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":null,"pages":null},"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: 10.1080/00131946.2023.2271587
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":null,"pages":null},"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 : 2023-10-23DOI: 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":null,"pages":null},"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 : 2023-10-20DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-09-28DOI: 10.1080/03055698.2023.2262070
Juan Manuel García-Ceberino, Sebastián Fierro-Suero, Víctor Hugo Duque-Ramos, Pedro Sáenz-López
ABSTRACTThis study investigated the emotions and perception of effort triggered by various basketball-oriented games: psychomotor game with and without competition, and opposition game with competition. Gender' effect on games with competition was analysed. Sixty-five players (13.52 ± 1.43 years old) from formative teams in Spain participated. The non-parametric tests of Friedman’s, Kruskal-Wallis H, and Robust ANOVA were performed to find statistical differences. There were differences in love between the psychomotor game without competition and the opposition game with competition, with the former having greater intensity. There were differences in the perception of effort, beining greater in the opposition game with competition. A loss triggered greater anger and negative dimension than a win or tie. In the opposition game with competition, a win triggered greater happiness, joy and positive dimension than a loss.Gender had an effect on negative emotions in opposition games with competition, against girls. Players should be trained in emotional regulation.KEYWORDS: Emotional perceptiondominions of motor actiongenderRPEtraining session AcknowledgementsThe author Juan M. García-Ceberino was supported by a grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” (MS-01).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” [MS-01].Notes on contributorsJuan Manuel García-CeberinoJuan Manuel García-Ceberino is a researcher of the GOERD Research Group (Spain). He graduated in Primary Education with mention in Physical Education from the University of Extremadura in 2014, and he received his PhD from the University of Extremadura in 2020 in Physical Activity and Sport. His current research interests are focused on the study of pedagogical models and teaching/training in Physical Education and Sports.Sebastián Fierro-SueroSebastián Fierro-Suero is a teacher Department of Integrated Didactics in the Faculty of Education Sciences at University of Huelva (Spain). He has Graduate with highest honours in Physical Activity and Sport Science. His current interest in research is in the study of motivation and emotions in Physical Education and Sports. He belongs to the EMOTION Research Group.Víctor Hugo Duque-RamosVíctor Hugo Duque-Ramos is a teacher affiliated with the Colombian teaching profession. His doctoral thesis, titled ”Basketball and Emotions: In the School and Sports Context,” was defended in 2023 at the University of Huelva (Spain). He is a researcher
摘要本研究探讨了篮球运动中有竞争、无竞争的心理运动比赛和有竞争的对手比赛所引发的情绪和努力知觉。分析了性别对竞争游戏的影响。西班牙成建制球队65名球员(13.52±1.43岁)参赛。对Friedman’s、Kruskal-Wallis H和稳健方差分析进行非参数检验以发现统计差异。无竞争的心理运动游戏与有竞争的对抗游戏在爱的程度上存在差异，无竞争的心理运动游戏的爱的强度更大。在努力的感知上存在差异，在有竞争的对手游戏中差异更大。输球比赢球或平局更能引发愤怒和负面情绪。在竞争对手的比赛中，胜利比失败更能激发快乐、快乐和积极的维度。在与女孩竞争的对抗性游戏中，性别对消极情绪有影响。球员应该接受情绪调节方面的训练。致谢作者Juan M. García-Ceberino得到了西班牙大学和欧盟(NextGenerationUE)“Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes博士”(MS-01)的资助。披露声明作者未报告潜在的利益冲突。这项工作得到了西班牙大学部和欧盟(NextGenerationUE)“Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes博士”的资助[MS-01]。关于贡献者的说明juan Manuel García-CeberinoJuan Manuel García-Ceberino是西班牙政府研究小组的一名研究员。他于2014年毕业于埃斯特雷马杜拉大学，主修小学教育和体育教育，并于2020年获得埃斯特雷马杜拉大学体育活动和体育博士学位。他目前的研究兴趣集中在体育教育和运动教学模式和教学/培训的研究。Sebastián Fierro-SueroSebastián Fierro-Suero是西班牙韦尔瓦大学教育科学学院综合教学法系的一名教师。他以最高荣誉毕业于体育活动和运动科学专业。他目前的研究兴趣是体育教育和运动中的动机和情感研究。他属于情绪研究小组。Víctor Hugo Duque-RamosVíctor Hugo Duque-Ramos是哥伦比亚教学专业的一名教师。他的博士论文题为“篮球和情感:在学校和体育背景下”，于2023年在西班牙韦尔瓦大学(University of Huelva)进行了答辩。他是哥伦比亚安蒂奥基亚大学体育研究所“体育实践，社会，教育-课程(PES)”小组的研究员。他的研究重点是教育和体育中的情感。Pedro Sáenz-LópezPedro Saenz-Lopez是西班牙韦尔瓦大学教育科学学院综合教学法系的全职教授。他于1988年毕业于格拉纳达大学体育科学专业，并于1998年在塞维利亚大学获得教育科学博士学位。他是情绪研究小组的协调员。他目前的研究兴趣是体育教育和运动中的动机和情感研究。
