This article continues the project of current authors (Malak & Gambescia, 2023) who learned about the personalities, leadership styles, and pedagogical preferences of higher education instructors that have collaborated on lessons, by expanding the analysis to the experiences of team teaching in the areas of best, worse, and overall experiences in the teaching/learning process. Thirty-five faculty who had team taught in the past completed an online survey responding to 16 questions related to their team-teaching experience, using a Likert Scale rating and several open-ending questions. Respondents found that the most benefit from the experience was in collaborating with the other faculty member as opposed to benefits to the student. Furthermore, in this collaboration faculty found satisfaction in the planning and building of components in the teaching/learning process to provide a quality course versus activities related to students such as building better relationships and activities related to assessing students’ work. External influences and benefits to self that were not related to the other faculty member or student interaction were not evident. Given these results, we believe that a significant characteristic of any faculty member involved in team teaching is knowing how to lead and knowing how to follow.
{"title":"Report of Faculty Experiences When Team Teaching in Higher Education","authors":"Haroon M. Malak, S. Gambescia","doi":"10.11114/ijce.v6i2.6332","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6332","url":null,"abstract":"This article continues the project of current authors (Malak & Gambescia, 2023) who learned about the personalities, leadership styles, and pedagogical preferences of higher education instructors that have collaborated on lessons, by expanding the analysis to the experiences of team teaching in the areas of best, worse, and overall experiences in the teaching/learning process. Thirty-five faculty who had team taught in the past completed an online survey responding to 16 questions related to their team-teaching experience, using a Likert Scale rating and several open-ending questions. Respondents found that the most benefit from the experience was in collaborating with the other faculty member as opposed to benefits to the student. Furthermore, in this collaboration faculty found satisfaction in the planning and building of components in the teaching/learning process to provide a quality course versus activities related to students such as building better relationships and activities related to assessing students’ work. External influences and benefits to self that were not related to the other faculty member or student interaction were not evident. Given these results, we believe that a significant characteristic of any faculty member involved in team teaching is knowing how to lead and knowing how to follow.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133931152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines the significance of French language and Francophone culture in the world and in the United States through the lens of its worldwide appeal. It discusses ways in which its unique role and presence can be leveraged in French language learning, use, and advocacy. Within this framework, the soft power, or influence, of France throughout the world and the importance of both Francophones and Francophiles are discussed, as are the topics of French language advocacy, Francoresponsabilité, and Franco-activisme. The support of French language and Francophone culture through cultural diplomacy, the worldwide campaign for French, and a variety of local organizations and initiatives is also discussed. The role of French language skills and cultural knowledge is also discussed in terms of self-transformation and global citizenship within the context of multilingualism and bilingualism. The future of French both locally and globally, along with the importance of French language and Francophone culture in appealing to learners. heritage language speakers, and other French language stakeholders and in supporting sustainable motivation to learn and use the language and to live the culture.
{"title":"The Appeal of French – Leveraging the Soft Power of French Language and Francophone Culture Globally and Locally in the Classroom and Beyond","authors":"K. S. Smith","doi":"10.11114/ijce.v6i2.6317","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6317","url":null,"abstract":"This article examines the significance of French language and Francophone culture in the world and in the United States through the lens of its worldwide appeal. It discusses ways in which its unique role and presence can be leveraged in French language learning, use, and advocacy. Within this framework, the soft power, or influence, of France throughout the world and the importance of both Francophones and Francophiles are discussed, as are the topics of French language advocacy, Francoresponsabilité, and Franco-activisme. The support of French language and Francophone culture through cultural diplomacy, the worldwide campaign for French, and a variety of local organizations and initiatives is also discussed. The role of French language skills and cultural knowledge is also discussed in terms of self-transformation and global citizenship within the context of multilingualism and bilingualism. The future of French both locally and globally, along with the importance of French language and Francophone culture in appealing to learners. heritage language speakers, and other French language stakeholders and in supporting sustainable motivation to learn and use the language and to live the culture.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132823920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Be a genius? Be a tragedy? Is Sylvia Plath a feminist or is she an impeded writer? When some feminist scholars entitle Plath as a feminist vanguard, they credit her writing desire to feminism impulsion and her writing block to social oppression against females. However, her journals and letters offer direct materials that speak for Plath’s not being a feminist. She writes for self-fulfillment and her writing anxiety is a consequence of her destitution and fading inspiration.
