Pub Date : 2024-09-17DOI: 10.1177/00131245241278673
Qin Mou, Hakan Dursun, Orhan Agirdag
As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.
{"title":"A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?","authors":"Qin Mou, Hakan Dursun, Orhan Agirdag","doi":"10.1177/00131245241278673","DOIUrl":"https://doi.org/10.1177/00131245241278673","url":null,"abstract":"As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"141 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142262304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/00131245241275154
{"title":"CORRIGENDUM to When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change","authors":"","doi":"10.1177/00131245241275154","DOIUrl":"https://doi.org/10.1177/00131245241275154","url":null,"abstract":"","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"7 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/00131245241261088
Erik Kormos
This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.
{"title":"Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide","authors":"Erik Kormos","doi":"10.1177/00131245241261088","DOIUrl":"https://doi.org/10.1177/00131245241261088","url":null,"abstract":"This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"21 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/00131245241265098
Ryan M. Good
In the late-2000s, Washington, DC achieved national notoriety for its embrace of market accountability in public schools and support for a steadily expanding charter sector. At the same time, the DC government pursued a concerted effort to attract new residents and investment to the city, a project that bore fruit in the form of some of the highest levels of gentrification in the country. Most of the research exploring intersections between charterization and gentrification has focused on the school choice decisions of gentrifier parents and school enrollment patterns. This paper illuminates the geography of opening and closing schools in DC—both charter and District-operated—between 1997 and 2017 and describes the intersection of those processes with patterns of gentrification and neighborhood change across the city. A detailed description of how this played out in one gentrifying neighborhood supplements the citywide analysis.
{"title":"Charterization, Gentrification, and the Geography of Opening and Closing Schools in Washington, DC","authors":"Ryan M. Good","doi":"10.1177/00131245241265098","DOIUrl":"https://doi.org/10.1177/00131245241265098","url":null,"abstract":"In the late-2000s, Washington, DC achieved national notoriety for its embrace of market accountability in public schools and support for a steadily expanding charter sector. At the same time, the DC government pursued a concerted effort to attract new residents and investment to the city, a project that bore fruit in the form of some of the highest levels of gentrification in the country. Most of the research exploring intersections between charterization and gentrification has focused on the school choice decisions of gentrifier parents and school enrollment patterns. This paper illuminates the geography of opening and closing schools in DC—both charter and District-operated—between 1997 and 2017 and describes the intersection of those processes with patterns of gentrification and neighborhood change across the city. A detailed description of how this played out in one gentrifying neighborhood supplements the citywide analysis.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"36 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/00131245241261085
Qi Cheng, Liu Zhao, Weijun Li
The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.
{"title":"The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence","authors":"Qi Cheng, Liu Zhao, Weijun Li","doi":"10.1177/00131245241261085","DOIUrl":"https://doi.org/10.1177/00131245241261085","url":null,"abstract":"The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"36 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/00131245241262013
Timothy E. Morse
Before the COVID-19 pandemic, the multi-tiered system of supports (MTSS) framework was established as a comprehensive, equitable approach for addressing urban students’ academic, behavioral, and social-emotional needs. Still, confusion surrounded its implementation. On returning to in-person instruction, urban educators have been challenged to resurrect their school’s MTSS framework while simultaneously confronting many other issues, such as increased student absenteeism, academic achievement deficits, and staffing shortages. Consequently, revisiting this matter is warranted, particularly concerning operating MTSS frameworks in high-poverty urban schools. Accordingly, this paper explains the design and operation of an MTSS and then discusses its historical evolution and current relevance. Next, the article identifies drivers of well-functioning MTSS frameworks while discussing the circumstances surrounding high-poverty urban schools. The paper concludes with a discussion of a core component of an MTSS framework that urban educators have identified as one for which they need more information: intensifying instruction. Properly addressing this component will equip urban educators with the foundational knowledge they need to design and implement an MTSS framework tailored to their unique circumstances.
