Pub Date : 2022-01-02DOI: 10.1080/00131881.2021.1992294
C. Bokhove, D. Muijs, Christopher Downey
ABSTRACT Background Bullying is widely acknowledged as one of the most harmful events in a child’s life, leading to negative life experiences and outcomes. However, ‘school effects of bullying’ are rarely studied from an international perspective, especially with international large-scale data. Purpose In this study, we aim to look at bullying through an international comparative approach, focusing on the contribution of the school, the education system and culture, and pupil level factors such as socio-economic status (SES) and gender. Our key question is whether school factors can affect bullying prevalence. Methods We used data from six countries (USA, Finland, England, Romania, Korea and Italy) from the Trends in International Mathematics and Science Study (TIMSS), a large-scale international study. We used multilevel modelling to analyse the dataset. Findings We find little evidence of a relation between country policies and levels of bullying, though there are differences in the extent to which school and pupil factors are related to bullying. The most consistent relationship was between gender and bullying, with prevalence higher among boys, while school factors were not significant. Conclusion The findings indicate that ‘one size fits all’ school policies might not be the best course of action, and individual support might be a more fruitful avenue.
{"title":"The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data","authors":"C. Bokhove, D. Muijs, Christopher Downey","doi":"10.1080/00131881.2021.1992294","DOIUrl":"https://doi.org/10.1080/00131881.2021.1992294","url":null,"abstract":"ABSTRACT Background Bullying is widely acknowledged as one of the most harmful events in a child’s life, leading to negative life experiences and outcomes. However, ‘school effects of bullying’ are rarely studied from an international perspective, especially with international large-scale data. Purpose In this study, we aim to look at bullying through an international comparative approach, focusing on the contribution of the school, the education system and culture, and pupil level factors such as socio-economic status (SES) and gender. Our key question is whether school factors can affect bullying prevalence. Methods We used data from six countries (USA, Finland, England, Romania, Korea and Italy) from the Trends in International Mathematics and Science Study (TIMSS), a large-scale international study. We used multilevel modelling to analyse the dataset. Findings We find little evidence of a relation between country policies and levels of bullying, though there are differences in the extent to which school and pupil factors are related to bullying. The most consistent relationship was between gender and bullying, with prevalence higher among boys, while school factors were not significant. Conclusion The findings indicate that ‘one size fits all’ school policies might not be the best course of action, and individual support might be a more fruitful avenue.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"18 - 40"},"PeriodicalIF":3.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49356983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/00131881.2021.2013126
K. Turner, M. Thielking, Natalie Prochazka
ABSTRACT Background Internationally, teachers are increasingly reporting elevated levels of stress, anxiety, exhaustion and burnout. Although social support has been found to be a protective buffer against stress, depression and burnout, there have been limited strength-based studies examining the relationship between social support and teacher wellbeing. There is also a need for qualitative research to facilitate in-depth understanding of teachers’ application of positive psychology strategies to improve wellbeing. Purpose Using the positive psychology PERMA wellbeing framework, this strengths-based, qualitative study aimed to address this gap in knowledge by asking: what are teachers’ experiences of consciously providing social support to their colleagues, and what are the reported effects on their wellbeing and teaching practice? Method The study employed a phenomenological approach. In-depth interviews were held at three time points with a small sample of five Australian teachers, none of whom had previous experience with applying positive psychology strategies to support their wellbeing. The study required participants consciously to use the positive psychology strategy of providing social support to their colleagues for 15 working days. In addition, the teachers completed daily written reflections. Data from the interviews and written reflections were analysed thematically. Findings The core themes emerging from the data were ‘eudaimonia and altruism’, ‘friendship’ and ‘pedagogical practice and professional development’. Teachers reported providing social support at work by engaging in eudaimonic and altruistic behaviours, supporting their own wellbeing, collegial relationships, pedagogical practices, professional development and whole school operational practices. Conclusion This study highlights the importance of understanding how teachers provide social support, and the flow-on effects of socially supportive behaviours in schools. Findings from this study may inform future research and changes to pedagogical practices and professional development that are supportive of teacher social support and teacher wellbeing.