{"title":"Detagging Sylvia Plath from Feminism by Tracing her Writing Trajectory","authors":"Siqun Liu","doi":"10.11114/ijce.v6i2.6305","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6305","url":null,"abstract":"Be a genius? Be a tragedy? Is Sylvia Plath a feminist or is she an impeded writer? When some feminist scholars entitle Plath as a feminist vanguard, they credit her writing desire to feminism impulsion and her writing block to social oppression against females. However, her journals and letters offer direct materials that speak for Plath’s not being a feminist. She writes for self-fulfillment and her writing anxiety is a consequence of her destitution and fading inspiration.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"30 23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116676328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluated the importance of integrating active learning techniques in to Lebanese middle school science classes. It examined the effect of this modification on students' academic performance and social development .The researcher collected data by using mixed method approach referred to as sequential explanatory design where the research collected both quantitative and qualitative data. The quantitative data was collected by distributing questionnaire developed based on 5 point Likert- scale to a non-probability convenience sample (N=50) of science teachers and the qualitative data was collected by performing an online interview with four middle school science teachers. The researcher used Statistical Package for the social sciences program (SPSS) to analyze quantitative data and to answer the studied hypothesis and problematic by using three tests (a) one sample T-test, (b) one way Manova test, and (c) correlation test. The interview data was analyzed qualitatively .The findings of this study showed that (a) there is a significant importance for teachers’ shifting from passive learning to more active learning in Lebanese middle school science classes, (b) Lebanese middle school science teachers are modifying their teaching methods in their classes to improve students' academic performance and social development, and (c) there is a significant effect of the teaching methods modification on students' academic performance and social development based on the Lebanese middle school teachers' perspective.
{"title":"Future of the Lebanese Middle School Science Teaching Methods: The Importance of Teacher’s Shifting from Passive Learning to More Active Learning in Science Classes","authors":"M. Kotob, Nihaya Zaher Mansour","doi":"10.11114/ijce.v6i2.6279","DOIUrl":"https://doi.org/10.11114/ijce.v6i2.6279","url":null,"abstract":"This study evaluated the importance of integrating active learning techniques in to Lebanese middle school science classes. It examined the effect of this modification on students' academic performance and social development .The researcher collected data by using mixed method approach referred to as sequential explanatory design where the research collected both quantitative and qualitative data. The quantitative data was collected by distributing questionnaire developed based on 5 point Likert- scale to a non-probability convenience sample (N=50) of science teachers and the qualitative data was collected by performing an online interview with four middle school science teachers. The researcher used Statistical Package for the social sciences program (SPSS) to analyze quantitative data and to answer the studied hypothesis and problematic by using three tests (a) one sample T-test, (b) one way Manova test, and (c) correlation test. The interview data was analyzed qualitatively .The findings of this study showed that (a) there is a significant importance for teachers’ shifting from passive learning to more active learning in Lebanese middle school science classes, (b) Lebanese middle school science teachers are modifying their teaching methods in their classes to improve students' academic performance and social development, and (c) there is a significant effect of the teaching methods modification on students' academic performance and social development based on the Lebanese middle school teachers' perspective.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123558774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined twenty English as Second Language (ESL) preservice teachers’ learning-to-teach experiences amid the teaching practicums from the perspectives of social realist theory and practice architectures in the US. Through iterative discourse analysis and constant-comparative approach, this paper reveals four aspects of the participants’ metaphorical epistemology. First, the participants developed the constructivist metaphorical epistemology on ESL teaching by grappling with the emergent properties and practice architectures. Second, the participants’ metaphorical epistemology changed from pre-reflection and surface reflection to pedagogical reflection. Third, the participants modeled the reflective disposition by activating their personal emergent properties and tackling the social-political arrangements. Fourth, the participants’ metaphorical epistemology predominantly focuses on their pedagogical reasoning and negotiation of their multiple professional identities. Implications for facilitating ESL preservice teachers’ metaphorical epistemologies in the teaching practicum context are discussed.
