This conceptual study exploited the systematic literature review study as its methodology to examine the significance of parents in the implementation of the curriculum while deriving lessons from learning during the COVID-19 pandemic. Epstein’s theory of overlapping spheres of influence was commissioned as the bedrock of analysis in this study. The study focused on the strategies and challenges that were used by the parents to support their children’s learning as well as the possible solutions. The study found out that parents as implementers of curriculum and curriculum innovation, used strategies such as e-learning, social media, listening to children’s concerns and providing accurate information. The parents’ efforts were however impeded by factors such as limited e-learning and related resources, perceived cost, lack of skill and knowledge and time constrains. This study recommends that the government, community and school should recognise that parents are significant stakeholders in the implementation of curriculum and curriculum innovation and as such there is need to improve relationships, communication and provision of resources to safeguard children’s learning in case future emergencies.
{"title":"The Significance of Parents in Curriculum Implementation: Lessons From the COVID-19 Pandemic","authors":"Simon Vurayai","doi":"10.7459/ept/45.2.05","DOIUrl":"https://doi.org/10.7459/ept/45.2.05","url":null,"abstract":"This conceptual study exploited the systematic literature review study as its methodology to examine the significance of parents in the implementation of the curriculum while deriving lessons from learning during the COVID-19 pandemic. Epstein’s theory of overlapping spheres of influence was commissioned as the bedrock of analysis in this study. The study focused on the strategies and challenges that were used by the parents to support their children’s learning as well as the possible solutions. The study found out that parents as implementers of curriculum and curriculum innovation, used strategies such as e-learning, social media, listening to children’s concerns and providing accurate information. The parents’ efforts were however impeded by factors such as limited e-learning and related resources, perceived cost, lack of skill and knowledge and time constrains. This study recommends that the government, community and school should recognise that parents are significant stakeholders in the implementation of curriculum and curriculum innovation and as such there is need to improve relationships, communication and provision of resources to safeguard children’s learning in case future emergencies.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160970","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}
In this mixed-methods study, inservice and preservice teachers ( n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling.
{"title":"Teachers’ Beliefs About Grading, Grades, and Student Classroom Conduct","authors":"Peggy Chen, Sarah Bonner","doi":"10.7459/ept/45.2.06","DOIUrl":"https://doi.org/10.7459/ept/45.2.06","url":null,"abstract":"In this mixed-methods study, inservice and preservice teachers ( n = 173) responded to a survey about using grading practices to address student classroom conduct, and 73 reflected further in writing. Many supported some use of grades to manage students, and those in favor tended toward more traditional beliefs about teaching, oriented around concerns for classroom management. Most participants who wrote reflectively identified conduct-based grading as aligned with behaviorist learning theory and without regard for its impact on grade interpretation. Educational implications suggest re-examining whether grades should be understood solely as representations of academic achievement or of multiple dimensions of schooling.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136128092","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 qualitative case study investigated rural high school social studies teachers’ perceptions of Robert Stahl’s decision-making materials within their content area and the relevance of curricular implementation. The primary questions addressed in this study focused on high school social studies teachers’ perception of current instructional practices, inquiry-based learning, state standards, and national frameworks regarding content and classroom instruction. Findings indicated that: a) decision-making materials, developed by Robert Stahl, are valued as a pedagogical approach towards learning; b) standards-based curriculum and accountability hinder student inquiry; c) rural participants perceived social studies education to be placed on a back burner; and d) The National Council for the Social Studies College, Career, and Civic Life (C3) Framework’s influence is largely unknown and unrealistic among rural social studies teachers.
