Household wealth and adolescents' social-emotional functioning in schools.

This study attempts a two-part shift in educational research narrowly fixated on the socioeconomic determinants of student test-score performance. First, we focus on variations in how to measure wealth. Second, we move beyond achievement and focus on the wealth determinants of adolescents' social-emotional competencies. Using data from a nationally-representative sample of US eighth graders, we find that the correlation between wealth and social-emotional competencies varies according to how the partitions among the upper class, the middle and working classes, and the poor are defined. By emphasizing wealth in the production of classed social-emotional competencies not captured by test scores, our findings suggest that the growth of household wealth has a more salient effect for lower- and middle-class adolescents than the highest class which appears to have the least to gain, in terms of social-emotional competencies, from an increase in household wealth

What\u27s Wrong with Langdell\u27s Method, and What to Do About It

Here we are, at the beginning of the twenty-first century, using a model of legal education that was developed in the latter part of the nineteenth. Since that time, the nature of legal practice has changed, the concept of law has changed, the nature of academic inquiry has changed, and the theory of education has changed. Professional training programs in other fields have been redesigned many times to reflect current practice, theory, and pedagogy, but we legal educators are still doing the same basic thing we were doing one hundred and thirty years ago. Many law professors are conscientious and devoted teachers, and quite a few are inspired ones, but their efforts are constrained and hobbled by an educational model that treats the entire twentieth century as little more than a passing annoyance. There has, of course, been a certain amount of lower-level change in the model of legal education during this period. Law schools have added, although not integrated, clinical programs into the remainder of the curriculum. They have also introduced courses reflecting new developments in law, although they rarely have penetrated the sacrosanct first year. Moreover, the demographics of law schools have kept pace with those of other university departments. Law schools\u27 treat women, minorities, and gays is just as well, and sometimes better than other graduate school programs. Further, discrimination against Jews, which was rampant when the law school program was developed, is barely an institutional memory at present. Law school buildings have been regularly refurbished or rebuilt and are often some of the most modern and opulent facilities on campus; they are filled with up-to-date libraries, state-of-the-art audio-visual equipment, and sleek internet terminals. But the basic educational approach that law schools use remains essentially unchanged from the one that C.C. Langdell introduced at Harvard in the years following the Civil War

Who owns ethnography? : the practitioners of contemporary business ethnography

This project is a study of qualitative researchers who practice what is known as "ethnography" within industry and business. Although it has been considered a deliverable within anthropology, it has been increasingly adopted by anthropologists and researchers from other fields as an investigative process. In this incarnation, "ethnography" primarily involves in situ interviewing and participant observation. Anthropologists have made the case that since the quality of the product depends on the background and training of the researcher, practitioners who have no theoretical grounding hurt the profession. Employers are left with little information about what ethnography is and what it can offer. The study is composed of data from participant observations from two companies employing ethnographers and anthropologists on their research staff, work done as a principal investigator for another firm, sixteen interviews with practitioners, four interviews with employers, and mining an online practitioner group. Much of the tension can be traced to a lack of definitions and metrics. Since it is unclear what ethnography is and what ethnographers do, until practitioners reach a consensus about praxis, it will be impossible to create standards that might help define who can and cannot be considered an ethnographer