{"title":"Understanding ESL Preservice Teachers’ Metaphorical Epistemology in the Teaching Practicum Context","authors":"Gang Zhu, Aidong Zhang","doi":"10.11114/ijce.v6i1.6098","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.6098","url":null,"abstract":"This study examined twenty English as Second Language (ESL) preservice teachers’ learning-to-teach experiences amid the teaching practicums from the perspectives of social realist theory and practice architectures in the US. Through iterative discourse analysis and constant-comparative approach, this paper reveals four aspects of the participants’ metaphorical epistemology. First, the participants developed the constructivist metaphorical epistemology on ESL teaching by grappling with the emergent properties and practice architectures. Second, the participants’ metaphorical epistemology changed from pre-reflection and surface reflection to pedagogical reflection. Third, the participants modeled the reflective disposition by activating their personal emergent properties and tackling the social-political arrangements. Fourth, the participants’ metaphorical epistemology predominantly focuses on their pedagogical reasoning and negotiation of their multiple professional identities. Implications for facilitating ESL preservice teachers’ metaphorical epistemologies in the teaching practicum context are discussed.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"243 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135066615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 1 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaÁlvaro Manzano Redondo, UCJC University, SpainAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilCarme Pinya, University of Balearic Islands, SpainDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGiuseppe Maugeri, University of Urbino, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIvan Lenard, Elementary School Ladimirevci, CroatiaLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USA William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com
{"title":"Reviewer Acknowledgements for International Journal of Contemporary Education, Vol. 6, No. 1","authors":"W. Oscar","doi":"10.11114/ijce.v6i1.6083","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.6083","url":null,"abstract":"International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 1 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaÁlvaro Manzano Redondo, UCJC University, SpainAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaBruna Gabriela Augusto Marçal Vieira, CEFET-MG, BrazilCarme Pinya, University of Balearic Islands, SpainDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFroilan Delute Mobo, Philippine Merchant Marine Academy, PhilippinesGiuseppe Maugeri, University of Urbino, ItalyGraziano Serragiotto, Ca' Foscari University of Venice, ItalyIvan Lenard, Elementary School Ladimirevci, CroatiaLi Li, Bath Spa University, UKMatthew Schatt, University of Florida, USA William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126293174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: This study aims to find out more about a) certain personality types, leadership styles, and teaching philosophies of those who have participated in team teaching, as well as b) their preferences for team teaching. These preliminary results ought to be helpful to faculty who may be asked to consider team teaching with a colleague(s), and results may help academic administrators assign and match faculty to team teach courses in their program offerings.Background: Given that few faculty have had the opportunity to team teach relative to the numerous courses they offer solo, there is a lack of focus, faculty development opportunities, and research on this subject. This does not, however, diminish the value of this method of delivering courses in higher education. Faculty may explore collaborative teaching in a number of ways, such as inviting a colleague to provide a one-time guest lecture, distributing assignments according to the collaborators' specialized knowledge, or working together on every part of the course.Methods: Using previously developed Myers-Briggs personality type finders and leadership style research tools, the participants' leadership and personality types were identified (Malak et al., 2022). People's experiences with teaching and preferences for leading vs. following were mapped using both qualitative (self-report) and quantitative (survey) approaches.Results: Sixty-three percent of the respondents identified as utilizing either servant leadership or coaching/mentoring. The majority of "E" type personalities like to "Lead," especially in a team-teaching atmosphere, according to this study's findings. The traditional team-teaching method was adopted by 49% of the participants, while 26% used cooperative learning, 11% used integrated learning, 9% used parallel learning, and the remaining 6% used monitoring learning. It is important to highlight that more than 60% of the subjects who had "E" qualities had backgrounds in nursing, public health, health administration, or health care.Conclusions: In summary, the faculty survey data reveal an overall profile of the faculty who have team taught in higher education as an extrovert with a penchant for judging; who prefers to lead rather than follow; uses a coaching/mentoring or servant leadership style; and prefers high level cooperation with a colleague(s) in the full range of teaching/learning activities.
