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Que(e)rying How Professional STEM Societies’ Serve Queer and Trans Engineering and Science Undergraduates 探讨专业 STEM 协会如何为同性恋和跨性别工程与科学专业本科生服务
IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-05 DOI: 10.1080/00131946.2023.2276227
Rebecca A. Campbell-Montalvo, Hannah Cooke, Chrystal A. S. Smith, Michelle Hughes Miller, Ellen Puccia, J. Skvoretz, Hesborn Wao
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引用次数: 0
Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy 校长以学习为中心的领导与教师教学实践的关系:教师自我效能感与教师集体效能感的中介作用
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-09 DOI: 10.1080/03055698.2023.2279035
Ali Çağatay Kılınç, Mahmut Polatcan, Onur Erdoğan, Ferudun Sezgin, Servet Özdemir
ABSTRACTThe purpose of the current study was to investigate the relationship between principal learning-centred leadership and teacher instructional practices, with the mediating role of teacher self-efficacy and collective teacher efficacy. Drawing data from a sample of 1219 teachers in secondary and high schools in Turkey, this study employed a cross-sectional survey design. Confirmatory factor analysis and structural equation modelling were conducted to analyse the data. The findings provided evidence of a small direct association between learning-centred leadership and teacher instructional practices and an indirect relationship mediated by teacher self-efficacy and collective teacher efficacy. Drawing on empirical data from a developing non-Western context, our results contribute nuance to the global knowledge base by confirming the positive and direct link between learning-centred leadership and teacher practices. Our results also underscore the significant mediating role of teacher self-efficacy and collective teacher efficacy between these two constructs. We discuss the implications for policymakers and practitioners.KEYWORDS: Learning-centred leadershipteacher instructional practicesteacher self-efficacycollective teacher efficacy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAli Çağatay KılınçAli Cağatay Kılınç is a professor in the Department of Educational Sciences at Karabuk University, Turkey. He received his PhD from the Department of Educational Sciences, Division of Educational Administration, Gazi University, Ankara, Turkey in 2013. His research focus is on educational leadership, school improvement, teacher learning, and practices.Mahmut PolatcanMahmut Polatcan is currently working as an associate professor in the Department of Educational Sciences at Karabuk University, Turkey. He received his PhD in Educational Administration, Institute of Educational Sciences, Ankara University in 2017. His research interests include principal leadership, teacher effectiveness and teacher professional learning, and instructional practices.Onur ErdoğanOnur Erdoğan is an assistant professor in the Department of Educational Sciences at Gazi University, Ankara, Turkey. He received his PhD in Educational Administration, Institute of Educational Sciences, Gazi University in 2018. His research interests include leadership, positive psychology, autonomy, organizational ethic and school climate.Ferudun SezginFerudun Sezgin is a professor in the Department of Educational Sciences at Gazi University, Ankara, Turkey. He received his PhD from the Department of Educational Administration, Institute of Educational Sciences, Gazi University in 2006. His research interests include school culture, teacher psychological hardiness, school principal mentoring, teacher leadership, organizational commitment, and organizational citizenship.Servet ÖzdemirServet Özdemir is a professor in