Haptic history : heads, hands and hearts

This thesis was prompted by the issue of widespread student disengagement in history classrooms. I argue that a key factor in student disengagement with school history is disciplinary history’s pedagogic legacy as an ocular, text-focused intellectual pursuit. This is part of a broader disjunction between public and academic history. Ordinary people primarily make sense of the past through the materiality of things—through objects, artefacts, landscapes and their bodies—but this is not reflected in the way history is usually taught in schools. My research addresses this problem by developing a materialist model of history pedagogy— ‘haptic history’—that has been derived from a close analysis of two groups who employ materiality in their history praxis: school teachers, who self-identify as employing a materialist approach in their history teaching; and historical re-enactors/living historians. These groups are the focus of this study. They have an avowed educative goal and use the materiality of the past as both source and method, to construct historical knowledge, ‘do’ historical thinking and experience historical consciousness. I explore the materialist praxis of these groups using a qualitative methodology of surveys, in-depth interviews, auto-ethnography, focus groups and case studies. In analysis, I draw on Collingwood’s idea of history, together with interdisciplinary and theoretical insights from the fields of archaeology, social anthropology, museum, performance and material culture studies, to unpick and analyse the way materiality is used in these contexts as forms of historical consciousness and historical thinking. The analysis is then used to construct a model of haptic history pedagogy, with guideposts to support teacher classroom praxis. In the process of building a haptic history model of pedagogy, my research makes broader arguments around materiality and history. I argue that materiality is a significant part of ‘historical consciousness’ and our sense of self as historical beings. I further conclude that the (co)agency of ‘things’ weave webs of entanglement and connection between people in the present and the past that are deeply connective, engaging and serve to foster kinaesthetic empathy. This conclusion warrants an expansion of current models of historical empathy beyond the cognitive and affective, to include the kinaesthetic dimension. My research makes a significant contribution to history pedagogy by demonstrating the importance of touch and embodiment as performative and experiential modes for knowing the past. I demonstrate that when the materiality of history is experienced synergistically through ‘heads, hands and hearts’, the historical sensation of ekstasis is facilitated. This research further contributes to issues of access and equity in history education; haptic history’s materialist approach engages a wide range of learners, especially (but not exclusively) those who struggle to engage with traditional, text-heavy forms of history. Beyond history pedagogy, this study advances the case for disciplinary history to embrace the possibilities and opportunities inherent in interdisciplinary approaches to the study of the past. In venturing into the field of materiality, my research also raises significant questions around the co-agency of things in history, and in doing so joins others in prompting a reconsideration of an exclusively anthropocentric view of agency in the past

Embodied language performance: Mediational affordances of dramatic activity for second language learning

This qualitative study examines the unique mediational affordances a drama based approach to second language learning provides. From the perspective of Sociocultural theory, the nature of learning is greatly determined by the mediational means employed and this study revealed the importance of modeling and imitation and multiple perspective taking that arose from the recursive process of rehearsal to be instrumental in the students\u27 understanding and growing mastery of English. This recursion process occurs within instructional conversations which serve to level the relations of power between teacher and learner, resulting in a more authentic learning environment. In short, drama introduces alterity into the learning environment in ways that serve to encourage autonomy for the learners as they slowly move from other regulated activity to self regulation; The study examines how the participants interacted within the unique learning environment created by the drama workshops and the activities. Activity theory posits that each participant arrives with a unique set of motives and goals and this study discusses how drama creates a learning environment and types of activity systems that accommodate these varying goals and facilitates an authentic dialogic interplay between everyone involved. Dramatic activity affords the co-construction of meaning between participants as they engage in language performance; The study further examines the pedagogical implications for utilizing drama in second language learning. Arguing that learning is first and foremost an activity, language learning will be examined as performance. Viewing language as performance serves to demonstrate how language is highly contextual to sociocultural and institutional circumstances. The role of the language teacher is crucial to provide the necessary interventions and the learning environments that foster and extend the learners use of the target language. A drama approach to second language learning provides a number of highly unique mediational affordances which can be actively manipulated in a seemingly endless variety of ways. It is argued that viewing teaching and learning from the perspective of social activity opens a space for drama based learning in which language performance and language learning become a dialectical interplay that cannot be separated. Language learning is embodied as the learner enacting a scenario becomes a subject within a contextually situated activity system in pursuit of specific goals. This results in a highly authentic use of language for communicative purposes which in turn enhance language acquisition

The role of intuitive intelligence in leadership strategic decision making : a framework for intuitive intelligence : a qualitative study

The purpose of this study is to define Intuitive Intelligence and identify the role of Intuitive Intelligence in Leadership Strategic Decision Making. The study provides a framework for Intuitive Intelligence within the context of leadership strategic decision making. Empirical study: The study used a dual phased research design, which included qualitative mixed methods; deconstruction, grounded theory, triangulation, and the use of Atlas ti. Research Limitations / Implications: This study would be enhanced by future studies using an extended scope. Suitable testing and assessment methods would also offer a suitable quantitative perspective. Value / Benefit: The study serves to assist executives' awareness of factors enhancing decision making skills such as the utilisation of Intuitive Intelligence; as well as to highlight those risk factors which may inhibit effective strategic decision making. Summary: The research study is focused on the role of Intuitive Intelligence in terms of effective leadership strategic decision making. Rooted within the epistemological context of Leadership, Complexity and Chaos, Strategy as Practice, Knowledge Management, Sense making and Decision making, the focus is on the role of Intuitive Intelligence within such context. The research study contributes toward an understanding of how Intuitive Intelligence enhances the effectiveness of leadership strategic decision making; within the context of business leadership in South Africa, and strives to serve business leaders engaged in such strategic decision making. Findings and conclusion: The findings support the case for the development, use and role of Intuitive Intelligence in terms of effectiveness of leadership strategic decision-making.Business ManagementD.B.L. (Business Leadership

