Educational Studies最新文献

{"title":"“God Meant I Should Be Free”: Historical Black Women Teachers and the Womanist Theo-Ethical Imperative of Abolition","authors":"Amber M. Neal-Stanley","doi":"10.1080/00131946.2024.2307898","DOIUrl":"https://doi.org/10.1080/00131946.2024.2307898","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447294","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}

{"title":"Trainee teachers and academic literacy: process, pedagogy and practice","authors":"Christian Beighton","doi":"10.1080/03055698.2024.2313222","DOIUrl":"https://doi.org/10.1080/03055698.2024.2313222","url":null,"abstract":"This paper examines trainee teachers’ views of academic literacy with a focus on the role of process and the concept of “becoming” in pedagogy. Often associated with Deleuzean philosophy, the pract...","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139766701","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}

{"title":"Examining the impact of listening to music on writing fluency","authors":"John Elwood Romig, Amanda A. Olsen","doi":"10.1080/03055698.2024.2313220","DOIUrl":"https://doi.org/10.1080/03055698.2024.2313220","url":null,"abstract":"Research on the effects of background music has historically produced mixed findings. This study examined whether listening to background music impacted participants’ writing fluency and perceived ...","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139766518","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}

{"title":"Queer Quantitative Methodologies in Educational Studies: Introduction to the Special Issue","authors":"Kamden K. Strunk, Amanda Davis Simpfenderfer","doi":"10.1080/00131946.2024.2309636","DOIUrl":"https://doi.org/10.1080/00131946.2024.2309636","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140515058","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}

{"title":"Helping young students cope with the threat of fake news: efficacy of news literacy training for junior-secondary school students in Hong Kong","authors":"K. Y. Ku, Tammy M. Y. Fung, Apple C. Y. Au, Ann Y. O. Choy, Masato Kajimoto, Yunya Song","doi":"10.1080/03055698.2023.2296345","DOIUrl":"https://doi.org/10.1080/03055698.2023.2296345","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948588","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}

{"title":"Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research","authors":"Ryan Ziols, Christopher Kirchgasler","doi":"10.1080/00131946.2023.2276226","DOIUrl":"https://doi.org/10.1080/00131946.2023.2276226","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998938","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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}