Pub Date : 2023-03-16DOI: 10.1080/00131725.2023.2172500
Jillian N. Ardley, Win Wheeler, Angela Goodloe, Keesha Kerns, Nicholas D. Hartlep, Diane Courington
Abstract In 2020, Kappa Delta Pi’s Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices, (2) Recognition of systemic racism as experienced by prospective teachers of color, and (3) Strategies used within teacher education programs to address barriers and cultivate successful solutions for prospective teachers of color.
{"title":"Emergent Themes from the 2020 KDP Diversity Summit: Teacher Educators’ Awareness of Factors That Support and Retain Prospective Teachers of Color","authors":"Jillian N. Ardley, Win Wheeler, Angela Goodloe, Keesha Kerns, Nicholas D. Hartlep, Diane Courington","doi":"10.1080/00131725.2023.2172500","DOIUrl":"https://doi.org/10.1080/00131725.2023.2172500","url":null,"abstract":"Abstract In 2020, Kappa Delta Pi’s Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices, (2) Recognition of systemic racism as experienced by prospective teachers of color, and (3) Strategies used within teacher education programs to address barriers and cultivate successful solutions for prospective teachers of color.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"216 - 235"},"PeriodicalIF":1.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49224994","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 : 2023-03-10DOI: 10.1080/00131725.2023.2169874
Erin Nerlino
Abstract This study examines teacher perceptions of the media and public’s portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive of authentic teacher voices, and lacking in complexity. Furthermore, teachers perceived a shift in portrayal over the course of the pandemic.
{"title":"“From Heroes to Scapegoats”: Teacher Perceptions of the Media and Public’s Portrayal of Teachers during COVID-19","authors":"Erin Nerlino","doi":"10.1080/00131725.2023.2169874","DOIUrl":"https://doi.org/10.1080/00131725.2023.2169874","url":null,"abstract":"Abstract This study examines teacher perceptions of the media and public’s portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive of authentic teacher voices, and lacking in complexity. Furthermore, teachers perceived a shift in portrayal over the course of the pandemic.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"282 - 303"},"PeriodicalIF":1.3,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859224","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 : 2023-03-07DOI: 10.1080/00131725.2023.2175940
María D. Vásquez-Colina, John D. Morris
AbstractUsing a literacy framework, this case study explores parents’ assessment literacy in South Florida (United States). Data were collected using focus-group interviews of public-school parents (N = 32) and a document artifact. Findings illustrate how parents drew upon verbal and virtual information and social interactions to learn about the educational assessments used for their children. Implications for educators were identified to assist parents in asking assessment questions in order to demystify the educational assessment process.Keywords: assessment literacyhigh-stakes assessmentparent engagementparent-teacher communication
{"title":"The Case of the Mommy Network: Getting to Know about Educational Assessment","authors":"María D. Vásquez-Colina, John D. Morris","doi":"10.1080/00131725.2023.2175940","DOIUrl":"https://doi.org/10.1080/00131725.2023.2175940","url":null,"abstract":"AbstractUsing a literacy framework, this case study explores parents’ assessment literacy in South Florida (United States). Data were collected using focus-group interviews of public-school parents (N = 32) and a document artifact. Findings illustrate how parents drew upon verbal and virtual information and social interactions to learn about the educational assessments used for their children. Implications for educators were identified to assist parents in asking assessment questions in order to demystify the educational assessment process.Keywords: assessment literacyhigh-stakes assessmentparent engagementparent-teacher communication","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135000128","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 : 2023-03-07DOI: 10.1080/00131725.2023.2178564
N. Lemon, Sharon McDonough
Abstract While the COVID-19 global pandemic has resulted in numerous lockdowns, understanding how teachers experience the shift to remote learning and the person focussed skills and capacities they employ during this time is vital. We draw from an online qualitative study to examine questionnaire data from 137 Australian teachers. Using the four dimensions of teacher resilience as a lens for analysis, we highlight the multidimensional approach teachers employ to navigate the challenge of teaching remotely.
{"title":"“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic","authors":"N. Lemon, Sharon McDonough","doi":"10.1080/00131725.2023.2178564","DOIUrl":"https://doi.org/10.1080/00131725.2023.2178564","url":null,"abstract":"Abstract While the COVID-19 global pandemic has resulted in numerous lockdowns, understanding how teachers experience the shift to remote learning and the person focussed skills and capacities they employ during this time is vital. We draw from an online qualitative study to examine questionnaire data from 137 Australian teachers. Using the four dimensions of teacher resilience as a lens for analysis, we highlight the multidimensional approach teachers employ to navigate the challenge of teaching remotely.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"304 - 318"},"PeriodicalIF":1.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396467","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 : 2023-03-07DOI: 10.1080/00131725.2023.2180123
Samantha A. Marshall, Amelia Q Rivera
Abstract Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers’ learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice.