目的:本研究旨在了解参与过团队教学的学生的性格类型、领导风格和教学理念，以及他们对团队教学的偏好。这些初步结果应该对教师有帮助，他们可能会被要求考虑与同事进行团队教学，结果可能有助于学术管理人员分配和匹配教师在其项目提供的团队教学课程。背景:相对于他们单独提供的众多课程，很少有教师有机会进行团队教学，因此缺乏对这一主题的关注、教师发展机会和研究。然而，这并不会降低这种在高等教育中提供课程的方法的价值。教师可以通过多种方式探索合作教学，例如邀请一位同事提供一次客座讲座，根据合作者的专业知识分配作业，或者在课程的每个部分都进行合作。方法:使用先前开发的Myers-Briggs人格类型查找器和领导风格研究工具，确定参与者的领导和人格类型(Malak et al.， 2022)。通过定性(自我报告)和定量(调查)两种方法绘制了人们的教学经历和领导与跟随的偏好。结果:63%的受访者确定使用仆人式领导或辅导/指导。根据这项研究的发现，大多数“E”型人格的人喜欢“领导”，尤其是在团队教学氛围中。49%的被试采用传统的团队教学方式，26%的被试采用合作学习方式，11%的被试采用整合学习方式，9%的被试采用平行学习方式，6%的被试采用监控学习方式。需要强调的是，60%以上具有“E”级素质的受试者具有护理、公共卫生、卫生管理或卫生保健方面的背景。结论:总而言之，教师调查数据揭示了在高等教育中进行过团队教学的教师的总体概况，他们是外向的，有判断的倾向;喜欢领导而不喜欢跟随的人;采用教练/指导或仆人式领导风格;喜欢在教学活动中与同事进行高水平的合作。
{"title":"Team Teaching in Higher Education: Personalities, Leadership Styles, and Preferences","authors":"Haroon M. Malak, S. Gambescia","doi":"10.11114/ijce.v6i1.6082","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.6082","url":null,"abstract":"Objective: This study aims to find out more about a) certain personality types, leadership styles, and teaching philosophies of those who have participated in team teaching, as well as b) their preferences for team teaching. These preliminary results ought to be helpful to faculty who may be asked to consider team teaching with a colleague(s), and results may help academic administrators assign and match faculty to team teach courses in their program offerings.Background: Given that few faculty have had the opportunity to team teach relative to the numerous courses they offer solo, there is a lack of focus, faculty development opportunities, and research on this subject. This does not, however, diminish the value of this method of delivering courses in higher education. Faculty may explore collaborative teaching in a number of ways, such as inviting a colleague to provide a one-time guest lecture, distributing assignments according to the collaborators' specialized knowledge, or working together on every part of the course.Methods: Using previously developed Myers-Briggs personality type finders and leadership style research tools, the participants' leadership and personality types were identified (Malak et al., 2022). People's experiences with teaching and preferences for leading vs. following were mapped using both qualitative (self-report) and quantitative (survey) approaches.Results: Sixty-three percent of the respondents identified as utilizing either servant leadership or coaching/mentoring. The majority of \"E\" type personalities like to \"Lead,\" especially in a team-teaching atmosphere, according to this study's findings. The traditional team-teaching method was adopted by 49% of the participants, while 26% used cooperative learning, 11% used integrated learning, 9% used parallel learning, and the remaining 6% used monitoring learning. It is important to highlight that more than 60% of the subjects who had \"E\" qualities had backgrounds in nursing, public health, health administration, or health care.Conclusions: In summary, the faculty survey data reveal an overall profile of the faculty who have team taught in higher education as an extrovert with a penchant for judging; who prefers to lead rather than follow; uses a coaching/mentoring or servant leadership style; and prefers high level cooperation with a colleague(s) in the full range of teaching/learning activities.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"28 16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131508130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This review focuses on the school system's evolution and the principal's role as an administrator. Principalship refers to the professional standards to which a school's leadership aims to meet the needs of staff, students, and parents. The roles include student management, enforcing curriculum, assisting teachers, and allocating material and financial resources to ensure high academic performance. The review identifies that most principals fulfill a minimum requirement of undergraduate and postgraduate education with vast experience as regular teachers, school counselors, or educational professionals.The review identifies several academic preparation programs for state credentialing to become a school administrator. The study reveals that applicants for school leadership roles achieve higher learning goals such as master's or doctoral in education, psychology, and business administration. Most states require a minimum of three years of field experience with diverse communities. Scholars emphasize the need for continued learning programs for effective principalship and managing diverse school communities. Furthermore, each state has a local credentialing agency open to various professionals, thus creating varied leadership experiences for different schools.The review seeks to establish the functions of a principal as a human capital manager. Scholars differentiate human resource management and human capital management by emphasizing the role of principals as business managers whose goal is to steer a school toward the best student, staff, and institutional output. The study uses human capital theory to maximize staff potential and achieve better institutional results. Therefore, the roles of a principal as a human capital manager include recruitment of qualified personnel, provision of professional growth opportunities for various staff, capacity building, and retention of qualified staff.
