Pub Date : 2023-04-06DOI: 10.1177/00220574231168638
Nicole R Morgan, K. R. Aronson, Kimberly J. McCarthy, Brandon A. Balotti, D. Perkins
This study examined how veteran social engagement predicted post-secondary school attainment. Nearly 10,000 post-9/11 veterans, who separated from military service in 2016, were surveyed on the programs/services they used over 4 years following separation. More than half of veterans had obtained a degree within 4 years of separation. A higher proportion of veterans of color and female veterans reported attending only some higher education than White non-Hispanic male veterans. Positive predictors of educational attainment included participating in veterans’ centers and veteran-student organizations, while negative predictors included financial and mental health problems. Implications for veteran-serving programs of post-secondary institutions are discussed.
{"title":"Post-9/11 Veterans’ Pursuit and Completion of Post-secondary Education: Social Connection, Mental Health, and Finances","authors":"Nicole R Morgan, K. R. Aronson, Kimberly J. McCarthy, Brandon A. Balotti, D. Perkins","doi":"10.1177/00220574231168638","DOIUrl":"https://doi.org/10.1177/00220574231168638","url":null,"abstract":"This study examined how veteran social engagement predicted post-secondary school attainment. Nearly 10,000 post-9/11 veterans, who separated from military service in 2016, were surveyed on the programs/services they used over 4 years following separation. More than half of veterans had obtained a degree within 4 years of separation. A higher proportion of veterans of color and female veterans reported attending only some higher education than White non-Hispanic male veterans. Positive predictors of educational attainment included participating in veterans’ centers and veteran-student organizations, while negative predictors included financial and mental health problems. Implications for veteran-serving programs of post-secondary institutions are discussed.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"24 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82091156","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 : 2023-03-24DOI: 10.1177/00220574231166014
T. Lahey
This study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those practices help their elementary and secondary students develop? Data were collected from questionnaires and wiki space discussions. Findings demonstrate that the first-year teachers’ initial conceptions of classroom management became increasingly aligned with the ways in which culturally responsive SEL practices can support classroom management and help elementary and secondary students foster important SEL competencies.
{"title":"From College to Classroom: Using Virtual Collaborative Inquiry to Support First-Year Teachers With Classroom Management","authors":"T. Lahey","doi":"10.1177/00220574231166014","DOIUrl":"https://doi.org/10.1177/00220574231166014","url":null,"abstract":"This study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those practices help their elementary and secondary students develop? Data were collected from questionnaires and wiki space discussions. Findings demonstrate that the first-year teachers’ initial conceptions of classroom management became increasingly aligned with the ways in which culturally responsive SEL practices can support classroom management and help elementary and secondary students foster important SEL competencies.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"27 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81119411","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 : 2023-03-22DOI: 10.1177/00220574231153182
Donna S. C. Chu, F. H. Wong
This paper discusses the factors affecting the behaviours for coping with fake news among young people. The data were collected from a survey conducted in late 2019, which sampled 2112 secondary school students from 21 partnering schools. This study aims to understand the opinions and behaviours of teenagers towards disinformation when fake news was prevalent during the anti-extradition bill protests in Hong Kong. It finds that awareness of the problem alone had limited influence in facilitating coping strategies. Civic awareness and interaction with social media were useful predictors of internal and external coping behaviours, respectively. Confidence about one’s ability to detect fake news was a crucial factor, yet a concern for the value of truth stood out as the strongest predictor of fake news coping behaviours.