{"title":"More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens","authors":"Samantha A. Marshall, Amelia Q Rivera","doi":"10.1080/00131725.2023.2180123","DOIUrl":"https://doi.org/10.1080/00131725.2023.2180123","url":null,"abstract":"Abstract Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers’ learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"362 - 376"},"PeriodicalIF":1.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45257870","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 : 2023-03-06DOI: 10.1080/00131725.2023.2173345
Thomas Albright
Abstract This article provides an ethnographic accounting of one teacher of color’s experience of moral injury by exploring the question: what morally injurious events does Nancy experience, and what are the costs of those injuries? This project used participant observations and interviews to explore the moral injuries encountered. Moral injuries occurred due to a lack of just systems, racial representation, trust, student supports, trauma training, and holistic approaches. Eventually Nancy left the school as a principled leaver.
{"title":"“There Just Isn’t Enough of Me”: The Cost of Moral Injury for One Teacher of Color","authors":"Thomas Albright","doi":"10.1080/00131725.2023.2173345","DOIUrl":"https://doi.org/10.1080/00131725.2023.2173345","url":null,"abstract":"Abstract This article provides an ethnographic accounting of one teacher of color’s experience of moral injury by exploring the question: what morally injurious events does Nancy experience, and what are the costs of those injuries? This project used participant observations and interviews to explore the moral injuries encountered. Moral injuries occurred due to a lack of just systems, racial representation, trust, student supports, trauma training, and holistic approaches. Eventually Nancy left the school as a principled leaver.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"319 - 333"},"PeriodicalIF":1.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382317","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 : 2023-02-22DOI: 10.1080/00131725.2023.2172499
Sharon McDonough, R. Brandenburg, W. Moran
Abstract Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight the ways that an examination of these confrontations provides greater understanding of the pedagogy, practice, and decision-making of teacher educators and contend that analysis of practice is vital to revealing the complexity of teacher educator work.
{"title":"A Study of Teacher Educators’ Work: Complexity and Confrontation","authors":"Sharon McDonough, R. Brandenburg, W. Moran","doi":"10.1080/00131725.2023.2172499","DOIUrl":"https://doi.org/10.1080/00131725.2023.2172499","url":null,"abstract":"Abstract Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight the ways that an examination of these confrontations provides greater understanding of the pedagogy, practice, and decision-making of teacher educators and contend that analysis of practice is vital to revealing the complexity of teacher educator work.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"334 - 346"},"PeriodicalIF":1.3,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44284963","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 : 2023-02-03DOI: 10.1080/00131725.2022.2157919
C. A. Brant, Lara M. Willox
Abstract This study reports on teacher educators’ (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and implications and additional research needed for greater inclusion of LGBTQIA + topics are shared.
{"title":"“I Feel like I'm Not Doing Enough, and I Don’t Know How to Do Better”: Teacher Educators and LGBTQIA + Inclusion","authors":"C. A. Brant, Lara M. Willox","doi":"10.1080/00131725.2022.2157919","DOIUrl":"https://doi.org/10.1080/00131725.2022.2157919","url":null,"abstract":"Abstract This study reports on teacher educators’ (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and implications and additional research needed for greater inclusion of LGBTQIA + topics are shared.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"192 - 215"},"PeriodicalIF":1.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262719","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 : 2023-01-23DOI: 10.1080/00131725.2022.2158256
Lin Wu
Abstract This self-study illustrates how one Asian male immigrant teacher educator enacted hip-hop pedagogy to promote joy and justice in a multicultural education course at a predominantly white institution in the Pacific Northwest. Implications include how teacher educators can model hip-hop pedagogy to prepare all teacher candidates to cultivate joy and justice in their future classrooms amidst growing inequity and division in U.S. society.
{"title":"Enacting Hip-Hop Pedagogy for Joy and Justice","authors":"Lin Wu","doi":"10.1080/00131725.2022.2158256","DOIUrl":"https://doi.org/10.1080/00131725.2022.2158256","url":null,"abstract":"Abstract This self-study illustrates how one Asian male immigrant teacher educator enacted hip-hop pedagogy to promote joy and justice in a multicultural education course at a predominantly white institution in the Pacific Northwest. Implications include how teacher educators can model hip-hop pedagogy to prepare all teacher candidates to cultivate joy and justice in their future classrooms amidst growing inequity and division in U.S. society.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"147 - 161"},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584146","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 : 2023-01-23DOI: 10.1080/00131725.2023.2168812
Hyun Uk Kim, Amy Ballin
Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.
{"title":"Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey","authors":"Hyun Uk Kim, Amy Ballin","doi":"10.1080/00131725.2023.2168812","DOIUrl":"https://doi.org/10.1080/00131725.2023.2168812","url":null,"abstract":"Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"347 - 361"},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46828922","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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