scholarly journals Building Industrial Partnerships And Business Relationships: Early Career Interventions For Professional Growth And Learning Centered Classrooms

2020 ◽  
Author(s):  
Beverly Davis
Keyword(s):  
Professional Growth ◽  
Early Career ◽  
Business Relationships ◽  
Career Interventions ◽  
Learning Centered

Childhood Environmental Adversity and Career Decision-Making Difficulty: A Life History Theory Perspective

2020 ◽  
pp. 106907272094097
Author(s):  
Hui Xu
Keyword(s):  
Decision Making ◽  
Life History ◽  
Emerging Adulthood ◽  
Life History Theory ◽  
Ambiguity Aversion ◽  
Career Decision ◽  
Early Career ◽  
Career Decision Making ◽  
Childhood Poverty ◽  
Career Interventions

Although research has examined and supported the role of environmental adversity in career decision-making, little is known about the prediction power of childhood environmental adversity for career decision-making. To provide guidance for early career interventions, particularly in disadvantaged populations, the current study drew on life history theory and used a sample of U.S. college students ( n = 310) and a sample of U.S. noncollege individuals during emerging adulthood ( n = 308) to examine a mediation model involving childhood unpredictability, childhood poverty, career decision ambiguity aversion, and career decision-making difficulty. The results support the mediation of ambiguity aversion in the positive predictions of childhood unpredictability for all four factors of career decision-making difficulty. However, the results do not support the indirect predictions of childhood poverty for all four factors of career decision-making difficulty through ambiguity aversion but support the direct prediction of childhood poverty for lack of readiness. Therefore, the current study illuminates the importance of a predictable family environment during childhood for career decision-making during emerging adulthood and provides implications for the validity of life history theory in career decision-making, the development of ambiguity aversion, and early career interventions. Implications and future directions of research regarding childhood poverty are also discussed.

The moderating effect of career stage on the relationship between job embeddedness and innovation-related behaviour (IRB)

2019 ◽  
Vol 15 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Muhmmad Rafiq
Keyword(s):  
Professional Growth ◽  
Structural Equation ◽  
Job Embeddedness ◽  
Moderating Effect ◽  
Early Career ◽  
Career Stages ◽  
Career Stage ◽  
Cross Sectional ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to re-examine the moderating effect of career stage on the relationship between job embeddedness and innovation-related behaviour (IRB). Design/methodology/approach Data were collected from a sample of 310 Chinese media organisation employees and were analysed using moderated structural equation modelling. Findings Career stage significantly moderated the relationship between job embeddedness and IRB; individuals who experienced high job embeddedness in their early career stage were found to be engaged in more IRBs than those who experienced low job embeddedness in their early career stage. Moreover, the author also found that individuals who experienced high job embeddedness at mid-late career stages were less engaged in IRB, as compared to those at earlier career stages. Research limitations/implications These findings contribute to the understanding of the relationship between employee job embeddedness and IRB at different career stages. The findings are limited by the cross-sectional nature of the data. Originality/value This study demonstrates that individuals at a mid-late career stage may define their work roles differently to those at an early career stage. Employers often expect individuals in the mid-late career stage to facilitate the work of others and to assist junior colleagues in their professional growth (Super et al., 1996).

Mentorship knows no distance: an online career mentorship programme by Women in Geospatial+

2020 ◽  
Author(s):  
Sabrina H. Szeto ◽  
Julia Wagemann ◽  
Aubin A. Douglas
Keyword(s):  
Professional Growth ◽  
Lessons Learned ◽  
Early Career ◽  
Career Goals ◽  
Safe Space ◽  
Career Stages ◽  
Peer Mentors ◽  
Media Campaign ◽  
Peer Mentorship ◽  
Professional Network

<p>Women in Geospatial+ is a professional network that promotes gender-equality in the geospatial industry and academia. In October 2019, Women in Geospatial+ launched an online career mentorship programme that attracted over 180 global applicants. The inaugural cohort featured 42 participants from 17 countries who were matched with mentors, mentees or peer mentors based on their career goals and time zones. </p><p>The programme enabled mentorship between mid-career and early career participants as well as peer mentorship between people with similar career stages. People of all genders were welcome to participate in this year-long programme. As a result, two men participated as mentors. Participants were provided with a mentorship programme guide with resources for a successful mentorship experience. They were also required to discuss goals and expectations as a group and submit an agreement form at the start of the programme. A safe space via a Slack channel was created where women could interact with other women participants in the mentorship programme. In addition, a social media campaign on Twitter and LinkedIn (#MentorshipMonday) also featured programme participants, their work and their achievements in the geospatial field.</p><p>This presentation will feature lessons learned from organising the mentorship programme as well as feedback from participants about how the mentorship programme has impacted their careers and professional growth.</p>

Taking risks, getting messy, and having fun with professional learning: Makerspaces as professional development for 21st century second language teachers

2019 ◽  
Vol 6 (1) ◽  
pp. 94-106
Author(s):  
Katherine MacCormac
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Professional Learning ◽  
Professional Growth ◽  
Language Teaching ◽  
Early Career ◽  
Language Teachers ◽  
Target Language ◽  
Second Language Teaching ◽  
Second Language Teachers

