Work In Educational Settings Research Articles

The Effect of School Principals’ Empowering Leadership Behaviors on Well-Being at Work: The Mediating Role of Organizational Ostracism

AbstractThis study investigates the impact of empowering leadership exhibited by school principals on teachers’ perspectives on organizational ostracism and well-being at work in educational settings in Türkiye. Applying a cross-sectional research design, we collected responses from 603 teachers in different provinces. The results reveal that empowering leadership has a positive impact on teachers’ well-being. Furthermore, empowering leadership practices significantly diminish teachers’ perceptions of ostracism, thus cultivating a positive and inclusive work environment. Our findings emphasize the pivotal role of organizational ostracism in mediating the relationship between empowering leadership and well-being at work, highlighting the importance of empowering leadership in creating a healthy and supportive school setting. These insights offer valuable guidance to school leaders, teachers, and policymakers in crafting conducive work environments, enhancing teacher–principal relationships, and promoting overall teacher well-being.

Learning to empathize with users through design thinking in hybrid mode: Insights from two educational case studies

COVID-19 has imposed new educational challenges, including the need to prepare students to the new era of hybrid work. This research aimed to shed new light on the manner in which students learn and practice hybrid work in educational settings. To this end, two educational studies were performed, for examining students practicing design thinking (DT) in hybrid mode and the development of their empathy skills during this experience. The main case study was conducted in an academic hackathon-like course, where students addressed loneliness-related challenges during four full days using a configured web platform. In a follow-up case study, the adaptability of this approach to small-scale settings of a 90-minute DT workshop was explored. The students filled in questionnaires, which examined their empathy development in three dimensions: Skill, Orientation, and Being. The findings show the benefits of the web platform and the extent to which these academic educational programs fostered empathy and innovation and highlights the challenges, opportunities, and benefits of fostering new educational programs that allow hybrid participation, involving external stakeholders, and guide the students to handle real challenges. Such hybrid academic programs can prepare students for the hybrid, multidisciplinary work reality towards developing human-centered solutions.

Bilingual Ways with Words: Children’s Identity Enactment and Negotiation in a Dual Language Immersion Class

ABSTRACT This qualitative study examines strategies used by children in a kindergarten dual language immersion (DLI) class, when enacting and negotiating intersecting social constructions such as ethnicity, social class, and bilingualism. Drawing on data collected during the 2017–2018 academic year, this paper uses an intersectional lens to describe the ways in which children are actively engaged in sociocultural processes of language use and socialization. In addition, it employs the notions of identity and social class position to analyze how children's bilingual understanding and strategic language use is manifested in different ways. The paper ends by encouraging educators and researchers to reconsider the way they evaluate power at work in educational settings and children’s ways of displaying it. A more nuanced understanding of children’s interactions in bilingual settings is necessary in order to stretch our considerations of power and social relations in present-day school contexts.

Pedagogies for Democratic Participation in Design Studios: Towards More Inclusive Group Work among Interior Design Students

AbstractAlthough teamwork is essential in design, interior design education can be competitive and individualistic. The role of design educators is to structure projects seeking to promote inclusive group dynamics and democratic participation among team members. Navigating the challenges of group work should not rest solely on the shoulders of students. Repeated group work in educational settings does not suffice, on its own, for fostering constructive team dynamics or for preparing students to successfully manage conflict, which, if it remains positive, can yield more creative design outcomes. This article, animated by critical and poststructural curriculum theories, proposes pedagogies incorporating positive interdependence and complex instruction for collaborative, inclusive group work and co‐design tasks that leverage conflict and promote constructive relations within teams. Instilling democratic values in design students is equally important for higher education as it is for the design discipline itself.

Constructing the Public Concert Hall

AbstractIn the current discourse surrounding classical music institutions, issues of inclusion and diversity are regularly to the fore. There is pressure to prove the relevance of orchestras and ensembles to wider society, with outreach work in educational settings and in communities already an established part of their output. Using data gathered from a research project with the International Music and Performing Arts Charitable Trust Scotland (IMPACT Scotland), which is responsible for planning a new concert hall in Edinburgh to be called the Dunard Centre, this article extends these debates by relocating them to a new arena: the buildings classical institutions inhabit. First, the public nature of the concert hall is explored by examining three ‘strategies for publicness’ identified in concert-hall projects: the urbanistic strategy, the living building strategy and the ‘art for all’ strategy. These will be discussed in relation to the extensive literature on public space. The second part of the article examines recent developments in musicology and arts policy which encourage more ‘democratic’ arts practice. These will be used as the basis for asking how the concert hall (and its primary tenant, the orchestra) might better achieve the publicness that is so often promised on their behalf.

