The purpose of this study is to explore a practical nursing bridging program’s education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time at a community college in Toronto, Canada, during the winter semester of school year 2018–2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants’ responses to the open-ended question “Could you please list any problems/issues you have encountered in the bridging program?” were thematically analyzed. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as “agree.” There is a significant relationship between the respondents’ perception of learning within their bridging program’s education environment and role transition. However, views on teachers and atmosphere, as well as academic and social self-perception, seemed insignificant predictors of role transition. Participants’ responses to the open-ended question were analyzed and grouped into four themes: concern with teachers, program content issues, program pace, and financial issues.
{"title":"Education Environment and Role Transition of Internationally Educated Nurses Enrolled in a Practical Nursing Bridging Program in Ontario, Canada","authors":"E. Cruz, Rosario Quicho, Edwin D. Ibañez","doi":"10.22329/jtl.v16i2.7014","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.7014","url":null,"abstract":"The purpose of this study is to explore a practical nursing bridging program’s education environment and the role transition of internationally educated nurses (IENs) who were enrolled full-time at a community college in Toronto, Canada, during the winter semester of school year 2018–2019. A survey questionnaire consisting of three parts was used to gather data from 68 IEN students who volunteered to participate in this study. Descriptive statistics and multiple regression analysis were used to analyze data. Participants’ responses to the open-ended question “Could you please list any problems/issues you have encountered in the bridging program?” were thematically analyzed. Results indicate that all bridging program education environment components, as well as role transition subscales, were described as “agree.” There is a significant relationship between the respondents’ perception of learning within their bridging program’s education environment and role transition. However, views on teachers and atmosphere, as well as academic and social self-perception, seemed insignificant predictors of role transition. Participants’ responses to the open-ended question were analyzed and grouped into four themes: concern with teachers, program content issues, program pace, and financial issues.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375228","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 in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students’ challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article’s main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies.
{"title":"Rethinking Methodologies: Implications for Research on International Students","authors":"D. Neupane","doi":"10.22329/jtl.v16i2.7002","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.7002","url":null,"abstract":"Research in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students’ challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article’s main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43177795","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":"Connecting the Promising Practices for Teaching Culturally and Linguistically Diverse Students with Student Satisfaction","authors":"Clayton Smith, George Zhou","doi":"10.22329/jtl.v16i2.7483","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.7483","url":null,"abstract":"","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129435","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 COVID-19 pandemic has highlighted the importance of global competence, agility, empathy, and innovation in managing opportunities, crises, and problems. Global learning and engagement in higher education is the pathway towards developing learners' intercultural competence, fostering an appreciation of diversity, inclusion, and equity, and empowering individual agency towards collective wellbeing and sustainability. Digital transformation and available tools have expanded the scope and depth of global learning in virtual environments. This article reports a critical reflective study on virtual global learning and shares high-impact, evidenced-based strategies to make virtual global learning more equitable, inclusive, meaningful, and relevant to all learners in higher education.
{"title":"Making Virtual Global Learning Transformative and Inclusive: A Critical Reflective Study on High-Impact Practices in Higher Education","authors":"Linyuan Guo-Brennan","doi":"10.22329/jtl.v16i2.6947","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.6947","url":null,"abstract":"The COVID-19 pandemic has highlighted the importance of global competence, agility, empathy, and innovation in managing opportunities, crises, and problems. Global learning and engagement in higher education is the pathway towards developing learners' intercultural competence, fostering an appreciation of diversity, inclusion, and equity, and empowering individual agency towards collective wellbeing and sustainability. Digital transformation and available tools have expanded the scope and depth of global learning in virtual environments. This article reports a critical reflective study on virtual global learning and shares high-impact, evidenced-based strategies to make virtual global learning more equitable, inclusive, meaningful, and relevant to all learners in higher education.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42464739","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}
Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber & Rennert, 2008). This scoping review investigates and consolidates the existing research on teacher mental health, leaves of absences, and return-to-work. Work context and personal factors/family context contribute to teacher stress and attrition and by extension may impact temporary leaves of absence (Pressley, 2021). Several articles report on interventions with moderate success to reduce teacher stress, but no studies evaluated return-to-work interventions (Ebert, 2014; Kwak et al., 2019). The amount of stress teachers are experiencing and the pressure that is causing them to burn out is the most common narrative present in the literature. The review highlights gaps in the literature surrounding teacher mental health, leaves of absence, and return-to-work and a notable gap regarding the role of gender.
