The purpose of this special issue is to provide a space for scholars to disseminate theory and research about the influence of language in educational contexts. In this issue, we curated articles that address topics related to how language serves as a defining or decisive factor in education and schooling. In our introduction to this special issue, we provide an interpretive overview of the articles and offer an explanation of their relevance for understanding the complex nature of contemporary education. Salient topics include: critical analysis of discourse, linguistic landscapes, Natural Semantic Metalanguage, language ideology, politics and educational funding, funds of knowledge/identity, and definitional caveats related to language learning pedagogies in divergent contexts.
{"title":"Language in Educational Contexts","authors":"Natalie E. Keefer, M. Haj‐Broussard","doi":"10.46303/jcve.2020.9","DOIUrl":"https://doi.org/10.46303/jcve.2020.9","url":null,"abstract":"The purpose of this special issue is to provide a space for scholars to disseminate theory and research about the influence of language in educational contexts. In this issue, we curated articles that address topics related to how language serves as a defining or decisive factor in education and schooling. In our introduction to this special issue, we provide an interpretive overview of the articles and offer an explanation of their relevance for understanding the complex nature of contemporary education. Salient topics include: critical analysis of discourse, linguistic landscapes, Natural Semantic Metalanguage, language ideology, politics and educational funding, funds of knowledge/identity, and definitional caveats related to language learning pedagogies in divergent contexts.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122533306","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}
Women constitute 49 percent of the Palestinian population, but the participation of Palestinian women in economic and social development in Palestinian society is low. The low participation of women is due to many obstacles and constraints preventing them from contributing to the economic and social development of Palestinian society. This study aims to address the most important obstacles facing Palestinian women in achieving development, focusing on the problems and constraints facing rural women in Nablus Governorate. The study used the descriptive, analytical, inductive, and historical approach based on references, books, periodicals, and field work. The data were collected through personal interviews and questionnaires. One hundred questionnaires were distributed to obtain scientific results in an objective manner. The study found that there are a number of factors preventing Palestinian women from contributing to the development process, most importantly social, economic, political, security, media, and personal factors. The study concluded with a number of important recommendations and proposals necessary to increase the role of rural women as well as the economic and social development of Palestinian society.
{"title":"Obstacles facing rural women development in the Palestinian society: Nablus Governorate as a Case Study","authors":"Loai Aburaida","doi":"10.46303/jcve.2020.1","DOIUrl":"https://doi.org/10.46303/jcve.2020.1","url":null,"abstract":"Women constitute 49 percent of the Palestinian population, but the participation of Palestinian women in economic and social development in Palestinian society is low. The low participation of women is due to many obstacles and constraints preventing them from contributing to the economic and social development of Palestinian society. This study aims to address the most important obstacles facing Palestinian women in achieving development, focusing on the problems and constraints facing rural women in Nablus Governorate. The study used the descriptive, analytical, inductive, and historical approach based on references, books, periodicals, and field work. The data were collected through personal interviews and questionnaires. One hundred questionnaires were distributed to obtain scientific results in an objective manner. The study found that there are a number of factors preventing Palestinian women from contributing to the development process, most importantly social, economic, political, security, media, and personal factors. The study concluded with a number of important recommendations and proposals necessary to increase the role of rural women as well as the economic and social development of Palestinian society. \u0000 ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121474537","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}
Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the field.
{"title":"Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers","authors":"Shamaine K. Bertrand, Kisha Porcher","doi":"10.46303/jcve.03.01.5","DOIUrl":"https://doi.org/10.46303/jcve.03.01.5","url":null,"abstract":"Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the field. \u0000 ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122786866","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}
As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.
{"title":"Critical Self-Reflection as Disruption: A Black Feminist Self-Study","authors":"Benikia Kressler","doi":"10.46303/jcve.03.01.2","DOIUrl":"https://doi.org/10.46303/jcve.03.01.2","url":null,"abstract":"As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection. \u0000 \u0000 ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124493087","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 examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for ELs who learn of the implementation of a newly-adopted scripted literacy curriculum in their ethnically diverse elementary school. As students are more motivated to learn when curricula are relevant to their lived experiences (Howard, 2003), it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations. In the current sociopolitical educational climate of accountability and standardization, this goal is increasingly more difficult for educators to achieve. With ten percent of the United States’ student population made up of English learners (ELs), amounting to 4.6 million students (U.S. Department of Education, National Center for Education Statistics, 2017), it is imperative that school systems shift to support culturally relevant practices.
