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“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work 标准化考试对教练员日常工作的影响:“它几乎占据了大楼的生命”
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-16 DOI: 10.1080/00131725.2022.2065713
E. Saclarides, B. Kane
Abstract Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well as researchers are provided.
摘要通过这项回顾性访谈研究,我们探讨了教练如何描述他们与教师的日常工作如何受到一个学区围绕标准化评估和成绩的普遍压力文化的影响。最终,我们确定了教练与教师的工作因评估文化而受到影响的五种方式。对学区的管理人员和教练以及研究人员提供了启示。
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引用次数: 1
Disability, Race, and Immigration Intersectionality: Disempowering the Disabled through Institutionalized Ableism in American Higher Education 残疾、种族和移民的交叉性:通过美国高等教育中的制度化消融剥夺残疾人的权力
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-12 DOI: 10.1080/00131725.2022.2065711
Theodoto W. Ressa
Abstract A systematic and comparative review of the literature and lived experience of a disabled Black African immigrant scholar in America reveals institutionalized ableism as a form of today’s immigration restrictions. As long as the perspectives of immigrant disabled scholars remain outside universities, scholars are likely to continue with “academic incest” and higher education is unlikely to achieve its purposes of decentering the individual and democratizing the society.
摘要对一位残疾的非洲黑人移民学者在美国的文学和生活经历进行系统和比较的回顾,揭示了制度化的能力主义是当今移民限制的一种形式。只要移民残疾学者的观点仍然存在于大学之外,学者就有可能继续“学术乱伦”,高等教育就不太可能实现其个人尊严和社会民主化的目的。
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引用次数: 1
The M in STEM: Using Mathematics Methods Courses to Support Preservice P-5 Teachers’ Understanding and Use of STEM Integration Practices STEM中的M:使用数学方法课程支持职前P-5教师对STEM整合实践的理解和使用
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-06 DOI: 10.1080/00131725.2022.2067928
Natasha N. Ramsay-Jordan
Abstract This article describes how mathematics method courses could become opportunities for integrating preservice P-5 teachers’ mathematics learning experiences to science, technology, engineering, and mathematics (STEM). I explore varying dynamics that impact preservice P-5 teachers’ mathematics-STEM experiences and highlight how teacher educators could use mathematics method courses to develop STEM integration. Informed by these important dynamics, I share recommendations.
摘要本文描述了数学方法课程如何成为将职前P-5教师的数学学习经验整合到科学、技术、工程和数学(STEM)领域的机会。我探讨了影响职前P-5教师数学-STEM经验的各种动态,并强调了教师教育者如何使用数学方法课程来发展STEM整合。根据这些重要的动态,我分享一些建议。
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引用次数: 1
Epistemological Foundations of Liberal Education for Democratic Life 面向民主生活的通识教育的认识论基础
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-06 DOI: 10.1080/00131725.2022.2067276
Timothy L. Simpson, John T. Fennell
Abstract This paper explores the epistemological justification of liberal education for all, and of foundations courses for teachers, set forth by Harry Broudy, the paramount voice in philosophy of education during the mid to late twentieth century. This justification, grounded in Michael Polanyi’s revolutionary theory of tacit knowing, reveals that such education and preparation, issuing in a capable and confident person, is entailed by commitment to equal opportunity and democratic life.
摘要:本文探讨了20世纪中后期教育哲学的最高声音哈里·布罗迪提出的全民自由教育和教师基础课程的认识论正当性。这种基于迈克尔·波兰尼(Michael Polanyi)革命性的心照不宣理论的辩护,揭示了这样的教育和准备,在一个有能力和自信的人身上进行,是对平等机会和民主生活的承诺所必需的。
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引用次数: 0
Teaching with Acceptance and Commitment: Building Teachers’ Social-Emotional Competencies for Teaching Effectiveness 接受与承诺教学:培养教师社会情感能力提高教学效果
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-19 DOI: 10.1080/00131725.2022.2053620
J. D. Smith, J. Whitley
Abstract Teachers need to relate to students in caring and committed ways, which can be personally and emotionally challenging. Enhancing teachers’ social-emotional competences (SECs) is a pathway to fostering these kinds of relationships. One possibility is using Teaching with Acceptance and Commitment (TAC), which integrates ideas and practices from mindfulness and behavior change. TAC helps teachers notice their emotional responses in the classroom and respond thoughtfully guided by professional values.
