Search results for: Organizational culture
Page 1/1 8 items
This article explores organizational and peer dynamics that impact the potential for productive, trusting peer relationships. Findings indicated that trust in a reciprocal peer coaching context is formed through the development of emotional attachment and mutual confidence enhanced by confidentiality. In addition, the openness that comes through trusting enough to make ourselves vulnerable leads to the confidence to share plans for the future and to reveal important values.
Updated: Nov. 30, 2016
This study investigated the influence of only two factors on students’ willingness to mentor: a personality-related factor (altruism) and a contextual factor (organizational culture). The quantitative analysis shows that organizational culture and altruism significantly impact students’ willingness to mentor their peers. Peer mentoring can help students prepare their transition from high school to university, guide them through university programs, and help them prepare their transition from university to workplace. The study suggests that universities do have a role to play in promoting students’ interest in peer mentoring programs through the development of a culture of support and mutual help.
Updated: Aug. 30, 2015
The purpose of this paper is to examine how institutional norms are enforced through surveillance within a religious university. The eight participants were full-time faculty in a graduate-level teacher licensure program. The participants discussed four themes which illuminate how the surveillance of norms and self-discipline functioned at the university: the university, academic culture, religion and whiteness, and sexism. The data revealed that participants carefully chose what to say – or not say – as they discussed race and racial identity development and as they pondered what it means to be a white teacher educator in a predominantly white context.
Updated: Feb. 17, 2014
In this article, the authors intend to solve two enduring problems in education: Unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction. Hence, the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching.
Updated: Apr. 16, 2012
The purpose of this research is to explore the characteristics of university education department in the UK, which have achieved a high ranking in the UK government’s Research Assessment Exercise. The author aims to recast contemporary academia through the dystopian lens of a medieval feudal order.
Updated: Feb. 06, 2012
Developing a Policy for an International Experience Requirement in a Graduate Teacher Education Program: A Cautionary Tale
This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This is a cautionary tale providing lessons learned from one university's experience.
Updated: Oct. 12, 2010
This self-study explored the role of emotions in teacher education classrooms, with particular attention to the connections between faculty, student, and institutional cultures. The authors come from diverse backgrounds of race, ethnicity, religion and sexual orientation, while their students are largely White, female, Christian and heterosexual. Findings illuminate the struggles experienced by faculty when cultural differences impede their relationships with their students and their institution. Colleges of education must recognize these challenges and address institutional and cultural barriers.
Updated: Jun. 22, 2010
Currently the press to make policy and practice decisions on the basis of evidence is being coupled with recognition that real change requires shifts in organizational culture. In this article, the authors problematize the notion of a “culture of evidence” in teacher education. Then the article identifies four key aspects involved in efforts to create a culture of evidence at one institution over a five-year period. The authors suggest that building cultures of evidence has the potential to be transformative in teacher education, but only if challenges related to sustainability, complexity, and balance are addressed.
Updated: Mar. 14, 2010