{"title":"Teacher wellbeing and social support: a phenomenological study","authors":"K. Turner, M. Thielking, Natalie Prochazka","doi":"10.1080/00131881.2021.2013126","DOIUrl":"https://doi.org/10.1080/00131881.2021.2013126","url":null,"abstract":"ABSTRACT Background Internationally, teachers are increasingly reporting elevated levels of stress, anxiety, exhaustion and burnout. Although social support has been found to be a protective buffer against stress, depression and burnout, there have been limited strength-based studies examining the relationship between social support and teacher wellbeing. There is also a need for qualitative research to facilitate in-depth understanding of teachers’ application of positive psychology strategies to improve wellbeing. Purpose Using the positive psychology PERMA wellbeing framework, this strengths-based, qualitative study aimed to address this gap in knowledge by asking: what are teachers’ experiences of consciously providing social support to their colleagues, and what are the reported effects on their wellbeing and teaching practice? Method The study employed a phenomenological approach. In-depth interviews were held at three time points with a small sample of five Australian teachers, none of whom had previous experience with applying positive psychology strategies to support their wellbeing. The study required participants consciously to use the positive psychology strategy of providing social support to their colleagues for 15 working days. In addition, the teachers completed daily written reflections. Data from the interviews and written reflections were analysed thematically. Findings The core themes emerging from the data were ‘eudaimonia and altruism’, ‘friendship’ and ‘pedagogical practice and professional development’. Teachers reported providing social support at work by engaging in eudaimonic and altruistic behaviours, supporting their own wellbeing, collegial relationships, pedagogical practices, professional development and whole school operational practices. Conclusion This study highlights the importance of understanding how teachers provide social support, and the flow-on effects of socially supportive behaviours in schools. Findings from this study may inform future research and changes to pedagogical practices and professional development that are supportive of teacher social support and teacher wellbeing.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"77 - 94"},"PeriodicalIF":3.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41751586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/00131881.2021.2016061
Jill Steel, Joanne M. Williams, Sarah McGeown
ABSTRACT Background Animal-assisted Education (AAE), including Reading to Dogs (RTD), is an area of growing interest internationally across all phases of education, and increasingly considered an innovative approach to improving pupil outcomes. As creating RTD interventions necessitates a combination of expertise from the fields of education and human-animal interactions, finding effective ways to achieve collaboration in RTD intervention design is imperative. Purpose We sought to develop and work within a collaborative framework in order to co-design an AAE intervention, drawing upon researcher and teacher knowledge, experience and expertise. Our specific collaboration had the goal of co-designing an RTD intervention focused on supporting primary-aged children’s reading and wellbeing. This paper describes the co-design process, and our evaluation of the collaborative process and framework. Methods Three teachers, from different school contexts and educational authorities, and a researcher engaged in a structured co-design process to create the RTD intervention. A three-phase co-design framework was developed, implemented and evaluated. The framework ensured that theoretical and empirical research (via the researcher) and professional and pedagogical expertise (via three teachers) informed the intervention design. Findings The three-phase framework – initial preparation, recruitment and online platform creation, and intervention co-design – enabled a productive and meaningful collaborative process which led to the development of an RTD intervention informed by a synthesis of research and practice. In our evaluation, the collaborating teachers were very positive about the framework, reflecting that it provided effective facilitation of the co-design and observing that working with teachers from other authorities offered a valuable and motivating learning opportunity. Conclusions The co-design of interventions by researchers and teachers offers a way to synthesise theoretical and empirical research insights with professional and pedagogical expertise. It can help to create interventions that are research-informed but also more likely to be acceptable to the education community and feasible for classroom practice. This framework could be drawn upon by researchers, teachers and school leaders across a range of disciplines who seek to develop AAE and other interventions collaboratively.
