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Review of Ungrading: Why rating students undermines learning (and what to do instead) 《不评分:为什么给学生评分会破坏学习(以及该怎么做)》回顾
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-25 DOI: 10.14507/er.v29.3303
Tiffany J. Cresswell-Yeager
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引用次数: 1
Review of Improvement in action: Advancing quality in America’s schools 改进行动的回顾:提高美国学校的质量
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-18 DOI: 10.14507/er.v29.3365
Clifford Davis, Jr.
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引用次数: 0
Review of (Re)designing programs: A vision for equity-centered, clinically based teacher preparation (重新)设计方案的回顾:以公平为中心,以临床为基础的教师培训的愿景
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-11 DOI: 10.14507/er.v29.3499
Abigail Holland
As a novice teacher on an alternative route to licensure, I did not question if individuals who looked and sounded like me belonged in the front of a high school classroom. I am a White female. In the 1999-2000 school year, my race and gender represented 84% and 75% of the teaching force in U.S. public schools (National Center for Education Statistics [NCES], 2021). That was early in my career. In 2017-2018, soon after I left PK-12 for higher education, 79% of teachers were White and 76% were female (NCES, 2020). Yet the representation of White students in public schools fell from 61% in 2000 to 49% in 2015 (NCES, 2020). While the student population diversified racially, the demographics of the teaching force remained largely the same. So did my attitudes toward cultural awareness.
作为一名获得教师资格证的新教师,我没有质疑过那些长相和声音都像我的人是否属于高中教室的前排。我是一个白人女性。在1999-2000学年,我的种族和性别分别占美国公立学校教师队伍的84%和75% (National Center for Education Statistics [NCES], 2021)。那是我职业生涯的早期。在2017-2018年,我离开PK-12接受高等教育后不久,79%的教师是白人,76%是女性(NCES, 2020)。然而,白人学生在公立学校的比例从2000年的61%下降到2015年的49% (NCES, 2020)。虽然学生人口在种族上多样化,但教师队伍的人口结构基本保持不变。我对文化意识的态度也是如此。
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引用次数: 3
Review of Career pathways for all youth: Lessons from the school-to-work movement 审查所有青年的职业道路:从学校到工作运动的经验教训
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-04 DOI: 10.14507/er.v29.3439
B. Preble
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引用次数: 0
If the script doesn’t work, change the script 如果脚本不起作用,请更改脚本
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-20 DOI: 10.14507/er.v29.3597
Julianne C. Turner
Every career is different, emerging from different circumstances and almost always influenced by unforeseen opportunities and challenges. The script we write will be revised and edited many times. I have found my script changing at important junctures in my career. This reality is difficult to convey to researchers just starting out, but it is important to know. As have others in this series, I hope that some of the opportunities and challenges in my career can inform or support them as they travel similar roads. In looking back on my journey to and through educational research, I will try to show how striving, persistence, and taking risks helped me to forge the path I wanted to travel. I learned that following my own path rather than the current fashion, thinking outside the box to solve problems, emphasizing the quality of my work and cultivating relationships with schools all helped me to persist and to change the script when I needed to in order to reach my goals.Download the PDF and read more about Dr. Turner's journey.
每个职业都是不同的,产生于不同的环境,几乎总是受到不可预见的机遇和挑战的影响。我们写的剧本会被修改和编辑很多次。我发现,在我职业生涯的重要时刻,我的剧本会发生变化。这个现实很难传达给刚刚起步的研究人员,但了解它很重要。正如本系列的其他人一样,我希望我职业生涯中的一些机遇和挑战可以在他们走过类似的道路时为他们提供信息或支持。在回顾我的教育研究历程和经历时,我将努力展示努力、坚持和冒险是如何帮助我打造了我想要走的道路。我学会了走自己的路,而不是当下的时尚,跳出固有的思维来解决问题,强调工作的质量,培养与学校的关系,这些都帮助我坚持下去,并在需要的时候改变剧本,以达到我的目标。下载PDF,阅读更多关于特纳博士的旅程。
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引用次数: 0
Review of The heart and science of teaching: Transformative application that integrate academic and social-emotional learning 教学的核心与科学:整合学术与社会情感学习的变革性应用
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-13 DOI: 10.14507/er.v29.3407
L. E. Fiorenza
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引用次数: 0
Review of Cultivating rural education: A people-focused approach for states 《培养农村教育:各州以人为本的方法》综述
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-06 DOI: 10.14507/er.v29.3535
Stephen J. Handel
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引用次数: 2
Not theirs, but ours: South Texas superintendents take a stance on immigrant students 不是他们的,而是我们的:南德克萨斯州的督学对移民学生采取了立场
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-03 DOI: 10.1080/2005615X.2022.2087029
Kerry McKeon, Betty Merchant, J. Niño, Christopher Flanagan-Gonzales, Saleha Sultan
ABSTRACT This article explores how five school superintendents in south Texas construct their professional identity and positionality around immigration and immigrant students during interviews with academics researching social justice advocacy of superintendents. Situated in south Texas on the frontline of migration flows and faced with a conservative state political climate, these savvy political actors carve out a professional identity that makes sense in the south Texas context. This ethnographic study uses sociocultural linguistics and critical discourse analysis to find that that superintendents position themselves by actively resisting political labels with discursive moves and stance-taking while advocating for students. This study also contributes to our understanding of the research interview as a contested site for the co-constructed formation of personal and professional identities.