{"title":"Principals as Human Capital Managers: A Literature Review","authors":"Darron L. Shell","doi":"10.11114/ijce.v6i1.5928","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.5928","url":null,"abstract":"This review focuses on the school system's evolution and the principal's role as an administrator. Principalship refers to the professional standards to which a school's leadership aims to meet the needs of staff, students, and parents. The roles include student management, enforcing curriculum, assisting teachers, and allocating material and financial resources to ensure high academic performance. The review identifies that most principals fulfill a minimum requirement of undergraduate and postgraduate education with vast experience as regular teachers, school counselors, or educational professionals.The review identifies several academic preparation programs for state credentialing to become a school administrator. The study reveals that applicants for school leadership roles achieve higher learning goals such as master's or doctoral in education, psychology, and business administration. Most states require a minimum of three years of field experience with diverse communities. Scholars emphasize the need for continued learning programs for effective principalship and managing diverse school communities. Furthermore, each state has a local credentialing agency open to various professionals, thus creating varied leadership experiences for different schools.The review seeks to establish the functions of a principal as a human capital manager. Scholars differentiate human resource management and human capital management by emphasizing the role of principals as business managers whose goal is to steer a school toward the best student, staff, and institutional output. The study uses human capital theory to maximize staff potential and achieve better institutional results. Therefore, the roles of a principal as a human capital manager include recruitment of qualified personnel, provision of professional growth opportunities for various staff, capacity building, and retention of qualified staff.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"67 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122546191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Batsheva Guy, B. Arthur, W. Gaskins, Christopher Cooper
Women in engineering in all phases (students, faculty, and industry) are traditionally underrepresented, and have been underrepresented in the field for decades (Eaton et al., 2020). The United States government has invested in STEM disciplines to address the low presence of women in STEM fields and the STEM workforce (National Academy of Sciences, 2016). Lower representation can be attributed to numerous factors, including a lack of institutional commitment, lack of representation throughout students’ upbringing, inappropriate cultural recruitment/outreach efforts, educational discrepancies throughout PK-12, and social expectations among others (Seymour & Hewitt 1997; Geisinger & Raman, 2013; Camacho et al., 2010; Smith et al., 2012). Not only is there low representation in the field of engineering, but also low retention for students, faculty, and industry due to the same factors that impact representation. The current qualitative study is a narrative case study utilizing relational interviewing. Participants included three women in the engineering field-- an undergraduate student, a professional engineer, and a faculty member and administrator. The key themes we uncovered-- Impact of Dominant Culture; Lack of Belonging/Connection; Justification of Existence; Emotional Turmoil; Coping Strategies—are woven throughout and across the narratives. Actionable change that we hope will come from this narrative study include determining ways we can make the engineering field more inclusive at all levels– in the classroom, on co-op, at universities, in academia, and on the field in industry.