中小学教师的心理健康问题仍然令人关注；然而，支持教师幸福感的研究不足（Parker et al.，2012；Roffey，2012），特别是从性别角度来看（Bourgeault et al.，2021）。在专业人士中，教师表现出的工作压力和倦怠程度最高。（Hakanen等人，2006年；Stoeber和Rennert，2008年）。这篇范围界定综述调查并整合了现有的关于教师心理健康、请假和重返工作岗位的研究。工作环境和个人因素/家庭环境会导致教师压力和流失，进而可能影响临时休假（Pressley，2021）。几篇文章报道了在减轻教师压力方面取得适度成功的干预措施，但没有研究评估重返工作岗位的干预措施（Ebert，2014；Kwak等人，2019）。教师所经历的压力和导致他们精疲力竭的压力是文学中最常见的叙事。该综述强调了有关教师心理健康、请假和重返工作岗位的文献中的差距，以及性别作用方面的显著差距。
{"title":"Mental Health Experiences of Teachers: A Scoping Review","authors":"Kristen Ferguson, Melissa Corrente, I. Bourgeault","doi":"10.22329/jtl.v16i1.6856","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6856","url":null,"abstract":"Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber & Rennert, 2008). This scoping review investigates and consolidates the existing research on teacher mental health, leaves of absences, and return-to-work. Work context and personal factors/family context contribute to teacher stress and attrition and by extension may impact temporary leaves of absence (Pressley, 2021). Several articles report on interventions with moderate success to reduce teacher stress, but no studies evaluated return-to-work interventions (Ebert, 2014; Kwak et al., 2019). The amount of stress teachers are experiencing and the pressure that is causing them to burn out is the most common narrative present in the literature. The review highlights gaps in the literature surrounding teacher mental health, leaves of absence, and return-to-work and a notable gap regarding the role of gender.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42961644","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}
: Exploring Alternative Approaches to Leading Schools highlights both the
：探索领先学校的替代方法突出了
{"title":"Decolonizing Educational Leadership: Exploring Alternative Approaches to Leading Schools","authors":"Shezadi Khushal","doi":"10.22329/jtl.v16i1.6830","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6830","url":null,"abstract":": Exploring Alternative Approaches to Leading Schools highlights both the","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48239573","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 Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce is written by Zuhra Abawi, who is of Afghan-Scottish descent and has experience working in the Ontario education system in Canada as an early childhood educator, elementary school teacher, and college and university professor. Abawi makes a strong argument that although policies affiliated with teacher hiring are often associated with words such as equity and inclusion, they have not materialized into equitable practices and outcomes. The author explores why there continues to be a lack of racial diversity in the teacher workforce, focusing particularly on the administration level, and considers what individual and systemic factors contribute to this trend. While not poorly considered, a majority of the data and statistics examined are Ontario-based with an emphasis on race. A more comprehensive examination involving data from other geographical areas and from international contexts would strengthen the depth of analysis and arguments presented throughout the book. However, overall this book does provide a framework for educational administrators to move beyond performative language and engage in intentional actions to facilitate actualization of diversity in the teacher workforce in K–12 schools. These are timely and relevant issues nationally and globally. The book is divided into eight chapters. Chapter 1 is titled “Introduction: Situating Myself in my Work,” where Abawi provides context for why the book was written. The main key term, “bias-free teacher hiring,” is defined as referring to “a colour-blind approach to diversifying the teacher population by treating all applicants equally and thus focusing on their skills, knowledge, experience, and merit” (p. Abawi further situates the two guiding questions informing the study:
{"title":"The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce","authors":"Ardavan Eizadirad","doi":"10.22329/jtl.v16i1.6994","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6994","url":null,"abstract":"The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce is written by Zuhra Abawi, who is of Afghan-Scottish descent and has experience working in the Ontario education system in Canada as an early childhood educator, elementary school teacher, and college and university professor. Abawi makes a strong argument that although policies affiliated with teacher hiring are often associated with words such as equity and inclusion, they have not materialized into equitable practices and outcomes. The author explores why there continues to be a lack of racial diversity in the teacher workforce, focusing particularly on the administration level, and considers what individual and systemic factors contribute to this trend. While not poorly considered, a majority of the data and statistics examined are Ontario-based with an emphasis on race. A more comprehensive examination involving data from other geographical areas and from international contexts would strengthen the depth of analysis and arguments presented throughout the book. However, overall this book does provide a framework for educational administrators to move beyond performative language and engage in intentional actions to facilitate actualization of diversity in the teacher workforce in K–12 schools. These are timely and relevant issues nationally and globally. The book is divided into eight chapters. Chapter 1 is titled “Introduction: Situating Myself in my Work,” where Abawi provides context for why the book was written. The main key term, “bias-free teacher hiring,” is defined as referring to “a colour-blind approach to diversifying the teacher population by treating all applicants equally and thus focusing on their skills, knowledge, experience, and merit” (p. Abawi further situates the two guiding questions informing the study:","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44766578","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":"On (He)","authors":"Biljana Vujičić","doi":"10.22329/jtl.v16i1.6759","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6759","url":null,"abstract":"","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767801","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":"Critical Moments in Education","authors":"Lana Parker","doi":"10.22329/jtl.v16i1.7293","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.7293","url":null,"abstract":"","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44930231","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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