{"title":"Emotions and perception of effort in motor games oriented to formative basketball","authors":"Juan Manuel García-Ceberino, Sebastián Fierro-Suero, Víctor Hugo Duque-Ramos, Pedro Sáenz-López","doi":"10.1080/03055698.2023.2262070","DOIUrl":"https://doi.org/10.1080/03055698.2023.2262070","url":null,"abstract":"ABSTRACTThis study investigated the emotions and perception of effort triggered by various basketball-oriented games: psychomotor game with and without competition, and opposition game with competition. Gender' effect on games with competition was analysed. Sixty-five players (13.52 ± 1.43 years old) from formative teams in Spain participated. The non-parametric tests of Friedman’s, Kruskal-Wallis H, and Robust ANOVA were performed to find statistical differences. There were differences in love between the psychomotor game without competition and the opposition game with competition, with the former having greater intensity. There were differences in the perception of effort, beining greater in the opposition game with competition. A loss triggered greater anger and negative dimension than a win or tie. In the opposition game with competition, a win triggered greater happiness, joy and positive dimension than a loss.Gender had an effect on negative emotions in opposition games with competition, against girls. Players should be trained in emotional regulation.KEYWORDS: Emotional perceptiondominions of motor actiongenderRPEtraining session AcknowledgementsThe author Juan M. García-Ceberino was supported by a grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” (MS-01).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Grant from the Universities Ministry of Spain and the European Union (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema Universitario Español, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” [MS-01].Notes on contributorsJuan Manuel García-CeberinoJuan Manuel García-Ceberino is a researcher of the GOERD Research Group (Spain). He graduated in Primary Education with mention in Physical Education from the University of Extremadura in 2014, and he received his PhD from the University of Extremadura in 2020 in Physical Activity and Sport. His current research interests are focused on the study of pedagogical models and teaching/training in Physical Education and Sports.Sebastián Fierro-SueroSebastián Fierro-Suero is a teacher Department of Integrated Didactics in the Faculty of Education Sciences at University of Huelva (Spain). He has Graduate with highest honours in Physical Activity and Sport Science. His current interest in research is in the study of motivation and emotions in Physical Education and Sports. He belongs to the EMOTION Research Group.Víctor Hugo Duque-RamosVíctor Hugo Duque-Ramos is a teacher affiliated with the Colombian teaching profession. His doctoral thesis, titled ”Basketball and Emotions: In the School and Sports Context,” was defended in 2023 at the University of Huelva (Spain). He is a researcher","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425095","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 : 2023-09-26DOI: 10.1080/03055698.2023.2256924
Jaehong Jang, Hawon Yoo, Pey-Yan Liou
{"title":"Effects of collaboration on teachers’ job satisfaction and self-efficacy: personal and structural characteristics as moderators","authors":"Jaehong Jang, Hawon Yoo, Pey-Yan Liou","doi":"10.1080/03055698.2023.2256924","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256924","url":null,"abstract":"","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960885","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 : 2023-09-25DOI: 10.1080/00131946.2023.2248636
Mario I. Suárez
AbstractThe increase in youth’s self-identification as trans in the United States and Canada has created new urgency in schools to meet the needs of these students, yet education survey researchers have yet to find ways to assess their educational outcomes based on sex and gender. In this critical systematic review, I provide an overview of surveys from 2009–2019 that have been utilized to assess the sex and gender identity of trans youth. Findings suggest a range of measurement approaches and types of research interests, as well as important aspects that were absent from the surveys. Recommendations for those who currently or plan to engage with survey research that includes gender identity are included. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Methodological note: Google Scholar and Google were the starting point for this search, as both of these databases produced results that were peer-reviewed and non peer-reviewed.2 Demographers and research leaders familiar with measurement of gender and sexuality with youth and adults were emailed and consulted with, as a way to identify any potential surveys not located in the original search, as well as to obtain specific wording used. For example, GLSEN does not publish their survey publicly in their report even though it is widely used and known as a large-scale survey in education research. After an email from Joseph Kosciw, he graciously responded with the wording of the items used in the 2019 NCSS survey.3 The 2020–21 CHKS survey, in asking about gender, provided the following responses: male, female, nonbinary, something else.Additional informationFundingThis work was supported by Spencer Foundation [202000013].
