Pub Date : 2023-12-05DOI: 10.1080/00131946.2023.2276227
Rebecca A. Campbell-Montalvo, Hannah Cooke, Chrystal A. S. Smith, Michelle Hughes Miller, Ellen Puccia, J. Skvoretz, Hesborn Wao
{"title":"Que(e)rying How Professional STEM Societies’ Serve Queer and Trans Engineering and Science Undergraduates","authors":"Rebecca A. Campbell-Montalvo, Hannah Cooke, Chrystal A. S. Smith, Michelle Hughes Miller, Ellen Puccia, J. Skvoretz, Hesborn Wao","doi":"10.1080/00131946.2023.2276227","DOIUrl":"https://doi.org/10.1080/00131946.2023.2276227","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"50 4","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598553","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 : 2023-11-09DOI: 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
{"title":"Investigating the association between principal learning-centred leadership and teacher instructional practices: the mediating roles of teacher self-efficacy and collective teacher efficacy","authors":"Ali Çağatay Kılınç, Mahmut Polatcan, Onur Erdoğan, Ferudun Sezgin, Servet Özdemir","doi":"10.1080/03055698.2023.2279035","DOIUrl":"https://doi.org/10.1080/03055698.2023.2279035","url":null,"abstract":"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","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":" 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291004","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 : 2023-11-08DOI: 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).
{"title":"QuantQueer: Renovating Quantitative Methods through Queer and Critical Theoretical Traditions","authors":"Kamden K. Strunk","doi":"10.1080/00131946.2023.2276229","DOIUrl":"https://doi.org/10.1080/00131946.2023.2276229","url":null,"abstract":"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).","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"129 s1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342439","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}
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).
{"title":"How Did the COVID-19 Pandemic Exacerbate the Digital Divide at Secondary Education: The Case of Two Chinese Schools","authors":"Beibei Yu, Wu Yuan Guo, Yichao Huang, Ye Hu, Miaomiao Jia","doi":"10.1080/00131946.2023.2274345","DOIUrl":"https://doi.org/10.1080/00131946.2023.2274345","url":null,"abstract":"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).","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"19 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589284","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 : 2023-10-24DOI: 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.
{"title":"The 2018 Teachers’ Strikes and the Social Construction of Teachers","authors":"Jeanne M. Powers, Wooyeong Kim","doi":"10.1080/00131946.2023.2269449","DOIUrl":"https://doi.org/10.1080/00131946.2023.2269449","url":null,"abstract":"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.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135267444","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 : 2023-10-23DOI: 10.1080/00131946.2023.2269452
Isabel Nuñez
{"title":"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","authors":"Isabel Nuñez","doi":"10.1080/00131946.2023.2269452","DOIUrl":"https://doi.org/10.1080/00131946.2023.2269452","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366731","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 : 2023-10-23DOI: 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).
{"title":"The Purposes and Pedagogies of Social Foundations in Teacher Education","authors":"Christopher Hu","doi":"10.1080/00131946.2023.2271587","DOIUrl":"https://doi.org/10.1080/00131946.2023.2271587","url":null,"abstract":"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).","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"PAMI-8 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413364","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 : 2023-10-20DOI: 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.
{"title":"Literacies of Joy: Responding to Epistemic Injustice in Public Education Research and Practice","authors":"Jessica E. Masterson, Amir A. Gilmore, Roxanne E. Moore","doi":"10.1080/00131946.2023.2266537","DOIUrl":"https://doi.org/10.1080/00131946.2023.2266537","url":null,"abstract":"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.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616777","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 : 2023-10-18DOI: 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).
{"title":"Measuring Systemic Oppression: Possibilities and (Re)Imaginings for Measuring Cisheterosexism in Education Research","authors":"Olivia Copeland, Cindy Ann Kilgo","doi":"10.1080/00131946.2023.2260514","DOIUrl":"https://doi.org/10.1080/00131946.2023.2260514","url":null,"abstract":"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).","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883798","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 : 2023-09-28DOI: 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.
{"title":"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","authors":"Yun Jiang","doi":"10.1080/00131946.2023.2260515","DOIUrl":"https://doi.org/10.1080/00131946.2023.2260515","url":null,"abstract":"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.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385939","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：