{"title":"Teacher-researcher collaboration in animal-assisted education: Co-designing a reading to dogs intervention","authors":"Jill Steel, Joanne M. Williams, Sarah McGeown","doi":"10.1080/00131881.2021.2016061","DOIUrl":"https://doi.org/10.1080/00131881.2021.2016061","url":null,"abstract":"ABSTRACT Background Animal-assisted Education (AAE), including Reading to Dogs (RTD), is an area of growing interest internationally across all phases of education, and increasingly considered an innovative approach to improving pupil outcomes. As creating RTD interventions necessitates a combination of expertise from the fields of education and human-animal interactions, finding effective ways to achieve collaboration in RTD intervention design is imperative. Purpose We sought to develop and work within a collaborative framework in order to co-design an AAE intervention, drawing upon researcher and teacher knowledge, experience and expertise. Our specific collaboration had the goal of co-designing an RTD intervention focused on supporting primary-aged children’s reading and wellbeing. This paper describes the co-design process, and our evaluation of the collaborative process and framework. Methods Three teachers, from different school contexts and educational authorities, and a researcher engaged in a structured co-design process to create the RTD intervention. A three-phase co-design framework was developed, implemented and evaluated. The framework ensured that theoretical and empirical research (via the researcher) and professional and pedagogical expertise (via three teachers) informed the intervention design. Findings The three-phase framework – initial preparation, recruitment and online platform creation, and intervention co-design – enabled a productive and meaningful collaborative process which led to the development of an RTD intervention informed by a synthesis of research and practice. In our evaluation, the collaborating teachers were very positive about the framework, reflecting that it provided effective facilitation of the co-design and observing that working with teachers from other authorities offered a valuable and motivating learning opportunity. Conclusions The co-design of interventions by researchers and teachers offers a way to synthesise theoretical and empirical research insights with professional and pedagogical expertise. It can help to create interventions that are research-informed but also more likely to be acceptable to the education community and feasible for classroom practice. This framework could be drawn upon by researchers, teachers and school leaders across a range of disciplines who seek to develop AAE and other interventions collaboratively.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"113 - 131"},"PeriodicalIF":3.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48655669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/00131881.2021.1988865
Lindee Morgan, Sharron Close, M. Siller, E. Kushner, Susan Brasher
ABSTRACT Background Active classroom engagement is at the heart of children’s learning. The definition of active classroom engagement has broadened over time to incorporate aspects of social emotional learning (SEL). SEL – a developmental process that supports student acquisition of skills to build healthy peer relationships and regulate emotions appropriately – has increasingly become a priority for schools and educators. At the same time, classrooms have become increasingly diverse. There is a need for teachers to be equipped with suitable support tools to ensure that classroom diversity translates into successful social inclusion and student learning. Purpose The aim of this study was to explore teachers’ experiences and perceived effects of a professional development approach called Social Emotional Engagement – Knowledge and Skills (SEE-KS), which aims to incorporate support for teachers to help them meet the diverse social-emotional and academic needs of their students. Methods This study, conducted in the USA, used a qualitative descriptive research design. Participants were 61 teachers, whose practice ranged from preschool (ages 3–5) to high school (ages 14–18). A semi-structured interview guide was used to facilitate six focus group discussions. Focus group data were recorded, transcribed verbatim, and analysed by a team of qualitative experts. Findings The analysis identified five main themes: 1) dynamic engagement of learning, 2) seeing more than was expected, 3) discovery of challenges and needs, 4) translation of SEE-KS to teaching practice, and 5) creating workable solutions for future implementation. These themes contributed to an overarching theme entitled ‘achieving openness to social emotional engagement in teaching’. Conclusions Teachers provided rich descriptions of their experiences in learning and implementing SEE-KS, including perceived benefits to students and teachers. These findings offer a starting point for future adaptations of and inquiry into SEE-KS as well as highlighting implications for teaching practice.