{"title":"Problematizing the Measurement of Gender Identity in K-12 Education Survey Research: A Systematic Review","authors":"Mario I. Suárez","doi":"10.1080/00131946.2023.2248636","DOIUrl":"https://doi.org/10.1080/00131946.2023.2248636","url":null,"abstract":"AbstractThe increase in youth’s self-identification as trans in the United States and Canada has created new urgency in schools to meet the needs of these students, yet education survey researchers have yet to find ways to assess their educational outcomes based on sex and gender. In this critical systematic review, I provide an overview of surveys from 2009–2019 that have been utilized to assess the sex and gender identity of trans youth. Findings suggest a range of measurement approaches and types of research interests, as well as important aspects that were absent from the surveys. Recommendations for those who currently or plan to engage with survey research that includes gender identity are included. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Methodological note: Google Scholar and Google were the starting point for this search, as both of these databases produced results that were peer-reviewed and non peer-reviewed.2 Demographers and research leaders familiar with measurement of gender and sexuality with youth and adults were emailed and consulted with, as a way to identify any potential surveys not located in the original search, as well as to obtain specific wording used. For example, GLSEN does not publish their survey publicly in their report even though it is widely used and known as a large-scale survey in education research. After an email from Joseph Kosciw, he graciously responded with the wording of the items used in the 2019 NCSS survey.3 The 2020–21 CHKS survey, in asking about gender, provided the following responses: male, female, nonbinary, something else.Additional informationFundingThis work was supported by Spencer Foundation [202000013].","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770080","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 : 2023-09-18DOI: 10.1080/03055698.2023.2256919
Ally Zhou, Carla Huck, Michael E. Houdyshell
The Fulbright Teaching Excellence and Achievement Program (Fulbright TEA) provides six weeks of professional development for international secondary teachers. They observe and co-teach classes with a partner teacher at a U.S. secondary school as part of the program. One important goal of this program is to build cross-cultural competence in U.S. school communities, which is often overlooked given that the Fulbright literature has primarily focused on U.S. teachers travelling abroad or faculty in higher education. To address this gap, we interviewed eight partner teachers and administrators to explore their perceived impact of Fulbright TEA on U.S. teachers, students, and school communities. The findings demonstrate that the participating teachers enhanced their teaching repertoire and cross-cultural competence and both they and their students regained appreciation of abundant resources in the U.S. The study indicates the cost effectiveness of Fulbright TEA in developing/enhancing cross-cultural competence of U.S. school communities.
{"title":"Impact of the Fulbright teaching excellence and achievement program on participating U.S. secondary schools","authors":"Ally Zhou, Carla Huck, Michael E. Houdyshell","doi":"10.1080/03055698.2023.2256919","DOIUrl":"https://doi.org/10.1080/03055698.2023.2256919","url":null,"abstract":"The Fulbright Teaching Excellence and Achievement Program (Fulbright TEA) provides six weeks of professional development for international secondary teachers. They observe and co-teach classes with a partner teacher at a U.S. secondary school as part of the program. One important goal of this program is to build cross-cultural competence in U.S. school communities, which is often overlooked given that the Fulbright literature has primarily focused on U.S. teachers travelling abroad or faculty in higher education. To address this gap, we interviewed eight partner teachers and administrators to explore their perceived impact of Fulbright TEA on U.S. teachers, students, and school communities. The findings demonstrate that the participating teachers enhanced their teaching repertoire and cross-cultural competence and both they and their students regained appreciation of abundant resources in the U.S. The study indicates the cost effectiveness of Fulbright TEA in developing/enhancing cross-cultural competence of U.S. school communities.","PeriodicalId":47443,"journal":{"name":"Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149730","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：