传统上，工程领域各个阶段(学生、教师和行业)的女性代表性不足，几十年来在该领域的代表性一直不足(Eaton et al.， 2020)。美国政府对STEM学科进行了投资，以解决STEM领域和STEM劳动力中女性比例低的问题(美国国家科学院，2016年)。较低的代表性可归因于许多因素，包括缺乏机构承诺，在学生成长过程中缺乏代表性，不适当的文化招聘/推广工作，整个幼儿园至12年级的教育差异，以及社会期望等(Seymour & Hewitt 1997;Geisinger & Raman, 2013;Camacho et al.， 2010;Smith et al.， 2012)。不仅在工程领域的代表性很低，而且由于影响代表性的因素相同，学生，教师和行业的保留率也很低。目前的定性研究是利用关系访谈的叙述性案例研究。参与者包括三名工程领域的女性——一名本科生，一名专业工程师，一名教员和管理人员。我们发现的关键主题是:主导文化的影响;缺乏归属感/联系;存在的正当性;情绪波动;应对策略——贯穿整个叙事。我们希望从这项叙述性研究中产生的可操作的改变包括确定我们可以使工程领域在各个层面更具包容性的方法——在课堂上，在合作实习中，在大学里，在学术界，在工业领域。
{"title":"“Oscillating Between Hope and Despair”: A Narrative Case Study of Culture and Coping for Women in Engineering in Higher Education and Industry","authors":"Batsheva Guy, B. Arthur, W. Gaskins, Christopher Cooper","doi":"10.11114/ijce.v6i1.5908","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.5908","url":null,"abstract":"Women in engineering in all phases (students, faculty, and industry) are traditionally underrepresented, and have been underrepresented in the field for decades (Eaton et al., 2020). The United States government has invested in STEM disciplines to address the low presence of women in STEM fields and the STEM workforce (National Academy of Sciences, 2016). Lower representation can be attributed to numerous factors, including a lack of institutional commitment, lack of representation throughout students’ upbringing, inappropriate cultural recruitment/outreach efforts, educational discrepancies throughout PK-12, and social expectations among others (Seymour & Hewitt 1997; Geisinger & Raman, 2013; Camacho et al., 2010; Smith et al., 2012). Not only is there low representation in the field of engineering, but also low retention for students, faculty, and industry due to the same factors that impact representation. The current qualitative study is a narrative case study utilizing relational interviewing. Participants included three women in the engineering field-- an undergraduate student, a professional engineer, and a faculty member and administrator. The key themes we uncovered-- Impact of Dominant Culture; Lack of Belonging/Connection; Justification of Existence; Emotional Turmoil; Coping Strategies—are woven throughout and across the narratives. Actionable change that we hope will come from this narrative study include determining ways we can make the engineering field more inclusive at all levels– in the classroom, on co-op, at universities, in academia, and on the field in industry.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"55 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123618042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study looks at how schools can serve as environments for peace in the absence of violence. It sought to encapsulate students' learning and how well they learn in hazardous environments that are fraught with violence. It was therefore aimed at investigating the effects of violence and the absence of peace on their educational and social needs and how this can affect students' education and learning, compounding global values. The research question was pegged on how violence influences the learner’s motivation in learning. It was conceived as a cross-sectional design with a quantitative approach. The study used structured questionnaires having defined and recorded operations in accepted conditions. These defined operations were assured through two pre-tests to ascertain their reliability. 924 students were randomly selected and used as the primary sample, and the structured questionnaires were used to elicit data. The collected data was analysed using JAMOVI and SPSS. The analysis was interpreted using descriptive statistics and ANOVA. The study's findings show high physical and structural violence, poor school quality, and a very compromised socioeconomic background of the learners. This situation reduces schools away from peaceful learning settings and social justice for the students. In perspective, such findings are a trouble spot for global values and more research needs to be carried out to understand how student learning can effectively take place in such precarious conditions.
{"title":"Peace Education in the Absence of Violence as a Foundation of Learning: The Case of Cameroon","authors":"Abraham Tamukum Tangwe","doi":"10.11114/ijce.v6i1.5795","DOIUrl":"https://doi.org/10.11114/ijce.v6i1.5795","url":null,"abstract":"The study looks at how schools can serve as environments for peace in the absence of violence. It sought to encapsulate students' learning and how well they learn in hazardous environments that are fraught with violence. It was therefore aimed at investigating the effects of violence and the absence of peace on their educational and social needs and how this can affect students' education and learning, compounding global values. The research question was pegged on how violence influences the learner’s motivation in learning. It was conceived as a cross-sectional design with a quantitative approach. The study used structured questionnaires having defined and recorded operations in accepted conditions. These defined operations were assured through two pre-tests to ascertain their reliability. 924 students were randomly selected and used as the primary sample, and the structured questionnaires were used to elicit data. The collected data was analysed using JAMOVI and SPSS. The analysis was interpreted using descriptive statistics and ANOVA. The study's findings show high physical and structural violence, poor school quality, and a very compromised socioeconomic background of the learners. This situation reduces schools away from peaceful learning settings and social justice for the students. In perspective, such findings are a trouble spot for global values and more research needs to be carried out to understand how student learning can effectively take place in such precarious conditions.","PeriodicalId":136179,"journal":{"name":"International Journal of Contemporary Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130671182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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