{"title":"Decision-Making Instruction: Rural Teachers’ Challenges and Perceptions of Robert Stahl’s Decision-Making Materials in the Social Studies Classroom","authors":"Alisha Milam, Jeffrey M. Byford","doi":"10.7459/ept/45.2.03","DOIUrl":"https://doi.org/10.7459/ept/45.2.03","url":null,"abstract":"This qualitative case study investigated rural high school social studies teachers’ perceptions of Robert Stahl’s decision-making materials within their content area and the relevance of curricular implementation. The primary questions addressed in this study focused on high school social studies teachers’ perception of current instructional practices, inquiry-based learning, state standards, and national frameworks regarding content and classroom instruction. Findings indicated that: a) decision-making materials, developed by Robert Stahl, are valued as a pedagogical approach towards learning; b) standards-based curriculum and accountability hinder student inquiry; c) rural participants perceived social studies education to be placed on a back burner; and d) The National Council for the Social Studies College, Career, and Civic Life (C3) Framework’s influence is largely unknown and unrealistic among rural social studies teachers.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136128097","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 issues faced by children with ADHD and their parents in COVID-19 distance learning, and the parents’ perceptions of teachers’ role are examined in this qualitative phenomenological study. Teacher-parent collaboration is essential to implementing behavior-management programs at home and in school consistently. The instant transition to distance learning during the pandemic, which challenged teachers and families, underscored the difficulties of the students with learning disabilities. Participants were 18 mothers of elementary-school children with ADHD from mid- upper-middle social class. The research tool was semi-structured, in-depth, non-directive interview. The interviews revealed parents' descriptions of withdrawal along with opportunity, parents' response to child's difficulties, parents' initiatives, and parents' feelings of support and lack of relevant support from the educational staff. Results emphasize the importance of parent-teacher cooperation, especially in times of crisis, and of teachers’ supportive role. Practical implications are sought for guiding teachers to promote communication with parents in future crisis situations.
{"title":"Teachers as a Source of Support: Perceptions of Parents of Children With ADHD During COVID-19 Distance Learning","authors":"Asnat Dor, Oshra Shmuel-Nir","doi":"10.7459/ept/45.2.02","DOIUrl":"https://doi.org/10.7459/ept/45.2.02","url":null,"abstract":"The issues faced by children with ADHD and their parents in COVID-19 distance learning, and the parents’ perceptions of teachers’ role are examined in this qualitative phenomenological study. Teacher-parent collaboration is essential to implementing behavior-management programs at home and in school consistently. The instant transition to distance learning during the pandemic, which challenged teachers and families, underscored the difficulties of the students with learning disabilities. Participants were 18 mothers of elementary-school children with ADHD from mid- upper-middle social class. The research tool was semi-structured, in-depth, non-directive interview. The interviews revealed parents' descriptions of withdrawal along with opportunity, parents' response to child's difficulties, parents' initiatives, and parents' feelings of support and lack of relevant support from the educational staff. Results emphasize the importance of parent-teacher cooperation, especially in times of crisis, and of teachers’ supportive role. Practical implications are sought for guiding teachers to promote communication with parents in future crisis situations.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160944","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":"Notes and Comments","authors":"Joseph Zajda","doi":"10.7459/ept/45.2.01","DOIUrl":"https://doi.org/10.7459/ept/45.2.01","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160941","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}
Humor has the capacity to offer a variety of benefits to educational settings such as: creativity enhancement, community building, increased problem-solving capacity and much more. Yet, it requires mindful implementation to avoid negative consequences. In this paper, I provide an overview of the theories, research, and practical applications of humor in education. I make the argument that the mindful use of humor in education has benefits that extend beyond content retention because it also humanizes the educational process.
{"title":"Humor in Education: Exploring Its Complexities and Its Possibilities","authors":"Nathan Hensley","doi":"10.7459/ept/45.2.04","DOIUrl":"https://doi.org/10.7459/ept/45.2.04","url":null,"abstract":"Humor has the capacity to offer a variety of benefits to educational settings such as: creativity enhancement, community building, increased problem-solving capacity and much more. Yet, it requires mindful implementation to avoid negative consequences. In this paper, I provide an overview of the theories, research, and practical applications of humor in education. I make the argument that the mindful use of humor in education has benefits that extend beyond content retention because it also humanizes the educational process.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136128098","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 sought to examine school administrators’ engagement in the reintegration of students in schools during the pandemic era. The study was conducted using a multiple case study design that used an open-ended survey design to collect data from the selected school administrators. A total of eight participants were selected using a purposive sampling technique. The results of the study found that several challenges such as disruptions, indiscipline, fights, abnormal behaviors, and inadequate support structures all affected the reintegration process of students during the COVID-19 pandemic era.