摘要本研究旨在探讨校长以学习为中心的领导与教师教学实践的关系,并以教师自我效能感和教师集体效能感为中介。本研究采用横断面调查设计,从土耳其的1219名初中和高中教师中抽取数据。采用验证性因子分析和结构方程模型对数据进行分析。研究结果表明,以学习为中心的领导与教师教学实践之间存在少量的直接关联,而教师自我效能感和教师集体效能感之间存在间接关联。利用来自发展中的非西方背景的经验数据,我们的研究结果通过确认以学习为中心的领导与教师实践之间的积极和直接联系,为全球知识库做出了细微的贡献。我们的研究结果也强调了教师自我效能感和集体效能感在这两个构念之间的显著中介作用。我们讨论了对政策制定者和实践者的影响。关键词:以学习为中心的领导教师教学实践教师自我效能感教师集体效能感披露声明作者未报告潜在的利益冲突作者简介sali Çağatay KılınçAli Cağatay Kılınç是土耳其卡拉布鲁克大学教育科学系的教授。他于2013年获得土耳其安卡拉加齐大学教育科学系教育管理系博士学位。他的研究重点是教育领导、学校改进、教师学习和实践。Mahmut Polatcan目前在土耳其卡拉布鲁克大学教育科学系担任副教授。2017年获得安卡拉大学教育科学研究所教育管理博士学位。主要研究方向为校长领导、教师效能与教师专业学习、教学实践。Onur ErdoğanOnur Erdoğan是土耳其安卡拉加齐大学教育科学系的助理教授。2018年获加济大学教育科学研究所教育管理专业博士学位。他的研究兴趣包括领导力、积极心理学、自主性、组织伦理和学校氛围。Ferudun Sezgin是土耳其安卡拉加齐大学教育科学系的教授。2006年毕业于Gazi大学教育科学研究所教育行政学系,获博士学位。主要研究方向为学校文化、教师心理素质、校长指导、教师领导、组织承诺、组织公民。Servet ÖzdemirServet Özdemir是土耳其安卡拉ba肯特大学教育科学系的教授。他毕业于sel大学教育行政学部教育科学系,获博士学位。他曾在国家教育部总局工作多年。主要研究方向为组织行为学、教育领导和教育创新。
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引用次数: 0
QuantQueer: Renovating Quantitative Methods through Queer and Critical Theoretical Traditions 量子酷儿:透过酷儿与批判理论传统革新定量方法
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-08 DOI: 10.1080/00131946.2023.2276229
Kamden K. Strunk
AbstractQuantitative methods have a long historical entanglement with oppressive ideologies, including eugenics, white supremacism, and anti-LGBTQ+ ideology. Increasingly, scholars have made attempts at rectifying quantitative methods by bringing them into conversation with critical theoretical frameworks. One such example is QuantCrit, which attempts to engage quantitative methods through Critical Race Theory. The present paper attempts to extend that vital work by engaging queer theory in quantitative methods. Several key ideas are proposed for quantitative methodologists and educational researchers to think with queer theory in quantitative research. Each idea is explored with an eye toward queer theoretical frameworks while continuously engaging QuantCrit. Finally, implications for producers and users of research are offered. Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要定量方法与优生学、白人至上主义、反lgbtq +意识形态等压迫性意识形态有着悠久的历史纠葛。越来越多的学者试图通过将定量方法与批判性理论框架进行对话来纠正定量方法。QuantCrit就是这样一个例子,它试图通过批判种族理论(Critical Race Theory)引入定量方法。本论文试图通过将酷儿理论纳入定量方法来扩展这一重要工作。本文提出了定量方法学家和教育研究者在定量研究中运用酷儿理论进行思考的几个关键思想。每个想法都是在持续参与QuantCrit的同时,以酷儿理论框架的眼光进行探索的。最后,提出了对研究的生产者和使用者的启示。披露声明作者未报告潜在的利益冲突。
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引用次数: 0
How Did the COVID-19 Pandemic Exacerbate the Digital Divide at Secondary Education: The Case of Two Chinese Schools 新冠肺炎疫情如何加剧中等教育的数字鸿沟:以两所中国学校为例
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-06 DOI: 10.1080/00131946.2023.2274345
Beibei Yu, Wu Yuan Guo, Yichao Huang, Ye Hu, Miaomiao Jia
AbstractIn major public health crises, online education can play an important role in guaranteeing the continuity of education. However, whether online education can promote educational equity has been questioned widely. The COVID-19 pandemic has revealed severe challenges students face in online teaching. Based on Bourdieu’s theory of cultural reproduction and 34 interviews with participants including students, parents, and teachers, this research adopted a case study approach to explore the digital divide among Chinese rural and urban secondary school students during the COVID-19 pandemic. It was found that despite measures adopted by the Chinese government, a wider digital divide has been created between urban and rural secondary schools, and the online learning result was heavily influenced by the socioeconomic status of both the individuals and the schools they attended. More specifically, compared with urban students, rural students had less access to sui digital devices and environment, quality-parental guide and supervision, effective teachers’ instruction, and worse habitus and less ability in independent online learning. Overall, this study calls on policymakers, leaders, educators, and parents to take collective actions to create a more effective online educational environment for students from the vulnerable and disadvantaged groups. Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要在重大公共卫生危机中,在线教育可以发挥保障教育连续性的重要作用。然而,网络教育能否促进教育公平却受到了广泛的质疑。新冠肺炎疫情暴露了学生在线教学面临的严峻挑战。本研究以布迪厄的文化再生产理论为基础,通过对34名学生、家长和教师的访谈,采用个案研究的方法,探讨新冠肺炎大流行期间中国城乡中学生的数字鸿沟。研究发现,尽管中国政府采取了措施,但城市和农村中学之间的数字鸿沟仍在扩大,在线学习结果受到个人和所就读学校的社会经济地位的严重影响。具体而言,与城市学生相比,农村学生使用良好的数字设备和环境的机会较少,父母的引导和监督质量较差,教师的指导效果较差,在线自主学习的习惯和能力较差。总体而言,本研究呼吁政策制定者、领导者、教育工作者和家长采取集体行动,为弱势群体的学生创造一个更有效的在线教育环境。披露声明作者未报告潜在的利益冲突。
