Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human aspects of ego threat.
{"title":"The role of ego threat in professional growth: Fulfilling the ethical intentions of the SEED Model","authors":"Jess L. Gregory, Karreem A. Mebane","doi":"10.7459/ept/40.1.02","DOIUrl":"https://doi.org/10.7459/ept/40.1.02","url":null,"abstract":"Schools and education in general have made an implicit and, we would assert, explicit promise to society to educate all the children in their care. Unfortunately, there are achievement gaps that illustrate how schools have broken this promise. Teacher evaluation and other accountability\u0000 measures have been heralded as the answer to this problem. Educator ego threat impedes the implementation of goal-driven teacher evaluation models and, thus, ethical questions arise. To realize the noble goals of educator evaluation, leaders must attend to ethical concerns and to the human\u0000 aspects of ego threat.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ept/40.1.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47170190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue.
{"title":"Dialogue in Peace Education Theory and Practice1","authors":"Gülistan Gürsel-Bilgin","doi":"10.7459/ept/42.1.03","DOIUrl":"https://doi.org/10.7459/ept/42.1.03","url":null,"abstract":"This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue\u0000 as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics\u0000 necessary in the formal school setting to employ Freirean dialogue.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183313","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}
Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for, higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student diversity in higher education.
{"title":"A typology of student diversity and an inclusive student learning support system: Insights for higher education","authors":"Weng Marc Lim","doi":"10.7459/ept/42.1.06","DOIUrl":"https://doi.org/10.7459/ept/42.1.06","url":null,"abstract":"Higher education today is characterized by a highly diversified student population. This, in turn, calls for greater inclusivity in higher education. To answer this call, this paper introduces a typology of student diversity in, and an inclusive student learning support system for,\u0000 higher education. More specifically, the typology of student diversity suggests that students in higher education may comprise of adults, school leavers, indigenous students, low socio-economic background students, and international students. The typology explains each student classification\u0000 in detail using five relevant factors, namely autonomy, anxiety, motivation, discipline, and life experience. Finally, the paper offers some pertinent insights to create an inclusive student learning support system for higher education based on the insights derived from the typology of student\u0000 diversity in higher education.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093040","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}
Research has shown that encouraging choice, self-initiation of behavior, and personal responsibility leads to both cognitive flexibility and self-esteem (McGraw & McCullers, 1979; Deci, Schwartz, et al., 1981). An appreciation for the positive impacts that peer tutoring can have on students’ growth, confidence, and academic achievement, coupled with an awareness that many students hesitate to ask for help, led to the creation of a tutoring scholarship at Indiana University South Bend. Self-Determination Theory informed the formulation of the scholarship’s essay requirements, with tutoring assessment guidelines and indicators of academic progress providing the baselines for service usage and academic outcomes.
{"title":"ACE Tutoring Scholarship: Designing an Incentive to Empower College Students to Effectively Engage with Academic Support","authors":"V. Heidemann","doi":"10.7459/ept/42.1.05","DOIUrl":"https://doi.org/10.7459/ept/42.1.05","url":null,"abstract":"Research has shown that encouraging choice, self-initiation of behavior, and personal responsibility leads to both cognitive flexibility and self-esteem (McGraw & McCullers, 1979; Deci, Schwartz, et al., 1981). An appreciation for the positive impacts that peer tutoring can have\u0000 on students’ growth, confidence, and academic achievement, coupled with an awareness that many students hesitate to ask for help, led to the creation of a tutoring scholarship at Indiana University South Bend. Self-Determination Theory informed the formulation of the scholarship’s\u0000 essay requirements, with tutoring assessment guidelines and indicators of academic progress providing the baselines for service usage and academic outcomes.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ept/42.1.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47833689","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 present study reports on an alternative examination design where pre-service teachers took part in observation and analysis of a video-recorded classroom situation, and how this affected their opportunities to demonstrate their conceptual knowledge of teaching and learning. The findings from analysing 21 written examination reports suggest that the pre-service teachers were able to make use of the video recordings in a meaningful way to discuss professionally relevant issues. However, their responses to the various parts of the examination differed. While the first part elicited a wide range of responses and interests, the last part was dominated by clearly academic aspects of knowledge.
{"title":"Affordances of a video examination: Opportunities for pre-service teachers to demonstrate professional knowledge of teaching and learning","authors":"Erik Adalberon","doi":"10.7459/ept/42.1.04","DOIUrl":"https://doi.org/10.7459/ept/42.1.04","url":null,"abstract":"The present study reports on an alternative examination design where pre-service teachers took part in observation and analysis of a video-recorded classroom situation, and how this affected their opportunities to demonstrate their conceptual knowledge of teaching and learning. The\u0000 findings from analysing 21 written examination reports suggest that the pre-service teachers were able to make use of the video recordings in a meaningful way to discuss professionally relevant issues. However, their responses to the various parts of the examination differed. While the first\u0000 part elicited a wide range of responses and interests, the last part was dominated by clearly academic aspects of knowledge.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462881","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 single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening to students, recognising the role student voice can have to improve the overall teaching and learning environment.