{"title":"School Administrators’ Engagement in the Reintegration Process in Selected Secondary High Schools in Jamaica","authors":"Van Der Rowe, Danielle Chevannes","doi":"10.7459/ept/45.1.06","DOIUrl":"https://doi.org/10.7459/ept/45.1.06","url":null,"abstract":"The study sought to examine school administrators’ engagement in the reintegration of students in schools during the pandemic era. The study was conducted using a multiple case study design that used an open-ended survey design to collect data from the selected school administrators.\u0000 A total of eight participants were selected using a purposive sampling technique. The results of the study found that several challenges such as disruptions, indiscipline, fights, abnormal behaviors, and inadequate support structures all affected the reintegration process of students during\u0000 the COVID-19 pandemic era.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45660576","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}
S. Curcic, Rachel E. Johnson, Lori A. Wolff, S. Platt
This study examines the impact of course-based collaboration between an elementary teacher education program and a writing center. Written texts of preservice teachers (n=141) were analyzed to establish the most frequent errors/problems in their writing. Based on the first analysis, the researchers designed and implemented an intervention focused on language usage, content, and coherence. The intervention group (n=41) significantly outperformed the control group (n=41) after a single intervention session, with large effect sizes for language usage and content, and a medium to large effect size for coherence.
{"title":"Collaboration Across Departments: The Effects of an Intervention to Improve Preservice Teachers’ Writing","authors":"S. Curcic, Rachel E. Johnson, Lori A. Wolff, S. Platt","doi":"10.7459/ept/45.1.02","DOIUrl":"https://doi.org/10.7459/ept/45.1.02","url":null,"abstract":"This study examines the impact of course-based collaboration between an elementary teacher education program and a writing center. Written texts of preservice teachers (n=141) were analyzed to establish the most frequent errors/problems in their writing. Based on the first analysis,\u0000 the researchers designed and implemented an intervention focused on language usage, content, and coherence. The intervention group (n=41) significantly outperformed the control group (n=41) after a single intervention session, with large effect sizes for language usage and content, and a medium\u0000 to large effect size for coherence.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700041","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":"Notes and Comments","authors":"Joseph Zajda","doi":"10.7459/ept/45.1.01","DOIUrl":"https://doi.org/10.7459/ept/45.1.01","url":null,"abstract":"","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134903322","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 use of social media continues to grow in presence and influence throughout society. Inevitably, the role of social media in schools has become an increasingly important field of research. This quantitative study analyzes survey data collected from rural elementary school teachers at a large school district in the Southeastern United States about their attitudes, opinions, and perceptions of social media use in the elementary classroom. Findings indicated that years of teaching experience was not a significant factor in perceptions of social media use in the classroom, and the data indicated that the participants had a nuanced understanding of the benefits and barriers of social media use in elementary schools.
{"title":"Rural Elementary Teachers’ Opinions, Concerns, and Perceptions Toward Social Media","authors":"Matt Hensley, Stewart Waters, William B. Russell","doi":"10.7459/ept/45.1.04","DOIUrl":"https://doi.org/10.7459/ept/45.1.04","url":null,"abstract":"The use of social media continues to grow in presence and influence throughout society. Inevitably, the role of social media in schools has become an increasingly important field of research. This quantitative study analyzes survey data collected from rural elementary school teachers\u0000 at a large school district in the Southeastern United States about their attitudes, opinions, and perceptions of social media use in the elementary classroom. Findings indicated that years of teaching experience was not a significant factor in perceptions of social media use in the classroom,\u0000 and the data indicated that the participants had a nuanced understanding of the benefits and barriers of social media use in elementary schools.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786691","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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