{"title":"Fact-Checking or Not? News Verification Behaviours of Young People in Hong Kong","authors":"Donna S. C. Chu, F. H. Wong","doi":"10.1177/00220574231153182","DOIUrl":"https://doi.org/10.1177/00220574231153182","url":null,"abstract":"This paper discusses the factors affecting the behaviours for coping with fake news among young people. The data were collected from a survey conducted in late 2019, which sampled 2112 secondary school students from 21 partnering schools. This study aims to understand the opinions and behaviours of teenagers towards disinformation when fake news was prevalent during the anti-extradition bill protests in Hong Kong. It finds that awareness of the problem alone had limited influence in facilitating coping strategies. Civic awareness and interaction with social media were useful predictors of internal and external coping behaviours, respectively. Confidence about one’s ability to detect fake news was a crucial factor, yet a concern for the value of truth stood out as the strongest predictor of fake news coping behaviours.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"9 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82318329","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 purpose of this study is to examine and explore the relationship between visionary leadership and the implementation of change management strategies in private secondary schools in Nairobi County. This study attempts to explicate and test the key role of visionary leadership in bringing and implementing change in organizations. A test of the hypotheses was done using bivariate correlation analysis and multiple regression analysis. The study targeted the principals, teachers and school administrators from 108 private secondary schools. The study used both probability and non-probability sampling procedures. The sample size of this study was five hundred and thirteen (n=513) respondents. The study collected data from teachers and school administrators using questionnaires, and from principals using interview guides. Questionnaires were distributed both physically and through emails. The research instruments were tested by two experts for content, trustworthiness and face validity, and another test was done for data reliability. Data were analyzed using both quantitative and qualitative data analysis approaches following the research questions. For quantitative data, descriptive and inferential statistics was used for analysis; Statistical Package for the Social Sciences (SPSS) Version 26 was used to code data and conduct analysis. From the analysis, the study concluded that visionary leadership has an effect on the implementation of change management strategies in the private secondary schools. The study recommended that top management need to encourage employees to share their opinion and be part of every creative process in the private secondary schools. Key Words: Visionary Leadership, Implementation of change management strategies, private secondary schools
{"title":"Relationship between Visionary Leadership and implementation of Change Management strategies in Private Secondary Schools in Nairobi County","authors":"Erick Huma, Elizabeth Nduku, Shem Mwalw’a","doi":"10.53819/81018102t6049","DOIUrl":"https://doi.org/10.53819/81018102t6049","url":null,"abstract":"The purpose of this study is to examine and explore the relationship between visionary leadership and the implementation of change management strategies in private secondary schools in Nairobi County. This study attempts to explicate and test the key role of visionary leadership in bringing and implementing change in organizations. A test of the hypotheses was done using bivariate correlation analysis and multiple regression analysis. The study targeted the principals, teachers and school administrators from 108 private secondary schools. The study used both probability and non-probability sampling procedures. The sample size of this study was five hundred and thirteen (n=513) respondents. The study collected data from teachers and school administrators using questionnaires, and from principals using interview guides. Questionnaires were distributed both physically and through emails. The research instruments were tested by two experts for content, trustworthiness and face validity, and another test was done for data reliability. Data were analyzed using both quantitative and qualitative data analysis approaches following the research questions. For quantitative data, descriptive and inferential statistics was used for analysis; Statistical Package for the Social Sciences (SPSS) Version 26 was used to code data and conduct analysis. From the analysis, the study concluded that visionary leadership has an effect on the implementation of change management strategies in the private secondary schools. The study recommended that top management need to encourage employees to share their opinion and be part of every creative process in the private secondary schools. Key Words: Visionary Leadership, Implementation of change management strategies, private secondary schools","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76582957","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}
Charisma is characterized by vision and a sense of mission, instilling pride and gaining respect and trust in a group. The purpose of this study is to examine and explore the relationship between charismatic leadership and the implementation of change management strategies in private secondary schools in Nairobi County. This study attempts to explicate and test the key role of charismatic leadership in bringing and implementing change in organizations. A test of the hypotheses was done using bivariate correlation analysis and multiple regression analysis. The study targeted the principals, teachers and school administrators from 28 private secondary schools. The study used both probability and non-probability sampling procedures. The sample size of this study were five hundred and thirteen (n=513) respondents. The study collected data from teachers and school administrators using questionnaires, and from principals using interview guides. Questionnaires were distributed both physically and through emails. The research instruments were tested by two experts for content, trustworthiness and face validity, and another test was done for data reliability. Data were analyzed using both quantitative and qualitative data analysis approaches following the research questions. For quantitative data, descriptive and inferential statistics was used for analysis; Statistical Package for the Social Sciences (SPSS) Version 26 was used to code data and conduct analysis. From the analysis, the study concluded that charismatic leadership has an effect on the implementation of change management strategies in the private secondary schools. The study recommended that top management need to encourage employees to share their opinion and be part of every creative process in the private secondary schools. Key Words: Charismatic Leadership, Implementation of change management strategies, private secondary schools
{"title":"Relationship between Charismatic Leadership and Implementation of Change Management strategies in Private Secondary schools in Nairobi County","authors":"Erick Huma, Elizabeth Nduku, Shem Mwalw’a","doi":"10.53819/81018102t6050","DOIUrl":"https://doi.org/10.53819/81018102t6050","url":null,"abstract":"Charisma is characterized by vision and a sense of mission, instilling pride and gaining respect and trust in a group. The purpose of this study is to examine and explore the relationship between charismatic leadership and the implementation of change management strategies in private secondary schools in Nairobi County. This study attempts to explicate and test the key role of charismatic leadership in bringing and implementing change in organizations. A test of the hypotheses was done using bivariate correlation analysis and multiple regression analysis. The study targeted the principals, teachers and school administrators from 28 private secondary schools. The study used both probability and non-probability sampling procedures. The sample size of this study were five hundred and thirteen (n=513) respondents. The study collected data from teachers and school administrators using questionnaires, and from principals using interview guides. Questionnaires were distributed both physically and through emails. The research instruments were tested by two experts for content, trustworthiness and face validity, and another test was done for data reliability. Data were analyzed using both quantitative and qualitative data analysis approaches following the research questions. For quantitative data, descriptive and inferential statistics was used for analysis; Statistical Package for the Social Sciences (SPSS) Version 26 was used to code data and conduct analysis. From the analysis, the study concluded that charismatic leadership has an effect on the implementation of change management strategies in the private secondary schools. The study recommended that top management need to encourage employees to share their opinion and be part of every creative process in the private secondary schools. Key Words: Charismatic Leadership, Implementation of change management strategies, private secondary schools","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"58 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74224826","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 : 2023-03-12DOI: 10.1177/00220574231162592
M. Farrugia
Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3–7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8–11, learning outcomes are subject-based, and new mathematics textbooks are being phased in. I discuss the importance of a smooth transition between informal and structured approaches to learning mathematics. I draw on Anna Sfard’s 4-element definition of discourse, linking the theory with my research classroom data. I argue that a discourse perspective can provide a basis for ensuring continuity across Grade levels.