教师需要以关心和承诺的方式与学生建立联系,这在个人和情感上都是具有挑战性的。提高教师的社会情感能力是培养这种关系的途径。一种可能性是采用接纳和承诺教学(TAC),它将正念和行为改变的思想和实践结合起来。TAC帮助教师注意到他们在课堂上的情绪反应,并在专业价值观的指导下深思熟虑地做出反应。
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引用次数: 4
Mitochondrial phylogenomics and mitogenome organization in the parasitoid wasp family Braconidae (Hymenoptera: Ichneumonoidea). 寄生蜂腕蜂科(膜翅目:Ichneumonoidea)的线粒体系统发生组学和有丝分裂基因组的组织。
Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-12 DOI: 10.1186/s12862-022-01983-1
Jovana M Jasso-Martínez, Donald L J Quicke, Sergey A Belokobylskij, Bernardo F Santos, José L Fernández-Triana, Robert R Kula, Alejandro Zaldívar-Riverón

Background: Mitochondrial (mt) nucleotide sequence data has been by far the most common tool employed to investigate evolutionary relationships. While often considered to be more useful for shallow evolutionary scales, mt genomes have been increasingly shown also to contain valuable phylogenetic information about deep relationships. Further, mt genome organization provides another important source of phylogenetic information and gene reorganizations which are known to be relatively frequent within the insect order Hymenoptera. Here we used a dense taxon sampling comprising 148 mt genomes (132 newly generated) collectively representing members of most of the currently recognised subfamilies of the parasitoid wasp family Braconidae, which is one of the largest radiations of hymenopterans. We employed this data to investigate the evolutionary relationships within the family and to assess the phylogenetic informativeness of previously known and newly discovered mt gene rearrangements.

Results: Most subfamilial relationships and their composition obtained were similar to those recovered in a previous phylogenomic study, such as the restoration of Trachypetinae and the recognition of Apozyginae and Proteropinae as valid braconid subfamilies. We confirmed and detected phylogenetic signal in previously known as well as novel mt gene rearrangements, including mt rearrangements within the cyclostome subfamilies Doryctinae and Rogadinae.

Conclusions: Our results showed that both the mt genome DNA sequence data and gene organization contain valuable phylogenetic signal to elucidate the evolution within Braconidae at different taxonomic levels. This study serves as a basis for further investigation of mt gene rearrangements at different taxonomic scales within the family.

背景:线粒体(mt)核苷酸序列数据是迄今为止研究进化关系最常用的工具。虽然线粒体基因组通常被认为对浅层进化尺度更有用,但越来越多的研究表明,线粒体基因组也包含有关深层关系的有价值的系统发育信息。此外,mt 基因组组织还提供了另一个重要的系统发育信息来源,已知昆虫膜翅目中的基因重组相对频繁。在这里,我们使用了由 148 个 mt 基因组(132 个新产生的基因组)组成的密集分类群取样,这些基因组共同代表了目前公认的寄生蜂科腕蜂亚科的大多数成员,而腕蜂亚科是膜翅目昆虫中最大的辐射科之一。我们利用这些数据研究了该科内部的进化关系,并评估了以前已知和新发现的 mt 基因重排的系统发生信息量:结果:所获得的大多数亚科关系及其组成与之前的系统发生组学研究中发现的相似,如恢复了腕足动物亚科(Trachypetinae),并确认了腕足动物亚科(Apozyginae)和腕足动物亚科(Proteropinae)为有效的腕足动物亚科。我们证实并检测了以前已知的和新的 mt 基因重排的系统发生信号,包括环口亚科 Doryctinae 和 Rogadinae 中的 mt 重排:我们的研究结果表明,mt基因组DNA序列数据和基因组织均含有宝贵的系统发生学信号,可用于阐明腕足动物在不同分类水平上的进化。这项研究为进一步研究该科内不同分类尺度的mt基因重排奠定了基础。
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引用次数: 0
Alternative Practicum Experiences for Early Childhood Preservice Teachers 幼儿职前教师的另类实习经验
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-12 DOI: 10.1080/00131725.2022.2053621
Qianyi Gao, Sandra M. Linder, Anna H. Hall
Abstract Practicum experiences are an integral part of teacher education programs. This study drew on perceptions of stakeholders (preservice teachers, cooperating teachers, and university professors) to examine the strengths and weaknesses of two practicum models of an early childhood teacher education program. Findings showed that preservice teachers, regardless of varied experiences due to practicum structures, experienced stress and confidence boosts during the practicum. Our findings may provide insights for those designing practicum experiences for preservice teachers.
