Leadership for Learning
Increasing Wrap Around Services for Student Mental Health: Educators Perceptions of Policy View Digital Media
Paper Presentation in a Themed Session Kathryn Watson
This case-study was designed to examine secondary teachers’ perspectives of SHLT-003 in North Carolina, which mandates all educators be trained in identifying, referring, and supporting, students showing signs of mental health issues, drug use, suicidal ideation, and sex trafficking. The legislation passed in 2020 to combat the rising rates of mental health issues and other barriers to student health and success in the state. Kennedy's model of continued professional development was used as the critical framework. The legislation mandated six hours of training and was first implemented in the 2021-2022 school year. The findings of this study reveal that though educators' intention of the legislation was good, the roll out was poorly executed, there are polarized views of the training series, and the legislation failed to address many educators’ needs. While educators recognize the growing rates of student mental health demands, they feel strained by the increasing lack of resources, overburdened by the extreme demands placed on their role, and de-valued by the lack of compensation. Educators stressed the need for districts to foster buy-in, and for policy makers to provide funding to support initiatives aimed at increasing services for students. Finally, educators noted a need for professional development that more specifically aligned with their needs. This study can help inform districts and policy makers at policy development and roll out strategies.
The Role of Organization In Transforming Business Education: A Critical Post Pandemic Agenda View Digital Media
Paper Presentation in a Themed Session Andy Wear
As the impact of the COVID-19 Pandemic wanes, the (re)emergence of multiple existential threats raises multiple questions concerning higher education's place in society and its role in addressing these crises. Much scholarship now focusses on Business Education, in particular, as either central to consolidating neo-liberal hegemony, as “hypocrites” (Gioia & Corley, 2002), or even as “silent partners in corporate crime” (Swanson & Fredrick, 2003) whose very “theories and ideas have done much to strengthen the management practices that we are all now so loudly condemning.” (Ghoshal, 2005, p. 74) Transforming Business Education curriculum has potentially significant socio-political implications. Overseeing some of the most popular and populous course and program offerings in Higher Education globally, business school leaders hold the keys to this transformation. This paper considers what values and characteristics business education leaders must possess to fulfill this, and what organizational challenges they face in their quest. As such, it interrogates the relationship between educational leaders and the organisation, in particular the structures and cultures of business schools in Higher Education Institutions (HEIs).
Digital Literacies in Language Teacher Education: Future Teachers' Perspectives on Technology Integration for Language Teaching and Learning in Cyberculture View Digital Media
Paper Presentation in a Themed Session Cíntia Rabello
Although we live in cyberculture (SANTOS, 2009) and several official documents emphasize the relevance of teachers' digital literacies to integrate digital technologies in a critical, creative, and ethical way into teaching-learning processes, what can be perceived is that the integration of digital technologies in initial language teacher education is still very fragmented and often part of isolated initiatives from professors who integrate these technologies into their teaching practices at the university (PAIVA, 2015). This paper presents the results of an action research (TRIPP, 2005) in a public university in Rio de Janeiro that implemented an elective discipline aimed at developing pre-service language teachers’ digital literacies and multiliteracies in order to change this reality. The conceptual framework comprised Technological Pedagogical and Content Knowledge - TPACK (KOELHER; MISHRA, 2008), digital literacies (HOCKLY; DUDENEY; PEGRUM, 2016); multiliteracies (KELLNER, 2000; 2004), and the pedagogy of multiliteracies (KALANTZIS; COPE; PINHEIRO, 2020). Students engaged in theoretical discussions, practical activities with technologies, and reflection on the integration of these technologies in language teaching and learning. Results indicate that participants acknowledged that it is not enough to know how to use technology in their daily practices in order to use them in the classroom for pedagogical purposes, developing digital literacies and Pedagogical Technological and Content Knowledge throughout the discipline. They also externalized the relevance of the discipline for their teacher education in contemporary society as they became aware of the importance of integrating digital technologies in meaningful and creative ways in their future teaching practices.