The use of makerspaces in education has exploded around the world over the past decade (Halverson & Sheridan, 2014); however, their employment in professional development for teachers has only recently emerged within the literature. Previous studies have found that makerspaces have the potential to radically transform how professional development is delivered to teachers by fostering nurturing opportunities to collaboratively engage in professional learning (see Girvan et al., 2016; Kjällander et al., 2017; Panganelli et al., 2017). Despite its emergence in the literature, the study of makerspaces in teacher professional development is limited to those studies inspired by STEAM education (science, technology, engineering, arts, and math). Consequently, little knowledge exists about their use in professional development for second language teachers. While presenting data gathered from reflective feedback questionnaires of teacher participants taking part in makerspace workshops, this paper contributes to the conversation in the literature by exploring the utility and application of makerspaces as professional development for second language teaching. The goal of the study was to explore in what ways this type of experiential professional development might enhance professional learning and reflective practice and contribute to professional growth and development among early career second language teachers. Findings strongly indicate that makerspace professional development sessions offer second language teachers a positive and supportive space in which to reflect and expand on their professional knowledge of best practices in second language teaching by directly engaging with learning activities meant to support students in their acquisition of the target language.

scholarly journals Education Research in the Canadian Context

2019 ◽  
Vol 14 (10) ◽  
Author(s):  
Daniel Laitsch ◽  
Gregory Rodney MacKinnon ◽  
David Young ◽  
Sophie Paish ◽  
Sue LeBel ◽  
...  
Keyword(s):  
Mental Health ◽  
Education Policy ◽  
Policy Development ◽  
Professional Growth ◽  
Research Policy ◽  
Well Being ◽  
Early Career ◽  
Research Use ◽  
Special Issue ◽  
Canadian Context

This special issue of the International Journal of Education Policy & Leadership (IJEPL), Research in the Canadian Context, marks a significant milestone for the journal. Throughout our twelve-year history, we have sought to publish the best research in leadership, policy, and research use, allowing authors to decide the topics by dint of their research. While this model still serves as the foundation for IJEPL content, we decided to give researchers a chance to engage in deeper conversations by introducing special issues. In our first special issue, researchers discuss their work within the scope of education policy, leadership, and research use within the Canadian context. While many aspects of leadership, teaching, and learning can be seen as similar across contexts, there are also issues of particular concern within national, regional, provincial, or local spheres, particularly when looking at policy and system changes. The researchers featured in this issue provide an important look into education in Canada.PolicyIn the policy realm, Sue Winton and Lauren Jervis examine a 22-year campaign to change special education assessment policy in Ontario, examining how discourses dominant in the province enabled the government to leave the issue unresolved for decades. Issues of access and equity play out within a neoliberal context focused on individualism, meritocracy, and the reduced funding of public services. While Winton and Jervis highlight the tension between policy goals and ideological contexts, Jean-Vianney Auclair considers the place of policy dialogues within governmental frames, and the challenge of engaging in broadly applicable work within vertically structured governmental agencies. One often-touted way to move beyondResearch useWithin the scope of research use, Sarah L. Patten examines how socioeconomic status (SES) is defined and measured in Canada, the challenges in defining SES, and potential solutions specific to the Canadian context. In looking at knowledge mobilization, Joelle Rodway considers how formal coaches and informal social networks nserve to connect research, policy, and practice in Ontario’s Child and Youth Mental Health program.LeadershipTurning to leadership, contributing researchers explored the challenges involved in staff development, administrator preparation, and student outcomes. Keith Walker and Benjamin Kutsyuruba explore how educational administrators can support early career teachers to increase retention, and the somewhat haphazard policies and supports in place across Canada to bring administrators and new teachers together. Gregory Rodney MacKinnon, David Young, Sophie Paish, and Sue LeBel look at how one program in Nova Scotia conceptualizes professional growth, instructional leadership, and administrative effectiveness and the emerging needs of administrators to respond to issues of poverty, socioemotional health, and mental health, while also building community. This complex environment may mean expanding leadership preparation to include a broader consideration of well-being and community. Finally, Victoria Handford and Kenneth Leithwood look at the role school leaders play in improving student achievement in British Columbia, and the school district characteristics associated with improving student achievement.Taken together, the research in this special issue touches on many of the challenges in policy development, application, and leadership practice, and the myriad ways that research can be used to address these challenges. We hope you enjoy this first special issue of IJEPL!

The Social Origins and Provenance of the English Bishops during the Reign of Edward II

1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards
Keyword(s):  
Middle Ages ◽  
Social Background ◽  
Early Career ◽  
The Political ◽  
Social Origins ◽  
Political Activities ◽  
Edward Ii ◽  
The Social ◽  
Complete Study ◽  
History Of

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

A review of career interventions from an educational perspective: Have investigations shed any light?

2000 ◽  
Vol 59 (4) ◽  
pp. 227-239 ◽  
Author(s):  
Lee-Ann Prideaux ◽  
Peter A. Creed ◽  
Juanita Muller ◽  
Wendy Patton
Keyword(s):  
Career Development ◽  
Intervention Studies ◽  
Future Research ◽  
Development Programs ◽  
Career Intervention ◽  
Career Interventions ◽  
International Trends ◽  
Specific Career ◽  
Education Interventions ◽  
Development Literature

Despite widespread acknowledgement of the importance of career development programs to assist students in their complex transition from school to work, very few specific career education interventions have been objectively evaluated. The aim of this paper is to highlight what the authors consider to be a conspicuous shortfall in the career development literature to date, that is, reports of methodologically sound career intervention studies carried out in actual high school settings. International trends in the world of work are briefly discussed in association with the repercussions these changes are producing for today's youth. The major portion of this article is devoted to a comprehensive review of career intervention studies with particular attention paid to the methodological and theoretical issues that resonate from this review process. Recommendations for future research are proposed.

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