Pub Date : 2022-05-04DOI: 10.1080/03055698.2022.2073177
Ali Derakhshan, Mostafa Nazari
{"title":"Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience","authors":"Ali Derakhshan, Mostafa Nazari","doi":"10.1080/03055698.2022.2073177","DOIUrl":"https://doi.org/10.1080/03055698.2022.2073177","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203794","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 : 2022-05-04DOI: 10.1080/00131946.2022.2033747
Tanetha Grosland, Frank Hernandez
Abstract Immigration debates warrant an analysis that goes beyond the debate itself. On these grounds, in this theoretical essay, we chronicle how critical educators, particularly one teacher-leader and three principals, grapple with political debates on immigration matters. Inspired by critical theoretical methodologies, we bring a novel approach using narrative and emotion theories to bear on political immigration debates, including that of border security (“the wall”) and the role of the US Immigration and Customs Enforcement Agency (ICE) in schools. Based on our findings, we suggest that advancing critical education involves a theoretical analysis of critical educators’ narratives on the politics of immigration matters and their emotions about these topics. Emotion analysis enhances new knowledge in education policy advocacy and is a more strategic response to building coalitions and solidarity. We conclude with a discussion focused on how critical educators are community constituents, and their stories about political issues as reflected in these narratives provide innovatively rich perspectives for explicitly addressing politics and emotion as ongoing praxis. This article is a unique presentation of narratives that forefront alternative notions of holistically being/becoming in leadership and a critical educator, and so is a scholarly contribution to all of what is known and unknown about how critical educators’ experiences are impacted by political debates and subjects.
{"title":"“The Wall” and ICE: Critical Educators’ Emotion and Narratives as They Grapple With Political Debates Concerning Immigration Matters","authors":"Tanetha Grosland, Frank Hernandez","doi":"10.1080/00131946.2022.2033747","DOIUrl":"https://doi.org/10.1080/00131946.2022.2033747","url":null,"abstract":"Abstract Immigration debates warrant an analysis that goes beyond the debate itself. On these grounds, in this theoretical essay, we chronicle how critical educators, particularly one teacher-leader and three principals, grapple with political debates on immigration matters. Inspired by critical theoretical methodologies, we bring a novel approach using narrative and emotion theories to bear on political immigration debates, including that of border security (“the wall”) and the role of the US Immigration and Customs Enforcement Agency (ICE) in schools. Based on our findings, we suggest that advancing critical education involves a theoretical analysis of critical educators’ narratives on the politics of immigration matters and their emotions about these topics. Emotion analysis enhances new knowledge in education policy advocacy and is a more strategic response to building coalitions and solidarity. We conclude with a discussion focused on how critical educators are community constituents, and their stories about political issues as reflected in these narratives provide innovatively rich perspectives for explicitly addressing politics and emotion as ongoing praxis. This article is a unique presentation of narratives that forefront alternative notions of holistically being/becoming in leadership and a critical educator, and so is a scholarly contribution to all of what is known and unknown about how critical educators’ experiences are impacted by political debates and subjects.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45468961","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 : 2022-04-25DOI: 10.1080/00131946.2022.2051033
Guoyuan Sang, Jiali Huang, Tzu-chia Chao, Bixin Ye, Abdulghani Muthanna
Abstract Research on the role of teacher agency has been growing significantly during the last decade. Agentic teachers act purposefully and constructively to direct their professional development and contribute to the quality of education, especially in rural areas. Professional development is mutually constituted between teachers and socio-cultural conditions (e.g., circumstances, physical artifacts, power relations, and school cultures) that constrain or enable their agency. This study explored teacher professional agency, and its relationship to teacher perceived social structure, using two newly developed scales: (1) the Teacher Professional Agency (TPA) and (2) the Teacher-Perceived Social Structure (TPSS). A total number of 592 teachers working at rural schools in western China completed the questionnaire. The findings revealed that the two scales were valid and reliable instruments for measuring teacher professional agency, and teacher perceived social structure. Findings show a modestly-moderately correlation between teachers’ professional identity and their perceived social identity. Collegial relationships, followed by school climate and social identity, have the strongest impact on teachers’ professional agency.
{"title":"Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure","authors":"Guoyuan Sang, Jiali Huang, Tzu-chia Chao, Bixin Ye, Abdulghani Muthanna","doi":"10.1080/00131946.2022.2051033","DOIUrl":"https://doi.org/10.1080/00131946.2022.2051033","url":null,"abstract":"Abstract Research on the role of teacher agency has been growing significantly during the last decade. Agentic teachers act purposefully and constructively to direct their professional development and contribute to the quality of education, especially in rural areas. Professional development is mutually constituted between teachers and socio-cultural conditions (e.g., circumstances, physical artifacts, power relations, and school cultures) that constrain or enable their agency. This study explored teacher professional agency, and its relationship to teacher perceived social structure, using two newly developed scales: (1) the Teacher Professional Agency (TPA) and (2) the Teacher-Perceived Social Structure (TPSS). A total number of 592 teachers working at rural schools in western China completed the questionnaire. The findings revealed that the two scales were valid and reliable instruments for measuring teacher professional agency, and teacher perceived social structure. Findings show a modestly-moderately correlation between teachers’ professional identity and their perceived social identity. Collegial relationships, followed by school climate and social identity, have the strongest impact on teachers’ professional agency.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43577001","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 : 2022-04-03DOI: 10.1080/03055698.2022.2058320
R. Keizer, R. van Steensel, J. Jongerling, Talitha Stam, Brian P. Godor, N. Lucassen
{"title":"collaborative learning intervention associated with small increases in home-based school involvement for lower SES families in deprived neighbourhoods","authors":"R. Keizer, R. van Steensel, J. Jongerling, Talitha Stam, Brian P. Godor, N. Lucassen","doi":"10.1080/03055698.2022.2058320","DOIUrl":"https://doi.org/10.1080/03055698.2022.2058320","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46507118","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 : 2022-04-03DOI: 10.1080/03055698.2022.2059343
A. Alanezi
{"title":"Toxic leadership behaviours of school principals: a qualitative study","authors":"A. Alanezi","doi":"10.1080/03055698.2022.2059343","DOIUrl":"https://doi.org/10.1080/03055698.2022.2059343","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46667793","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 : 2022-04-01DOI: 10.1080/00131946.2022.2051030
Tiffany Karalis Noel, M. Miles, Padmashree Rida
Abstract This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and international postdocs who spanned 17 different STEM departments at a large, research-intensive university in the southeast United States. Using Braun and Clarke’s thematic analysis, findings revealed four themes: (1.1) Postdocs’ observations of faculty roles, responsibilities, and leadership styles influenced their decisions to pursue or depart a career path to academia; (1.2) postdocs cited poor communication from mentors and misaligned position expectations versus realities as major challenges; (1.3) postdocs described few productive exchanges and felt many exchanges directly benefited mentors; and (1.4) postdocs observed and experienced mentors’ mistreatment of minoritized postdocs (i.e., women, people of color, and individuals with international status).
