts. Their article traces the impact of the National Education Act (NEA) 1999, which introduced new system expectations for principals to act as instructional leaders. Drawing on surveys of principals conducted before and after the NEA, the authors conclude that ‘the predominant orientation of Thai principals remains largely unchanged’. They argue that more systematic and substantial steps are required to train and support principals in making this change in their role. The second article, by Chi Wai Chan, examines the leadership styles of kindergarten principals in Hong Kong and makes similar points to those of Hallinger and Lee. She notes that Chinese principals are expected to be autocratic and to practice a ‘bureaucratic style of management’. The author carried out a survey of kindergarten teachers and found that most perceived their principals to be practising empowerment and participation, rather than the bureaucratic style noted above. She comments that the small size of kindergartens, and their ‘simple organizational structures’ may have contributed to the participative style of such principals. Educational Management Administration & Leadership 2014, Vol 42(1) 3–5 a The Author(s) 2013 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1741143213507207 emal.sagepub.com