摘要实习经历是教师教育计划不可分割的一部分。这项研究利用利益相关者(职前教师、合作教师和大学教授)的看法来检验幼儿教师教育计划的两种实践模式的优势和劣势。研究结果表明,无论实习结构如何,职前教师在实习期间都会经历压力和信心的提升。我们的研究结果可能为那些为职前教师设计实践经验的人提供见解。
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引用次数: 2
Navigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions 校本教师教育者的角色定位:导师教师和教师候选人的认知
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-11 DOI: 10.1080/00131725.2022.2053019
Lori Rakes, R. Powell, Bethany Blevins, Victoria A. Giordano
Abstract In this longitudinal study, we sought to better understand mentor teachers’ perceptions of their roles as school-based teacher educators. We studied 11 school-based teacher educators and 123 teacher candidates, and collected data from observations, interviews, and artifacts. Using content and thematic analysis, the six roles of school-based teacher educators were identified: (a) host, (b) tour guide to the profession, (c) cheerleader/encourager, (d) planner, (e) instructional advisor, and (f) teaching partner. School-based teacher educators self-identified in the various roles as they interacted with the teacher candidates in their classrooms.
在这项纵向研究中,我们试图更好地了解导师教师对他们作为校本教师教育者的角色的看法。我们研究了11名校本教师教育者和123名教师候选人,并通过观察、访谈和人工制品收集了数据。通过内容和主题分析,确定了校本教师教育工作者的六个角色:(a)主持人,(b)专业导游,(c)啦啦队长/鼓励者,(d)策划者,(e)教学顾问和(f)教学伙伴。校本教师教育工作者在课堂上与教师候选人互动时,自我认同不同的角色。
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引用次数: 0
The Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective 从批判教育学的角度看土耳其外语课程中被排斥的社会政治和语言问题
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-11 DOI: 10.1080/00131725.2022.2053020
Eser Ordem
Abstract This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy.
摘要本研究旨在通过将南非文化这一被排斥的背景纳入土耳其外语课程,应用批判性教学法和参与式方法,因为南非文化在土耳其的全球教科书和外语课程中被忽视和排斥。这项比较教育和文化研究是基于描述性的单一案例研究和语境化的批判性反思。土耳其一所大学的15名翻译专业本科生参与了这项研究。使用了一份由10个问题组成的开放式问卷来征求他们的意见。这些问题涉及社会、政治和语言背景方面的问题。研究结果表明,参与者几乎没有意识到这些被排除在SA背景下的社会政治问题,并对解决这两种背景下的一些社会政治和语言问题产生了悲观的看法,因为他们的历史背景是殖民主义和民族国家意识形态。虽然他们认为SA的社会政治和语言问题可以纳入课程,但由于长期以来笼罩土耳其的压迫性政治氛围,他们似乎不太可能将土耳其的同样问题纳入EFL课程。这项研究可以作为一个例子,因为它可以通过使用批判性教学法,帮助将具有社会政治问题的被排斥文化纳入课程。
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引用次数: 0
Letter to a New Academic: In and Out of the Ravine 给新学者的信:出入峡谷
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-08 DOI: 10.1080/00131725.2022.2050329
A. Samaras
Abstract The following is an essay of reflections from a veteran academic of her lived experiences in the academy resulting in an unearthing of underlying principles for developing and communicating one’s professional identity. I discuss the role of passion and authenticity; the need to seek, give, and lead support; and the essence of collective creativity for continuous professional growth. This article is useful to new academics working to seed purposeful professional lives and for colleagues and faculty professional developers working to support their efforts.
摘要以下是一位资深学者对她在学院的生活经历的反思,揭示了发展和交流职业身份的基本原则。我讨论了激情和真实的作用;寻求、给予和领导支持的必要性;以及持续专业成长的集体创造力的本质。这篇文章对致力于培养有目的的职业生活的新学者以及支持他们努力的同事和教师专业开发人员都很有用。
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引用次数: 0
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EDUCATIONAL FORUM
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