{"title":"Teacher Proof","authors":"Michelle Benegas","doi":"10.46303/jcve.03.02.5","DOIUrl":"https://doi.org/10.46303/jcve.03.02.5","url":null,"abstract":"This study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for ELs who learn of the implementation of a newly-adopted scripted literacy curriculum in their ethnically diverse elementary school. As students are more motivated to learn when curricula are relevant to their lived experiences (Howard, 2003), it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations. In the current sociopolitical educational climate of accountability and standardization, this goal is increasingly more difficult for educators to achieve. With ten percent of the United States’ student population made up of English learners (ELs), amounting to 4.6 million students (U.S. Department of Education, National Center for Education Statistics, 2017), it is imperative that school systems shift to support culturally relevant practices. ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115798388","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}
{"title":"Urie Bronfenbrenner: The Ecology of Human Development Book Review","authors":"G. Soyer","doi":"10.46303/jcve.02.02.6","DOIUrl":"https://doi.org/10.46303/jcve.02.02.6","url":null,"abstract":"","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127357011","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}
Historical fiction picture books represent a small subset of titles in the broader scope of the format. However, these books are important to both readers and educators. As books are used in educational settings it is critical to assess their effectiveness in helping teach children. This is especially true of historical fiction which generates its own unique challenges. To deeply assess historical fiction picture books we gathered and analyzed a sampling of 126 titles to assess trends in the genre. We found that there were multiple conflicts between the genre and format. There were many books in the sample that struggled with directing the content to a young audience, giving a accurate portrayal of race issues, and maintaining general authenticity and accuracy in the writing. There were also some notable examples of historical picture books that did not display these faults, showing that with the right content and approach, historical fiction picture books have the potential to be invaluable tools for teaching children.
{"title":"Historical Fiction Picture Books","authors":"Rachel L. Wadham, Andrew Garrett, Emily Garrett","doi":"10.46303/jcve.02.02.4","DOIUrl":"https://doi.org/10.46303/jcve.02.02.4","url":null,"abstract":"Historical fiction picture books represent a small subset of titles in the broader scope of the format. However, these books are important to both readers and educators. As books are used in educational settings it is critical to assess their effectiveness in helping teach children. This is especially true of historical fiction which generates its own unique challenges. To deeply assess historical fiction picture books we gathered and analyzed a sampling of 126 titles to assess trends in the genre. We found that there were multiple conflicts between the genre and format. There were many books in the sample that struggled with directing the content to a young audience, giving a accurate portrayal of race issues, and maintaining general authenticity and accuracy in the writing. There were also some notable examples of historical picture books that did not display these faults, showing that with the right content and approach, historical fiction picture books have the potential to be invaluable tools for teaching children.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121646059","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}
It is a Book Review. I hope it will get place in the coming issue of the journal
这是一篇书评。我希望它能刊登在下一期的杂志上
{"title":"Islamic Philosophy of Education","authors":"A. Bhat","doi":"10.46303/jcve.02.02.5","DOIUrl":"https://doi.org/10.46303/jcve.02.02.5","url":null,"abstract":"It is a Book Review. I hope it will get place in the coming issue of the journal","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"2 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123870038","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}
As fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, & Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching.
{"title":"Teaching as a career choice: A case study on the perceptions of emerging teachers","authors":"Michael E. Houdyshell","doi":"10.46303/jcve.02.02.2","DOIUrl":"https://doi.org/10.46303/jcve.02.02.2","url":null,"abstract":"As fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, & Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128675367","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 current study sought to identify the effects of democratic factors on the perception of pre-service teachers (with diploma as their highest level of education) on the teaching and learning of the Educational Research course during the fall 2017 semester in one of the private universities in Ghana. With a survey research design, three hundred and twenty (320) pre-service teachers, who were enrolled in the fall 2017 sandwich programme, were randomly sampled to participate in the study. The findings revealed significant differences between male and female pre-service teachers perception of the teaching of research, relevance of research and their statistics anxiety. Also, the age independent variable indicated a significant difference on the statistics anxiety construct only whereas the other two constructs were not significant. There were significant correlations among age, years of teaching, and statistics anxiety. The implication of the study for practice is discussed.
{"title":"The Impact of demographic factors on pre-service teachers’ perception of Educational Research: Findings from a private university","authors":"Jacob Manu, C. Owusu-Ansah","doi":"10.46303/jcve.02.02.3","DOIUrl":"https://doi.org/10.46303/jcve.02.02.3","url":null,"abstract":"The current study sought to identify the effects of democratic factors on the perception of pre-service teachers (with diploma as their highest level of education) on the teaching and learning of the Educational Research course during the fall 2017 semester in one of the private universities in Ghana. With a survey research design, three hundred and twenty (320) pre-service teachers, who were enrolled in the fall 2017 sandwich programme, were randomly sampled to participate in the study. The findings revealed significant differences between male and female pre-service teachers perception of the teaching of research, relevance of research and their statistics anxiety. Also, the age independent variable indicated a significant difference on the statistics anxiety construct only whereas the other two constructs were not significant. There were significant correlations among age, years of teaching, and statistics anxiety. The implication of the study for practice is discussed.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131396789","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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