{"title":"Mind the Gap! Using a Discourse Perspective to Bridge Students’ Experiences of Learning Mathematics Across Grade Levels","authors":"M. Farrugia","doi":"10.1177/00220574231162592","DOIUrl":"https://doi.org/10.1177/00220574231162592","url":null,"abstract":"Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3–7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8–11, learning outcomes are subject-based, and new mathematics textbooks are being phased in. I discuss the importance of a smooth transition between informal and structured approaches to learning mathematics. I draw on Anna Sfard’s 4-element definition of discourse, linking the theory with my research classroom data. I argue that a discourse perspective can provide a basis for ensuring continuity across Grade levels.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89285301","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 : 2023-03-09DOI: 10.1177/00220574231162590
Tasha A. Vice, Ramona T. Pittman, Erika M. Warnick
Increasingly, national standards require K-12 students to develop digital literacy practices. In literacy, teachers’ use of digital media platforms has unrecognized potential to impact students’ literacy engagement. Moreover, students gain English Language Arts skills and knowledge of the writing process when completing digital literacy storytelling projects. This study records the preparedness and willingness of participants in a graduate-level teaching English Language Arts to implement digital literacy storytelling projects in K-12 settings. Results indicate that some participants unlocked the possibilities of using the Digital Literacy. Storytelling Project as a learning tool for English Language Arts, while others remained blocked to the potential for the Digital Literacy Storytelling Project due to their challenges with technology. The study highlights the implications of supporting the digital development of K-12 teachers.
{"title":"Blocked or Unlocked: Recognizing the Benefits and Challenges of Digital Literacy Storytelling Projects","authors":"Tasha A. Vice, Ramona T. Pittman, Erika M. Warnick","doi":"10.1177/00220574231162590","DOIUrl":"https://doi.org/10.1177/00220574231162590","url":null,"abstract":"Increasingly, national standards require K-12 students to develop digital literacy practices. In literacy, teachers’ use of digital media platforms has unrecognized potential to impact students’ literacy engagement. Moreover, students gain English Language Arts skills and knowledge of the writing process when completing digital literacy storytelling projects. This study records the preparedness and willingness of participants in a graduate-level teaching English Language Arts to implement digital literacy storytelling projects in K-12 settings. Results indicate that some participants unlocked the possibilities of using the Digital Literacy. Storytelling Project as a learning tool for English Language Arts, while others remained blocked to the potential for the Digital Literacy Storytelling Project due to their challenges with technology. The study highlights the implications of supporting the digital development of K-12 teachers.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"11 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89229102","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}
Recent iterations of online education emphasize gaining a deeper understanding of teachers’ professional skills, competencies, and performances. In line with this growing scholarship, the present study adopted an interpretative phenomenological analysis approach and examined Iranian English language teachers’ emotion labor in response to online teaching. To this end, data were collected from semi-structured interviews, reflective journals, and narrative frames. Data analysis revealed three themes defining the teachers’ emotion labor: clashes in effective student engagement, conflicts in effective material coverage, and tensions in delivering effective assessment. The study shows how online teaching played an overarching role in the multiplicity and fragmented nature of the teachers’ emotions and how the teachers engaged in surface and deep acting in accordance with the emerging particularities to respond to institutional expectations. Based on the findings, we provide implications for teacher educators and policymakers to run emotion labor-related professional development courses that account for teachers’ emotions and involve them in initiatives responding to their emotion work.