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引用次数: 0
The 2018 Teachers’ Strikes and the Social Construction of Teachers 2018年教师罢工与教师社会建设
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-24 DOI: 10.1080/00131946.2023.2269449
Jeanne M. Powers, Wooyeong Kim
AbstractIn 2018, thousands of teachers in West Virginia, Oklahoma, and Arizona walked off the job to protest low salaries and increase school funding. These strikes were significant because they were statewide and took place in “right to work” states. We analyze news media articles published in these states about the teachers’ strikes for insights into how local news media coverage might reflect and shape public opinion about teachers and teachers’ work. Using the social construction of target populations as a framework for the analysis, we analyze news media articles within and across the three states. We conclude that the news media coverage of the strikes in the three states diverged from national newspaper coverage in ways that may have increased the general public’s support for teachers and the teaching profession in these states during this period. Our analysis provides insights into possible counternarratives that can interrupt neoliberal narratives about teachers and teaching. Disclosure statementThe authors report that there is no competing interest to share.
2018年,西弗吉尼亚州、俄克拉荷马州和亚利桑那州的数千名教师罢工,抗议低工资和增加学校资金。这些罢工意义重大,因为它们是全州范围的,发生在“有工作权利”的州。我们分析了这些州发表的关于教师罢工的新闻媒体文章,以深入了解当地新闻媒体报道如何反映和塑造公众对教师和教师工作的看法。以目标人群的社会建构为分析框架,我们分析了三个州内部和跨州的新闻媒体文章。我们得出的结论是,新闻媒体对这三个州罢工的报道与全国报纸的报道存在分歧,这可能增加了公众对这三个州教师和教师职业的支持。我们的分析提供了对可能的反叙事的见解,这些反叙事可以打断新自由主义关于教师和教学的叙事。披露声明作者报告,没有竞争利益分享。
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引用次数: 0
Handbook of Social Justice Interventions in EducationHandbook of Social Justice Interventions in Education. Carol A. Mullen (Ed.). Cham, Switzerland: Springer, 2021; 1398 pp. $449.99 (hardcover). ISBN 9783030358570 教育中的社会正义干预手册教育中的社会正义干预手册》。Carol A. Mullen (Ed.).Cham, Switzerland:Springer, 2021; 1398 pp.449.99 美元(精装)。ISBN 9783030358570
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-23 DOI: 10.1080/00131946.2023.2269452
Isabel Nuñez
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引用次数: 0
The Purposes and Pedagogies of Social Foundations in Teacher Education 教师教育社会基础的目的与教学方法
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-23 DOI: 10.1080/00131946.2023.2271587
Christopher Hu
AbstractThe social foundations of education (SFE), an interdisciplinary educational field of study, occupies a tenuous position in university-based schools of education. In the era of teacher professionalization and practice-based teacher education, SFE has been relegated to the fringe and its value to teaching practice has been largely disregarded. Focusing specifically on conceptual essays and qualitative studies published by SFE university faculty that advocate for a closer relationship between SFE and teacher education, this literature review examines the ways that SFE teacher educators articulate the value, purpose, and contributory role of SFE in teacher education and explores the pedagogical approaches that they use in their pre-service teacher education classrooms. After analyzing the purposes of SFE in teacher education, as defined by SFE faculty, and the pedagogies that inform their teaching practice, I conclude this review by discussing the fundamental tensions and deeply embedded conflicts between teacher professionalism and the cultural perspectives and knowledges that are highly valued within the SFE discipline and by offering recommendations concerning the future of SFE. AcknowledgmentsI would like to thank my advisor, Diane Hoffman, for her comments and feedback on this article.Disclosure statementNo potential conflict of interest was reported by the author(s).