摘要:本文探讨了南德克萨斯州的五位学校负责人是如何在采访中围绕移民和移民学生构建他们的职业认同和定位的。他们位于德克萨斯州南部移民流动的前沿,面临着保守的州政治气候,这些精明的政治行动者在德克萨斯州南部的背景下开拓出了一种有意义的职业身份。本民族志研究使用社会文化语言学和批判性话语分析发现,在倡导学生的同时,管理者通过话语动作和立场积极抵制政治标签来定位自己。这项研究也有助于我们理解研究访谈是一个有争议的场所,共同构建个人身份和职业身份的形成。
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引用次数: 0
A multicultural education approach to Turkish picture books written for Syrian refugee children 土耳其为叙利亚难民儿童写的图画书的多元文化教育方法
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-03 DOI: 10.1080/2005615X.2022.2087028
Mehmet Gulteki̇n
ABSTRACT Syrian refugees worldwide experience many difficulties, including integrating into the host country. Turkey host most of the Syrian refugees, but limited studies examined Syrian refugees’ transnational experiences in children’s literature. In this study, I have examined the picture books written for Syrian refugee children published in Turkey through a multicultural education framework to highlight how microculture and macroculture relate to each other. The books are produced by Promoting the Integration of Syrian Children into the Turkish Education System (PIKTES), which is supported by European Union (EU). I utilized content analysis and analyzed each book with the relationship between microculture and macroculture. I represented findings under three categories: shared cultural values between microculture and macroculture, decontextualization of Syrian refugee identity, and monistic representation of the social class. I suggested the need for quality picture books for multicultural education and authentic textual spaces for a smooth integration of Syrian refugee children.
摘要世界各地的叙利亚难民经历了许多困难,包括融入东道国。土耳其收容了大多数叙利亚难民,但对叙利亚难民在儿童文学中的跨国经历的研究有限。在这项研究中,我通过多元文化教育框架研究了在土耳其出版的为叙利亚难民儿童撰写的图画书,以强调微观文化和宏观文化是如何相互联系的。这些书是由欧洲联盟支持的促进叙利亚儿童融入土耳其教育系统(PIKTES)制作的。我运用内容分析法,分析每本书的微观文化和宏观文化之间的关系。我将研究结果分为三类:微观文化和宏观文化之间的共同文化价值观,叙利亚难民身份的去文本化,以及社会阶层的一元论代表。我建议需要高质量的多文化教育绘本和真实的文本空间,以便叙利亚难民儿童顺利融入社会。
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引用次数: 0
A systematic review of research on LGBTQ educators’ experiences and LGBTQ curriculum in K-12 U.S. public schools 美国公立学校K-12年级LGBTQ教育者经验与LGBTQ课程研究的系统回顾
IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-03 DOI: 10.1080/2005615X.2022.2087031
Melissa A. Antonelli, Sabrina F. Sembiante
ABSTRACT This systematic review of literature was conducted to understand (a) acronym usage to define LGBTQ educators and curriculum, (b) theoretical frameworks and research designs of studies investigating LGBTQ educator perspectives, (c) the barriers, supports, and benefits identified by LGBTQ educators (i) in including LGBTQ topics into the curriculum and (ii) regarding their disclosure decisions. Of the 12 studies reviewed, patterns emerged in the prevalence of Queer theory as a guiding theoretical lens, narrative and case study approaches to inform investigations into lived experiences, and cross-study concurrence around fear of disclosure and self-censorship. Recommendations for future research include streamlining inconsistencies in LGBTQ acronym definitions, diversifying samples away from predominantly White/Caucasian gay and lesbian educator samples, increasing transgender, queer, questioning and bisexual perspectives, and studying impacts of LGBTQ curricular inclusion.
本文对文献进行了系统回顾,以了解(a)定义LGBTQ教育者和课程的缩略语使用,(b)调查LGBTQ教育者观点的研究的理论框架和研究设计,(c) LGBTQ教育者发现的障碍、支持和利益(i)将LGBTQ主题纳入课程,(ii)关于他们的披露决策。在回顾的12项研究中,出现了酷儿理论作为指导理论视角的流行模式,叙述和案例研究方法为生活经历的调查提供信息,以及围绕恐惧披露和自我审查的交叉研究一致。对未来研究的建议包括简化LGBTQ首字母缩写定义的不一致性,使样本从以白人/高加索同性恋为主的男女同性恋教育者样本中多样化,增加跨性别、酷儿、质疑和双性恋的视角,以及研究LGBTQ课程纳入的影响。
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引用次数: 0
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Multicultural Education Review
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