{"title":"English Language Teachers’ Emotion Labor in Response to Online Teaching: An Interpretative Phenomenological Approach","authors":"Mostafa Nazari, Sedigheh Karimpour, Ismail Xodabande","doi":"10.1177/00220574221150000","DOIUrl":"https://doi.org/10.1177/00220574221150000","url":null,"abstract":"Recent iterations of online education emphasize gaining a deeper understanding of teachers’ professional skills, competencies, and performances. In line with this growing scholarship, the present study adopted an interpretative phenomenological analysis approach and examined Iranian English language teachers’ emotion labor in response to online teaching. To this end, data were collected from semi-structured interviews, reflective journals, and narrative frames. Data analysis revealed three themes defining the teachers’ emotion labor: clashes in effective student engagement, conflicts in effective material coverage, and tensions in delivering effective assessment. The study shows how online teaching played an overarching role in the multiplicity and fragmented nature of the teachers’ emotions and how the teachers engaged in surface and deep acting in accordance with the emerging particularities to respond to institutional expectations. Based on the findings, we provide implications for teacher educators and policymakers to run emotion labor-related professional development courses that account for teachers’ emotions and involve them in initiatives responding to their emotion work.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"56 61 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79757359","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 : 2023-02-17DOI: 10.1177/00220574221130954
Isaac B. Oluwatayo, A. Odeleye, S. Isah, Ayodeji O. Ojo
Despite huge investments in the educational sector, many countries in Africa have not fared well in the education indices. This study examined the effect of teaching equipment and teachers’ effort on learning outcomes in 744 Nigerian primary schools using Stochastic Frontier and Ordinary Least Square regression. The mean technical efficiency was 0.43 which showed most of the surveyed schools were technically inefficient. Also, 42.8% of public primary schools operate below 20% efficiency level as against 12.3% in private primary schools. Factors influencing efficiency include school ownership type, visits from the Local Government Education Authority Student-Teacher ratio, and school hygiene.
{"title":"Determinants of Learning Outcome in the Nigerian Primary Schools","authors":"Isaac B. Oluwatayo, A. Odeleye, S. Isah, Ayodeji O. Ojo","doi":"10.1177/00220574221130954","DOIUrl":"https://doi.org/10.1177/00220574221130954","url":null,"abstract":"Despite huge investments in the educational sector, many countries in Africa have not fared well in the education indices. This study examined the effect of teaching equipment and teachers’ effort on learning outcomes in 744 Nigerian primary schools using Stochastic Frontier and Ordinary Least Square regression. The mean technical efficiency was 0.43 which showed most of the surveyed schools were technically inefficient. Also, 42.8% of public primary schools operate below 20% efficiency level as against 12.3% in private primary schools. Factors influencing efficiency include school ownership type, visits from the Local Government Education Authority Student-Teacher ratio, and school hygiene.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76058505","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 : 2023-01-10DOI: 10.17159/2520-9868/i89a11
A. Cooper, Ntimi N. Mtawa
In this commentary, we engage with Yunus Ballim's article in this issue that explores how academic freedom can enhance teaching, learning, and institutional culture in South African universities. Ballim uses the concept of negative freedom to show how the institutional culture and everyday practices of universities can play a vital role in shaping students' learning and development. Negative freedom is the degree to which an external power interferes or constrains the choices that people have, limiting the area of action in which they are free to be or do what they want. This creative approach to the issue of academic freedom takes the debate beyond the freedom to choose what is taught or researched at universities and the relationship between universities and the state. We call for further exploration into how student agency is conceptualised from this perspective, questioning how university-society relations intersect with forms of academic freedom.
{"title":"Comment on Yunus Ballim's \"The place of teaching, learning and student development in a framework of academic freedom: Attending to the negative freedoms of our students\"","authors":"A. Cooper, Ntimi N. Mtawa","doi":"10.17159/2520-9868/i89a11","DOIUrl":"https://doi.org/10.17159/2520-9868/i89a11","url":null,"abstract":"In this commentary, we engage with Yunus Ballim's article in this issue that explores how academic freedom can enhance teaching, learning, and institutional culture in South African universities. Ballim uses the concept of negative freedom to show how the institutional culture and everyday practices of universities can play a vital role in shaping students' learning and development. Negative freedom is the degree to which an external power interferes or constrains the choices that people have, limiting the area of action in which they are free to be or do what they want. This creative approach to the issue of academic freedom takes the debate beyond the freedom to choose what is taught or researched at universities and the relationship between universities and the state. We call for further exploration into how student agency is conceptualised from this perspective, questioning how university-society relations intersect with forms of academic freedom.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":"48 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86043672","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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