{"title":"Revisiting the Multi-Tiered System of Supports Framework: An Important Mechanism for Realizing Equitable Education in Urban Schools","authors":"Timothy E. Morse","doi":"10.1177/00131245241262013","DOIUrl":"https://doi.org/10.1177/00131245241262013","url":null,"abstract":"Before the COVID-19 pandemic, the multi-tiered system of supports (MTSS) framework was established as a comprehensive, equitable approach for addressing urban students’ academic, behavioral, and social-emotional needs. Still, confusion surrounded its implementation. On returning to in-person instruction, urban educators have been challenged to resurrect their school’s MTSS framework while simultaneously confronting many other issues, such as increased student absenteeism, academic achievement deficits, and staffing shortages. Consequently, revisiting this matter is warranted, particularly concerning operating MTSS frameworks in high-poverty urban schools. Accordingly, this paper explains the design and operation of an MTSS and then discusses its historical evolution and current relevance. Next, the article identifies drivers of well-functioning MTSS frameworks while discussing the circumstances surrounding high-poverty urban schools. The paper concludes with a discussion of a core component of an MTSS framework that urban educators have identified as one for which they need more information: intensifying instruction. Properly addressing this component will equip urban educators with the foundational knowledge they need to design and implement an MTSS framework tailored to their unique circumstances.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/00131245241253573
Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina
Bronfenbrenner’s Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district ( n = 18) and an urban school district ( n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters ( p < .001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2).
{"title":"Teacher Mobility from “Starter School” to “Forever School”: The Impact on Urban Schools and Students","authors":"Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina","doi":"10.1177/00131245241253573","DOIUrl":"https://doi.org/10.1177/00131245241253573","url":null,"abstract":"Bronfenbrenner’s Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district ( n = 18) and an urban school district ( n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters ( p < .001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2).","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.1177/00131245241249980
Wenbo Ma, Ali Junaid Khan, Sana Fayyaz, Samantha Curle, Iza Gigauri
Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.
{"title":"Am I Safe at My Educational Place? Creating Secure and Sustainable Urban Learning Spaces Through Green Infrastructure and Ecological Education","authors":"Wenbo Ma, Ali Junaid Khan, Sana Fayyaz, Samantha Curle, Iza Gigauri","doi":"10.1177/00131245241249980","DOIUrl":"https://doi.org/10.1177/00131245241249980","url":null,"abstract":"Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"20 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-08DOI: 10.1177/00131245241249987
Michael R. Capawana
Childhood obesity is a pervasive health issue, with multifaceted implications for developmental trajectory. Participants included 5,573 K-5 students enrolled in a high-poverty urban public-school setting. Through an informal yet holistic assessment process, students identified as exhibiting overweight issues were compared to peers not designated as overweight across several relevant categories. Overweight students were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level as perceived by student support staff; and mostly exhibit decreased performance in report card grades, standardized test scores, and academic engagement. Results confirm previously documented disparities in school functioning and consideration for at-risk status; this is especially relevant in an underserved context, in which regular access to services may be limited. Therefore, reliance on initial screening measures becomes necessary as a preventative mechanism to better assist children in need and to facilitate intervention planning.
{"title":"Psychosocial and Educational Vulnerability of Overweight Children from Urban Schools","authors":"Michael R. Capawana","doi":"10.1177/00131245241249987","DOIUrl":"https://doi.org/10.1177/00131245241249987","url":null,"abstract":"Childhood obesity is a pervasive health issue, with multifaceted implications for developmental trajectory. Participants included 5,573 K-5 students enrolled in a high-poverty urban public-school setting. Through an informal yet holistic assessment process, students identified as exhibiting overweight issues were compared to peers not designated as overweight across several relevant categories. Overweight students were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level as perceived by student support staff; and mostly exhibit decreased performance in report card grades, standardized test scores, and academic engagement. Results confirm previously documented disparities in school functioning and consideration for at-risk status; this is especially relevant in an underserved context, in which regular access to services may be limited. Therefore, reliance on initial screening measures becomes necessary as a preventative mechanism to better assist children in need and to facilitate intervention planning.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"44 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.
{"title":"Conceptualizing Education for Sustainable Development in Urban Secondary Schools","authors":"Saphia Zenasni, Tom Emile Kuppens, Joost Vaesen, Jill Surmont, Iris Stiers","doi":"10.1177/00131245241238001","DOIUrl":"https://doi.org/10.1177/00131245241238001","url":null,"abstract":"This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"22 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：