{"title":"Stressed-Out of STEM: Examining Mentoring Experiences of Women, People of Color, and International Postdocs","authors":"Tiffany Karalis Noel, M. Miles, Padmashree Rida","doi":"10.1080/00131946.2022.2051030","DOIUrl":"https://doi.org/10.1080/00131946.2022.2051030","url":null,"abstract":"Abstract This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and international postdocs who spanned 17 different STEM departments at a large, research-intensive university in the southeast United States. Using Braun and Clarke’s thematic analysis, findings revealed four themes: (1.1) Postdocs’ observations of faculty roles, responsibilities, and leadership styles influenced their decisions to pursue or depart a career path to academia; (1.2) postdocs cited poor communication from mentors and misaligned position expectations versus realities as major challenges; (1.3) postdocs described few productive exchanges and felt many exchanges directly benefited mentors; and (1.4) postdocs observed and experienced mentors’ mistreatment of minoritized postdocs (i.e., women, people of color, and individuals with international status).","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46049969","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 : 2022-04-01DOI: 10.1080/00131946.2022.2051032
Puskar R. Joshi, Sheetal Digari, Marlon C. James
Abstract Educational outcomes of female students are limited by persistent gender inequalities and the lack of non-patriarchal support structures in schools in Nepal. Role model theory suggests that female teachers provide a range of benefits for female students. We explored if the same-sex teacher as students has nexus with students’ performance in standardized exit examinations among 549 eighth-grade Nepali students to understand the contributions of female teachers on the academic performance of female students. The Mann-Whitney U-test compared eighth-grade male and female students’ test scores based on teachers’ sexual backgrounds. Overall, results showed that students taught by female teachers achieved significantly higher scores in science and the Nepali language than those taught by male teachers, indicating a clear advantage of female teachers. Findings imply that efforts to increase female teachers and invest in their professional development are essential to boost the academic success of girls and to achieve a more equitable education system in Nepal.
{"title":"The Difference a Female Teacher Makes: Analysis of Girls’ School Achievement in Nepal","authors":"Puskar R. Joshi, Sheetal Digari, Marlon C. James","doi":"10.1080/00131946.2022.2051032","DOIUrl":"https://doi.org/10.1080/00131946.2022.2051032","url":null,"abstract":"Abstract Educational outcomes of female students are limited by persistent gender inequalities and the lack of non-patriarchal support structures in schools in Nepal. Role model theory suggests that female teachers provide a range of benefits for female students. We explored if the same-sex teacher as students has nexus with students’ performance in standardized exit examinations among 549 eighth-grade Nepali students to understand the contributions of female teachers on the academic performance of female students. The Mann-Whitney U-test compared eighth-grade male and female students’ test scores based on teachers’ sexual backgrounds. Overall, results showed that students taught by female teachers achieved significantly higher scores in science and the Nepali language than those taught by male teachers, indicating a clear advantage of female teachers. Findings imply that efforts to increase female teachers and invest in their professional development are essential to boost the academic success of girls and to achieve a more equitable education system in Nepal.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43711485","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 : 2022-03-31DOI: 10.1080/03055698.2022.2049594
J. B. V. Marques, Andrew P. Carlin, Ricardo Moutinho
{"title":"A guided tour in the Geophysical and Astronomical Observatory of the University of Coimbra: setting-specific practices in an informal educational environment","authors":"J. B. V. Marques, Andrew P. Carlin, Ricardo Moutinho","doi":"10.1080/03055698.2022.2049594","DOIUrl":"https://doi.org/10.1080/03055698.2022.2049594","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298561","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 : 2022-03-30DOI: 10.1080/03055698.2022.2058319
Chia-Lin Tsai, C. Bergin, Elizabeth A. Jones
{"title":"Students in 4th to 12th grade can distinguish dimensions of teaching when evaluating their teachers: a multilevel analysis of the TESS survey","authors":"Chia-Lin Tsai, C. Bergin, Elizabeth A. Jones","doi":"10.1080/03055698.2022.2058319","DOIUrl":"https://doi.org/10.1080/03055698.2022.2058319","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029219","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":"The relationship between perfectionism and test anxiety of junior high school students: the mediating role of self-efficacy and trait anxiety","authors":"Simin Wan, Shuwei Lin, Si-you Li, Shen Tu, Guihua Qin","doi":"10.1080/03055698.2022.2058868","DOIUrl":"https://doi.org/10.1080/03055698.2022.2058868","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46616441","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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