The speech-language-hearing pathologist’s training to work in education: what speech-language-hearing undergraduate students have to say

ABSTRACT Purpose: to discuss the speech-language-hearing pathologist’s training to work in education, based on the report from speech-language-hearing students. Methods: a total of 29 students in the seventh semester of the Speech-Language-Hearing program at two higher education institutions participated in this study. The questionnaire used was developed specifically for this study. It comprised open- and closed-ended questions on the profile of the students and their training to work in educational settings. Data were also collected on the syllabi of the courses related to Educational Speech-Language-Hearing Pathology at both institutions. The data were quantitatively and qualitatively analyzed. Results: the results indicated that the summed course load of the education-related courses is low, and their syllabi do not cover important aspects for the speech-language-hearing training aimed at the work in education. Also, the students reported that most of the practical activities took place in kindergarten or elementary school, with objectives related to a medical-centered view. The students also pointed out the need for improvements in the speech-language-hearing training to work in education. Conclusion: the students reported that their training should involve a broader course load, as well as contents and experiences to help them to consciously, critically, and responsibly join the educational setting.

Boredom Proneness and Self-Control as Unique Risk Factors in Achievement Settings.

The state of boredom arises when we have the desire to be engaged in goal pursuit, but for whatever reason we cannot fulfil that desire. Boredom proneness is characterized by both frequent and intense feelings of boredom and is an enduring individual difference trait associated with a raft of negative outcomes. There has been some work in educational settings, but relatively little is known about the consequences of boredom proneness for learning. Here we explored the unique contributions of boredom proneness, self-control and self-esteem to undergraduate self-reported higher grade point average (GPA). Within educational settings, prior research has shown self-control and self-esteem to be associated with better academic performance. In contrast, boredom proneness is associated with lower levels of self-control and self-esteem. Our analyses replicate those previous findings showing that self-control acts as a positive predictor of GPA. Importantly, we further demonstrated, for the first time, that boredom proneness has a unique contribution to GPA over and above the contribution of self-control, such that as boredom proneness increases, GPA decreases. We discuss potential mechanisms through which boredom proneness may influence academic performance.

A Translational Framework of Educational Neuroscience in Learning Disorders.

Neuroimaging has undergone enormous progress during the last two and a half decades. The combination of neuroscientific methods and educational practice has become a focus of interdisciplinary research in order to answer more applied questions. In this realm, conditions that hamper learning success and have deleterious effects in the population – such as learning disorders (LD) – could especially profit from neuroimaging findings. At the moment, however, there is an ongoing debate about how far neuroscientific research can go to inform the practical work in educational settings. Here, we put forward a theoretical translational framework as a method of conducting neuroimaging and bridging it to education, with a main focus on dyscalculia and dyslexia. Our work seeks to represent a theoretical but mainly empirical guide on the benefits of neuroimaging, which can help people working with different aspects of LD, who need to act collaboratively to reach the full potential of neuroimaging. We provide possible ideas regarding how neuroimaging can inform LD at different levels within our multidirectional framework, i.e., mechanisms, diagnosis/prognosis, training/intervention, and community/education. In addition, we discuss methodological, conceptual, and structural limitations that need to be addressed by future research.

Организация связей с общественностью в образовательных организациях России

The article considers the modern approaches to the problem of interaction of the educational organization with the public of the locality where it is located. Analyzed the history of public relations, defines the basic forms and methods of organization of this work in educational settings.

Prepare to be Offended Everywhere: How Cultural Safety In Public Places Can Prevent Violent Attacks

The greater mobility of people and the worldwide displacement of millions, forced or voluntary, has directed attention to their human security in foreign environments. We propose that a focus on cultural safety is becoming an essential requirement for the human security of displaced minorities everywhere, building on previous work in educational settings [6]. As a necessary though insufficient condition for human security, cultural safety is affected by dependency relationships, power imbalances, dominant paradigms, and norms of public conduct as they apply to displaced cultural minorities. The central question how cultural safety could be enhanced is addressed through empirical scenarios where the cultural safety of individuals was placed in jeopardy. Such events often manifest as the perception of offence, sometimes leading to violent conflict. Recognizing the futility of attempts to prevent all and any offence, our arguments amount to a novel approach to strengthen cultural safety, and thus human security: preparing both sides for offensive experiences as a means to pre-empt counterproductive reactions. We discuss strategies toward that goal that might allow individuals, families, larger groups and organizations to work collaboratively towards ensuring the cultural safety of displaced people, thus making a vital contribution towards sustainable human security.