摘要教育社会基础是一个跨学科的教育研究领域,在大学教育学院中占有微弱的地位。在教师专业化和实践本位的教师教育时代,外语教学已经被边缘化,其教学实践价值在很大程度上被忽视了。本文献综述特别关注SFE大学教师发表的主张SFE与教师教育之间更密切关系的概念性论文和定性研究,研究了SFE教师教育者阐明SFE在教师教育中的价值、目的和贡献作用的方式,并探讨了他们在职前教师教育课堂上使用的教学方法。在分析了SFE教师在教师教育中的目的(由SFE教师定义)以及指导他们教学实践的教学法之后,我将讨论教师专业精神与文化观点和知识之间的基本紧张关系和根深蒂固的冲突,这些文化观点和知识在SFE学科中受到高度重视,并就SFE的未来提出建议。我要感谢我的导师Diane Hoffman对本文的评论和反馈。披露声明作者未报告潜在的利益冲突。
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引用次数: 0
Literacies of Joy: Responding to Epistemic Injustice in Public Education Research and Practice 快乐的素养:回应公共教育研究与实践中的认知不公
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-20 DOI: 10.1080/00131946.2023.2266537
Jessica E. Masterson, Amir A. Gilmore, Roxanne E. Moore
AbstractIn this article, the authors utilize Miranda Fricker’s conception of epistemic injustice to reexamine racial inequities in public education through the lens of testimonial and hermeneutical injustices experienced by minoritized youth. Drawing on their lived experiences as BIPOC researchers and teacher educators, the authors delineate the concept of literacies of joy as a means to describe, document, and affirm minoritized youths’ creative resistance to the epistemic injustices inherent within oppressive educational systems and structures. These literacies of joy are defined as ways of being and knowing that enable BIPOC students and educators alike to reap, enact, and embody joy amid oppressive circumstances. By centering joy, we overtly link this work to expressions of mattering and survivance. By centering literacies, we call attention to the systematicity and grammar of these ways of mattering. Literacies of joy affirm and honor the profound creativity and ingenuity with which oppressed communities have carved out spaces of joy since time immemorial. To this end, this concept addresses a hermeneutical injustice of its own. The implications of these literacies of joy are discussed as means of anti-oppressive pathways to educational research and teaching. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 We employ this acronym as an adjective to denote the many racially minoritized communities described therein. While others may use related acronyms (e.g., BISOC to describe students or BITOC to describe teachers belonging to these groups), we exclusively use BIPOC throughout this piece for the sake of clarity.