{"title":"Unpacking Middle School students’ perceptions regarding influences on academic success","authors":"Tracy Worthington","doi":"10.7459/EPT/41.2.04","DOIUrl":"https://doi.org/10.7459/EPT/41.2.04","url":null,"abstract":"This single site case study examined influences on student success, as perceived by twelve selected sixth grade students (ages 11-12), at a mid-West U.S. middle school (grades 6-8). Using a strengths-based positivist approach, it examined how and why participants thought they had been\u0000 academically successful during their first year of secondary school. Analysis of the resulting student-centered narrative applied elements of ecological systems theory to determine home, school, and community influences on academic success. This study reinforces the importance of listening\u0000 to students, recognising the role student voice can have to improve the overall teaching and learning environment.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49254282","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}
Although the field of classroom learning environments has undergone remarkable expansion and internationalisation, no study in Afghanistan in any subject area or at any educational level has ever adopted a learning environment framework or involved the assessment and investigation of classroom environments. Our study in Afghanistan included seven learning environment scales from the widely-used What Is Happening In this Class? (WIHIC) questionnaire, together with two scales assessing the student attitudes of Enjoyment and Self-regulation. After minor modifications to suit the Afghani context, scales were translated into Dari (one of the two dominant languages in Afghanistan) and then independently back-translated to check the accuracy of the original translation. Analyses of data from 1619 grade 10‐12 science students supported the validity and reliability of the Dari-language scales. Past research in other countries was replicated in Afghanistan in that positive and statistically-significant associations were found between the learning environment and student attitudes. Some consistent patterns of gender differences and school-location differences (urban/rural) were identified.
{"title":"Science Classroom Learning Environments in Afghanistan: Assessment, Effects and Determinants","authors":"Anwar Shah Wafiq Sayed, B. Fraser","doi":"10.7459/EPT/41.2.02","DOIUrl":"https://doi.org/10.7459/EPT/41.2.02","url":null,"abstract":"Although the field of classroom learning environments has undergone remarkable expansion and internationalisation, no study in Afghanistan in any subject area or at any educational level has ever adopted a learning environment framework or involved the assessment and investigation of\u0000 classroom environments. Our study in Afghanistan included seven learning environment scales from the widely-used What Is Happening In this Class? (WIHIC) questionnaire, together with two scales assessing the student attitudes of Enjoyment and Self-regulation. After minor modifications to suit\u0000 the Afghani context, scales were translated into Dari (one of the two dominant languages in Afghanistan) and then independently back-translated to check the accuracy of the original translation. Analyses of data from 1619 grade 10‐12 science students supported the validity and reliability\u0000 of the Dari-language scales. Past research in other countries was replicated in Afghanistan in that positive and statistically-significant associations were found between the learning environment and student attitudes. Some consistent patterns of gender differences and school-location differences\u0000 (urban/rural) were identified.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318609","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}
Changes in the global economy and cultural norms have given the opportunity for women to be employed and attain higher education. This study aims to explore the work-family-education balance of the married female graduate students. It examined how work-family-education affects the daily lives of married female graduate students and posed the question whether they manage to balance those three spheres, if so what are the ways they have developed to manage the difficulties emerging from each sphere. The sample comprised of 15 participants who were pursuing graduate degrees at a state university. The findings resulted from a qualitative research, using thematic analysis based on in-depth interviews indicated that the daily lives of the married female students are affected in several ways where they are placed in a shortage of time to meet with the demands in work, family and education, and they sacrifice their personal satisfaction to meet with the demands of the multiple roles.
{"title":"Education Demand Versus Work-family Demand: Married Female Graduate Students in a Higher Education Institute in Sri Lanka","authors":"T. Kodagoda, Damithri Samangika","doi":"10.7459/ept/41.2.05","DOIUrl":"https://doi.org/10.7459/ept/41.2.05","url":null,"abstract":"Changes in the global economy and cultural norms have given the opportunity for women to be employed and attain higher education. This study aims to explore the work-family-education balance of the married female graduate students. It examined how work-family-education affects the daily\u0000 lives of married female graduate students and posed the question whether they manage to balance those three spheres, if so what are the ways they have developed to manage the difficulties emerging from each sphere. The sample comprised of 15 participants who were pursuing graduate degrees\u0000 at a state university. The findings resulted from a qualitative research, using thematic analysis based on in-depth interviews indicated that the daily lives of the married female students are affected in several ways where they are placed in a shortage of time to meet with the demands in\u0000 work, family and education, and they sacrifice their personal satisfaction to meet with the demands of the multiple roles.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47243655","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 paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.
{"title":"The implementation of the school feeding scheme (SFS) in South African Public primary schools","authors":"P. Munje, L. Jita","doi":"10.7459/ept/41.2.03","DOIUrl":"https://doi.org/10.7459/ept/41.2.03","url":null,"abstract":"In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals\u0000 and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote\u0000 collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49159604","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 paper presents a framework for self-regulated learning (SRL) that is based on the conceptualisation of prominent constructs in the literature. To explore opportunities that promote SRL in educational contexts, it is necessary to frame conceptually the influences that empower individuals to think and feel as active participants in their learning processes. The SRL fundamentals clarify how learners construct and rationalise goals, and accept responsibility for monitoring cognition, motivation and behaviour to realise their capabilities. The framework invites future research and reflection by providing: a conceptual lens for data analysis; and an innovative representation for educators to reflect on practices.
{"title":"The Fundamentals for Self-Regulated Learning: A Framework to Guide Analysis and Reflection","authors":"K. Peel","doi":"10.7459/EPT/41.1.03","DOIUrl":"https://doi.org/10.7459/EPT/41.1.03","url":null,"abstract":"This paper presents a framework for self-regulated learning (SRL) that is based on the conceptualisation of prominent constructs in the literature. To explore opportunities that promote SRL in educational contexts, it is necessary to frame conceptually the influences that empower individuals to think and feel as active participants in their learning processes. The SRL fundamentals clarify how learners construct and rationalise goals, and accept responsibility for monitoring cognition, motivation and behaviour to realise their capabilities. The framework invites future research and reflection by providing: a conceptual lens for data analysis; and an innovative representation for educators to reflect on practices.","PeriodicalId":35223,"journal":{"name":"Educational Practice & Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491672","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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