If women write in milk, do children write in snot? Children's voices in documented drama

This thesis investigates the documentation of drama as a means of assessment at GCSE (General Certificate of Secondary Education). Through a feminist lens, this research exposes the external influences that govern the students' experience of drama as an examination. It is a statutory requirement for all GCSE subjects to include a Quality of Written and Communication (QWC) component and this has led to tension between the government's insistence for parity across all GCSE subjects and drama's historical, emancipatory/equity reputation of valuing the felt, emotional learning process. The teacher-researcher's story unfolds through the six stages of heuristic inquiry (Moustakas, 1990). This study explores the complexities, potential and value of documentation and focuses on two case studies undertaken over three years between 2008 and 2011. Initially the study focuses on the students' experience of the exam and the completion and assessment of their documentation. The report's focus then widens to include those practitioners who have had some impact in the development of drama, including those who work in the theatre and use working notebooks to document and reflect on their practice. In the subsequent 2010 case study of Year 10 students, an optional method of documentation is offered to both encourage in-role writing and to use as a reflective aide memoir for critical dialogue during tutorials. It also examines the marking criteria of the documentation and questions its capacity to measure students' lived experience in a creative and valuable way. The adoption of the French feminist's metaphor of writing in milk drives the study. It is argued that the present statutory QWC (Quality of Written and Communication) component that relies on the measurement of a student's ability to spell and punctuate does little to encourage either student or teacher to create documentation that truly reflects the potentially rich creative flow that is the nutritious milk of the valuable process of a true learning drama experience. This is a waste of an opportunity for learning. During this period of the research, memories of the assessment methods used by the now extinct Leicestershire Mode III syllabus grow in significance. The problem of assessing the ephemeral felt experience of the drama student was accepted as an opportunity to theorise rather than sanitise through standardisation. The study concludes by suggesting that drama practitioners re-visit the drama pedagogy embedded in the now defunct Leicestershire Mode III exam. Its assessment strategy employed formative assessment through the process of drama. The thesis suggests that a revision of the current interpretation of QWC could provide a space within the documentation process for students to express their voice with an enhanced level of commitment and creativity. This will entail a more complex marking criteria where teachers should rise to this challenge of enabling students to reach their own unique potential

Leading for Peace Leadership and its Development in Post-Conflict Contexts

This thesis examines the processes and practices of leadership and leadership development, in the context of post-conflict peacebuilding. The systematic literature review conducted in this thesis reveals that little is known about leadership in such a hostile context. The research focuses on how leaders in civil society lead for peace at grassroots and middle-range levels in extremely divided societies, and how they develop as leaders in these contexts. The overarching research question is: What does leadership for peacebuilding involve and how it has been developed in the post-conflict context? This research is an actor-focused inductive study based on empirical research into the role of civil society leadership in fostering and sustaining peace. It draws on semi-structured interviews with 32 long-standing civil society leaders in Northern Ireland, and Bosnia and Herzegovina. The empirical research examined the characteristics of the contexts of leadership in post-conflict peacebuilding from a social identity theory perspective (Tajfel, 1974). The key characteristics found in this research are: Hostility and violence; polarisation; and depersonalisation. The research then utilises the social identity theory of leadership to explore the nature of leading for peace in terms of processes and practices. These processes are: Differentiation; integration; and political astuteness. A framework is developed to show how leading for peace interacts with context. Finally, the research examines leadership learning and development in this context through the use of the technique of leadership journeys. Drawing on Tynjälä’s (2013) 3P model for workplace learning, a modified 3P model for peacebuilding leadership development in post-conflict contexts is proposed

Developing Organizational and Managerial Wisdom

The book presents novel research results in the dynamics if values, rationality, and power in organizations. Through this understanding, readers will gain insights and frameworks to understand others’ actions within their environment. Armed with the knowledge of how values, rationality, and power influence people’s actions, readers will gain tools they can use to navigate the complexity of organizations to foster wise action.2nd Edition. This PDF is a representation of the book as it was on January 6, 2020. The online version may have been updated. For the most recent version, please visit the book url