摘要在本文中,作者利用米兰达·弗里克(Miranda Fricker)的认知不公正概念,通过少数族裔青年经历的证词和解释性不公正的镜头,重新审视公共教育中的种族不平等。根据他们作为BIPOC研究人员和教师教育者的生活经验,作者描绘了快乐素养的概念,作为一种描述、记录和肯定少数民族青年对压迫性教育系统和结构中固有的认知不公正的创造性抵抗的手段。这些快乐的素养被定义为存在和认识的方式,使BIPOC的学生和教育工作者都能在压抑的环境中收获、制定和体现快乐。通过以喜悦为中心,我们公开地将这项工作与重要和生存的表达联系起来。通过以识字为中心,我们呼吁人们注意这些方式的系统性和语法性。关于快乐的文字肯定并尊重自古以来受压迫的社区创造快乐空间的深刻创造力和独创性。为此,这个概念解决了它自己的解释学上的不公正。这些快乐素养的含义被讨论为教育研究和教学的反压迫途径的手段。披露声明作者未报告潜在的利益冲突。注1:我们用这个首字母缩略词作为形容词来表示其中描述的许多少数民族社区。虽然其他人可能会使用相关的缩写词(例如,BISOC来描述学生或BITOC来描述属于这些群体的教师),但为了清晰起见,我们在本文中只使用BIPOC。
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引用次数: 0
Measuring Systemic Oppression: Possibilities and (Re)Imaginings for Measuring Cisheterosexism in Education Research 测量系统压迫:测量教育研究中的顺异性恋歧视的可能性和(重新)想象
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-18 DOI: 10.1080/00131946.2023.2260514
Olivia Copeland, Cindy Ann Kilgo
AbstractSeveral disciplines have developed quantitative measures for systemic oppression against queer and trans people, including psychology, criminal justice, and gender and sexuality studies. These instruments can have wide-ranging influence on other fields, including higher education research. To explore how these studies operationalize queer and trans oppression, we conducted a systematic review of 33 survey instruments across seven disciplines, coding them within an ecological framework. Results revealed lingering challenges for accurate measurement of queer and trans oppression and have significant implications on the use of inflationary and problematic language in quantitative instruments. We offer implications for those in education who may adapt similar instruments, in the hopes that scholars and practitioners are mindful to the scope of queer and trans oppression. Disclosure statementNo potential conflict of interest was reported by the author(s).
心理学、刑事司法、性别与性研究等学科已经发展出针对酷儿和跨性别者的系统性压迫的定量测量方法。这些工具可以对包括高等教育研究在内的其他领域产生广泛影响。为了探索这些研究如何运作酷儿和跨性别压迫,我们对七个学科的33项调查工具进行了系统回顾,并在生态框架内对其进行了编码。结果揭示了准确测量酷儿和跨性别压迫的持续挑战,并对定量工具中通货膨胀和问题语言的使用具有重要意义。我们为那些可能采用类似工具的教育工作者提供了启示,希望学者和从业者能够注意到酷儿和跨性别压迫的范围。披露声明作者未报告潜在的利益冲突。
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引用次数: 0
Speech Acts in English: From Research to Instruction and Textbook DevelopmentSpeech Acts in English: From Research to Instruction and Textbook Development. Lorena Perez-Hernandez. New York, NY: Cambridge University Press, 2021; xvi + 249. $114.97 (Hardback). ISBN 978108476324 英语言语行为:从研究到教学与教材开发曾Perez-Hernandez。纽约:剑桥大学出版社,2021;Xvi + 249。114.97美元(精装)。ISBN 978108476324
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-28 DOI: 10.1080/00131946.2023.2260515
Yun Jiang
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThis work was supported by the Fujian Federation of Humanities and Social Sciences Circles-Project of Linguistics under Grant number FJ2021B098. Notes on contributorsYun JiangYun Jiang, PhD, is an associate professor at School of Foreign Languages, Fujian Jiangxia University, China. She has been doing her postdoctoral research at the University of Wisconsin-Madison, America from 2016 to 2019. Her main research interests include EFL instruction, EFL textbook evaluation and EFL teacher learning.
点击放大图片点击缩小图片披露声明作者未报告潜在的利益冲突。本研究受福建省人文社科界联合会语言学专项资助,批准号:FJ2021B098。作者简介蒋云,博士,福建江夏大学外国语学院副教授。2016年至2019年在美国威斯康星大学麦迪逊分校进行博士后研究。主要研究方向为英语教学、英语教材评价和英语教师学习。
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引用次数: 1
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