ISLE Research Publications

Permanent URI for this collection

Browse

Recent Submissions

Now showing 1 - 5 of 53
  • Item
    The Impact of Applying the Elements of Administrative Creativity in Improving the Quality of Services in the Ministry of Education Center: A Case Study
    (Springer Cham, 2024) Massada, Majed Abdul-Mahdi; Al-Badr, Enas Bashir Fayez; Kanan, Mohammad A.; Alsabatin, Hala Y.; AlZeer, Imad
    The primary objective of this research is to explore the impact of incorporating administrative creativity elements on service quality enhancement, focusing on employees at the Central Jordanian Ministry of Education. The investigation is structured around two distinct variables: the independent and dependent variables. The independent variable represents administrative creativity, gauged through four key aspects: fluency, flexibility, risk-taking, and analytical ability. Conversely, the dependent variable's service quality is evaluated through five parameters: reliability, responsiveness, tangibility, safety, and empathy. Data for the study was collected through a comprehensive 48-item questionnaire designed meticulously to measure the variables. The study sample comprised 255 male and female employees working within the public administration sector. A descriptive analytical approach was adopted for the research, utilizing a variety of statistical tests performed via the SPSS software. The findings revealed a series of insightful results. Most notably, combined administrative creativity dimensions-fluency, flexibility, risk-taking, and analytical ability-had a significant statistical effect on the service quality within the Jordanian Ministry of Education. However, not all dimensions of administrative creativity had an equal effect. The results indicated that flexibility did not significantly influence service quality. In contrast, the analytical ability dimension held the greatest explanatory power over service quality. The study, therefore, recommends enhancing the Ministry's administrative flexibility. This could be achieved through open dialogues with employees, actively listening to their perspectives, and implementing feasible and ministry-aligned ideas-even if they challenge the existing administrative views. It also suggests the administration should remain highly flexible with its procedures and plans, continuously evaluating them, and not hesitate to change these processes when superior alternatives become apparent.
  • Item
    Cross-Cultural Differences in Empathy, Listening-Styles, Mindfulness and Intersubjectivity in American and Polish Counseling Discourses
    (SPED Ltd, 2023-12) Latawiec, Beata; Fiorini, Jody; Sekułowicz, Małgorzata
    Empathy and mindfulness, that require an attentive attitude towards the speakers, plus de-automated listening skills and collaborative discourses of American and Polish counselors-in-training, are analyzed for developmental patterns and cross-cultural comparisons. The results of the mixed methods analysis reveal that American counselors-in-raining outrank their Polish counterparts in both affective and cognitive empathy, suggesting their greater metacognitive and empathic awareness. By contrast, Polish counselors-in-training show greater focus on people and content during listening (rather than time, for example), which suggests their aural mindfulness. Developmental (pre-/post comparisons) and cross-cultural patterns identified in the (meta)discursive analysis of 124 audio-recorded counseling sessions suggest differential conceptualizations of mindfulness and empathy as expressed in professional discourse by the American and Polish counseling-students. While the American counseling discourse features mostly implicit stance, attenuated and sentiment-rich counseling moves, the Polish discourse showcases epistemic/ evidence-rich reasoning and intersubjective, camaraderie-building 'social-lubrication.' Cross-cultural differences reflect different conceptualizations of client needs. Implications are offered for active-listening modification (for the US counseling-students) and multi-dimensionality of empathic-awareness and expression (for the Polish students) in order to enhance mindfulness in counseling-techniques, pedagogy, and/ or therapy-sessions.
  • Item
    Strange fruit: The collective crushing of black women in academe
    (Emerald Group Publishing Ltd., 2023-10) Thompson, Valerie J.; Coles, D. Crystal
    Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).
  • Item
    Exploring Single-Case Research Design With Individualized Anxiety-Based Neurofeedback Protocols and Session Data
    (International Society for Neurofeedback and Research, 2023-09) Gregory, J. Claire; Romero, Devon E.; Jones, Mark S.
    Individuals' experiences of anxiety differ in manifestation, development, and severity. Using retrospective neurofeedback session data which included quantitative electroencephalography (qEEG)-based anxiety protocols, we examined four participants' data. We employed a single-case research design (SCRD) methodology to highlight the individual variations or change across participants' neurofeedback session data. We assessed effect size using visual analysis, nonoverlap of all pairs, and simulation modeling analysis. Considering the novel concept of applying SCRD to physiological data, we compare and contrast our findings while also suggesting limitations and future areas for research.
  • Item
    Meta-analysis of skill-based and therapeutic interventions to address math anxiety
    (Elsevier Ltd, 2023-10) Codding, Robin S.; Goodridge, Abigail E.; Hill, Emily; Kromminga, Kourtney; Chehayeb, Reina; Volpe, Robert J.; Scheman, Nicole
    The purpose of this meta-analysis was to examine the impact of school-based therapeutic and math skill interventions on math anxiety symptoms and math achievement among K-12 students. Potential moderators included treatment type and study quality. A systematic search yielded 17 included studies representing 1786 primary and secondary students. The results suggested that therapeutic interventions reduced math anxiety symptoms ($g_{av}$ = -0.51) better than math skill interventions ($g_{av}$ = -0.32) and math skill interventions improved math achievement ($g_{av}$ = 0.76) more than therapeutic interventions ($g_{av}$ = 0.12). Moderator analysis indicated that when accounting for study quality, the differences between intervention type were not significant for either of the outcome measures (i.e., achievement and math anxiety). Theoretical and practical implications of these findings are discussed.