{"title":"Predictors and Determinants of HIV Proneness among University Pre-service Teachers at Two Selected Universities in East Africa: A Logistic and Multiple Regression Analysis","authors":"","doi":"10.53819/81018102t30152","DOIUrl":"https://doi.org/10.53819/81018102t30152","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378933","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}
Pub Date : 2024-05-24DOI: 10.1177/00220574241235685
Christina L. Dobbs, C. Leider, Janine Bempechat, Margarita Jimenez-Silva
Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding complex and even contradictory beliefs about homework and its usefulness. These tensions relate to the array of individuals with an investment in homework, their workloads, and goals to support diverse students equitably.
{"title":"“Just for the Sake of Giving It:” An Exploration of Elementary Teachers’ Beliefs About Homework Practices","authors":"Christina L. Dobbs, C. Leider, Janine Bempechat, Margarita Jimenez-Silva","doi":"10.1177/00220574241235685","DOIUrl":"https://doi.org/10.1177/00220574241235685","url":null,"abstract":"Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding complex and even contradictory beliefs about homework and its usefulness. These tensions relate to the array of individuals with an investment in homework, their workloads, and goals to support diverse students equitably.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099236","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":"Contribution of USAID Soma Umenye to the Performance of Learners of Kinyarwanda Language in Lower Primary Schools: A Case of Public and Government Aided Schools of Musanze District, in Northern Province, Rwanda","authors":"","doi":"10.53819/81018102t2359","DOIUrl":"https://doi.org/10.53819/81018102t2359","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081539","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}
Pub Date : 2024-02-22DOI: 10.1177/00220574241235684
Corinne Hébert, Julie Goulet, K. Tardif-Grenier, Linda S. Pagani, Isabelle Archambault
This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-generation students generally perceived more differences between family-school values. When experiencing less value discrepancies, students reported closer teacher-student relationships. Value discrepancies were also associated with conflict, third-plus-generation standing out. Practitioners should mitigate value discrepancies to improve teacher-student relationships.
{"title":"Links Between Family-School Value Discrepancies and Teacher-Student Relations in Adolescents From Immigrant and Nonimmigrant Backgrounds","authors":"Corinne Hébert, Julie Goulet, K. Tardif-Grenier, Linda S. Pagani, Isabelle Archambault","doi":"10.1177/00220574241235684","DOIUrl":"https://doi.org/10.1177/00220574241235684","url":null,"abstract":"This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-generation students generally perceived more differences between family-school values. When experiencing less value discrepancies, students reported closer teacher-student relationships. Value discrepancies were also associated with conflict, third-plus-generation standing out. Practitioners should mitigate value discrepancies to improve teacher-student relationships.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440054","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":"Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District","authors":"","doi":"10.53819/81018102t5308","DOIUrl":"https://doi.org/10.53819/81018102t5308","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841581","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":"Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda","authors":"","doi":"10.53819/81018102t5307","DOIUrl":"https://doi.org/10.53819/81018102t5307","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784914","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":"Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda","authors":"","doi":"10.53819/81018102t5307","DOIUrl":"https://doi.org/10.53819/81018102t5307","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844508","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}
Pub Date : 2024-02-08DOI: 10.1177/00220574231190934
Andrea Crenshaw, Ayomide Yusuf
Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.
{"title":"Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program","authors":"Andrea Crenshaw, Ayomide Yusuf","doi":"10.1177/00220574231190934","DOIUrl":"https://doi.org/10.1177/00220574231190934","url":null,"abstract":"Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791447","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}
Pub Date : 2024-02-08DOI: 10.1177/00220574231190934
Andrea Crenshaw, Ayomide Yusuf
Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.
{"title":"Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program","authors":"Andrea Crenshaw, Ayomide Yusuf","doi":"10.1177/00220574231190934","DOIUrl":"https://doi.org/10.1177/00220574231190934","url":null,"abstract":"Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851085","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}
Pub Date : 2023-12-22DOI: 10.1177/00220574231222940
Rachel S. Tyrone, Lauren M. Fletcher, Courtney S. Walker, Caroline Compretta, Paul Burns, Jennifer C. Reneker
Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles were included in the quantitative synthesis. Among the 11 studies, we found a weak, negative correlation between ACEs and academic performance. Further research is needed to explore all the potential adverse exposures that could impact academic outcomes and factors that might mediate the effects of ACEs on academic performance.
{"title":"Adverse Childhood Experiences and Academic Performance Among U.S. Students: A Systematic Review and Meta-Analysis","authors":"Rachel S. Tyrone, Lauren M. Fletcher, Courtney S. Walker, Caroline Compretta, Paul Burns, Jennifer C. Reneker","doi":"10.1177/00220574231222940","DOIUrl":"https://doi.org/10.1177/00220574231222940","url":null,"abstract":"Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles were included in the quantitative synthesis. Among the 11 studies, we found a weak, negative correlation between ACEs and academic performance. Further research is needed to explore all the potential adverse exposures that could impact academic outcomes and factors that might mediate the effects of ACEs on academic performance.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165424","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：