Culturally responsive methodologies at work in education settings

Purpose – The purpose of this paper is to describe culturally responsive methodology as a way to develop researchers. The aims is to illuminate the dimensions of culturally responsive methodology such as cultural and epistemological pluralism, deconstruction of Western colonial traditions of research, and primacy of relationships within culturally responsive dialogic encounters. An overarching question is: “How can we maintain the original integrity of both participants and researchers and their respective cultures and co-construct at the same time something new?”. Design/methodology/approach – Five case study narratives are described in order for readers to understand the range and types of studies that have been undertaken within a culturally responsive framework. The contributors represent emerging as well as veteran researchers, Indigenous as well as non-Indigenous cultures, practitioners (i.e. teachers in the school systems) as well as teacher educators (i.e. that is teachers within colleges and universities). Findings – The major issues raised in this paper (knowing one's self and being willing to develop new methodologies) can help to inform those who aspire to research “with” rather than “on” Others. Originality/value – This paper offers an ontology that is not framed from western traditions. Using reflexivity, criticality, and other epistemological links, the authors show methodological negotiators who invent, craft, personalize, and navigate their methodology and methods specific to the context and participants with whom they are working. They challenge unexamined assumptions in research methods. It is hoped that this paper can contribute a more respectful and humble way of working with all peoples.

Employing Professional Identities: Case Study of a High School Principal in a Reform Setting

A problematic trend in the nature of work in educational settings has been the declining emphasis on a professional orientation to work and a growing emphasis on more technocratic approaches. This international trend has led to increased attention on skills and competencies and lessened attention to values, beliefs, motivations, energy, and identities. This article, based on a case study of a high school leader in a reform setting, identifies the professional identities negotiated by the leader with various constituencies and how these identities are used to build trust and gain political capital in order to achieve reform.

Improving Group Functioning in Solving Realistic Problems

Group work in educational settings has several advantages, but it is also associated with some difficulties, most commonly concerns about group functioning. The aim of this study was to improve group functioning in solving realistic problems, using a combination of: 1) team skill training prior to group work; 2) peer and self-assessment to evaluate contribution to group work; and 3) lecturer-designed versus student-designed problems. The results showed positive effects on group functioning. After initial team skill training, peer assessments and moderation of marks based on those assessments stimulated the so-called free loaders to improve their contributions to group work, which is a result that has been demonstrated in only a few studies. In addition, students showed some preference for designing their own problems and they thought the learning outcomes were higher than from lecturer-designed problems.

The Development of Benchmarking Policies and Practices in Education

This article examines benchmarking policies and practices in education from the 1990s until today. A brief definition of benchmarking, as defined by experts in the commercial sector, provides a context for an examination of such evaluative work in educational settings. Following this definition, the article investigates the uses of benchmarking in international and domestic higher education settings, in order to set the scene for an assessment of benchmarking practices and policy in Australian compulsory education settings. In conclusion, the article endeavours to draw together the learning from established benchmarking practices in education in order to support aspirations for the future.

Intertextuality and Hybrid Discourses: The Infusion of Pop Culture in Educational Discourse

This article examines the intertextuality or discursive hybridity associated with spontaneous references to pop culture in teacher-led discussions in two Canadian high school humanities courses with students from diverse linguistic and cultural backgrounds. The paper analyzes the linguistic, social, cognitive and affective features of pop-culture-infused talk that make it a complex form of linguistic and cultural play as well as meaning-making and identity work in educational settings. The means by which pop culture references are woven into surrounding texts are examined, together with the rationale for this discursive hybridity. The potential benefits and difficulties associated with these discourse patterns for English language learners in particular are then discussed. The analysis suggests that the hybrid discourse involving the interweaving of non-academic and more academic texts, or the “colonization” of the latter by the former [N. Fairclough (Ed.), Critical Language Awareness, Longman, Harlow, Essex, 1992a] served, on the one hand, to engage local, fully English-proficient students and, on the other hand, to marginalize newcomers, potentially preventing the latter from participating more fully in classroom speech events. As such, the pop culture discourse represented an unequally accessible “third space” for the class, which was a site of tension and ambivalence—but also pleasure—for immigrant newcomers, in particular.

Preparation of Occupational Therapists and Physical Therapists to Work in Educational Settings

Preparation of Occupational Therapists and Physical Therapists to Work in Educational Settings