{"title":"Teachers’ experiences: social emotional engagement – knowledge and skills","authors":"Lindee Morgan, Sharron Close, M. Siller, E. Kushner, Susan Brasher","doi":"10.1080/00131881.2021.1988865","DOIUrl":"https://doi.org/10.1080/00131881.2021.1988865","url":null,"abstract":"ABSTRACT Background Active classroom engagement is at the heart of children’s learning. The definition of active classroom engagement has broadened over time to incorporate aspects of social emotional learning (SEL). SEL – a developmental process that supports student acquisition of skills to build healthy peer relationships and regulate emotions appropriately – has increasingly become a priority for schools and educators. At the same time, classrooms have become increasingly diverse. There is a need for teachers to be equipped with suitable support tools to ensure that classroom diversity translates into successful social inclusion and student learning. Purpose The aim of this study was to explore teachers’ experiences and perceived effects of a professional development approach called Social Emotional Engagement – Knowledge and Skills (SEE-KS), which aims to incorporate support for teachers to help them meet the diverse social-emotional and academic needs of their students. Methods This study, conducted in the USA, used a qualitative descriptive research design. Participants were 61 teachers, whose practice ranged from preschool (ages 3–5) to high school (ages 14–18). A semi-structured interview guide was used to facilitate six focus group discussions. Focus group data were recorded, transcribed verbatim, and analysed by a team of qualitative experts. Findings The analysis identified five main themes: 1) dynamic engagement of learning, 2) seeing more than was expected, 3) discovery of challenges and needs, 4) translation of SEE-KS to teaching practice, and 5) creating workable solutions for future implementation. These themes contributed to an overarching theme entitled ‘achieving openness to social emotional engagement in teaching’. Conclusions Teachers provided rich descriptions of their experiences in learning and implementing SEE-KS, including perceived benefits to students and teachers. These findings offer a starting point for future adaptations of and inquiry into SEE-KS as well as highlighting implications for teaching practice.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"41 - 59"},"PeriodicalIF":3.5,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45961504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Background The question of how best to enable sustainable professional development remains a challenging one. The research reported here is situated within a professional learning communities (PLCs) approach as a long-term goal for continuing professional development (CPD) with action research (AR) principles as a means of organisation. Purpose The aim of the study was to investigate how teachers’ CPD can be structured and facilitated to enable sustainable professional development. In this context, ‘sustainable’ refers to an impact of professional learning beyond the duration of the course in question. Method An AR-oriented CPD course was used as a case study, with a specific focus on the participants’ experiences of how the course work affected their professional practice and the enabling factors contributing to this end. Data were qualitative interviews with the 11 in-service teachers who completed the course, 6 months after its completion. The interviews were analysed in an inductive manner using qualitative content analysis. Findings The analysis identified eight different categories relating to participants’ experiences of how the AR-inspired CPD process affected their practice. Effects were connected to three overarching levels in terms of scope: individual level, school level and level of the wider community. In addition, we determined ten interconnected factors that appeared to influence the scope and quality of the process. Conclusions The findings highlight the importance of grounding CPD courses in participants’ own practice and offer insights into the significance of collaboration and collegial relationships for sustainable professional development. The study reflects how an increase in strategies and structures for collaboration has the potential to transform school cultures into more collaborative ones. It also draws attention to how cognitive and affective aspects are intertwined during developmental processes: teachers suggested that acknowledgement and supportive actions of colleagues and leadership had underpinned development, empowered them and spurred them on as active agents of change.
{"title":"Exploring empowering practices for teachers’ sustainable continuing professional development","authors":"Marina Bendtsen, Liselott Forsman, Mikaela Björklund","doi":"10.1080/00131881.2021.2000338","DOIUrl":"https://doi.org/10.1080/00131881.2021.2000338","url":null,"abstract":"ABSTRACT Background The question of how best to enable sustainable professional development remains a challenging one. The research reported here is situated within a professional learning communities (PLCs) approach as a long-term goal for continuing professional development (CPD) with action research (AR) principles as a means of organisation. Purpose The aim of the study was to investigate how teachers’ CPD can be structured and facilitated to enable sustainable professional development. In this context, ‘sustainable’ refers to an impact of professional learning beyond the duration of the course in question. Method An AR-oriented CPD course was used as a case study, with a specific focus on the participants’ experiences of how the course work affected their professional practice and the enabling factors contributing to this end. Data were qualitative interviews with the 11 in-service teachers who completed the course, 6 months after its completion. The interviews were analysed in an inductive manner using qualitative content analysis. Findings The analysis identified eight different categories relating to participants’ experiences of how the AR-inspired CPD process affected their practice. Effects were connected to three overarching levels in terms of scope: individual level, school level and level of the wider community. In addition, we determined ten interconnected factors that appeared to influence the scope and quality of the process. Conclusions The findings highlight the importance of grounding CPD courses in participants’ own practice and offer insights into the significance of collaboration and collegial relationships for sustainable professional development. The study reflects how an increase in strategies and structures for collaboration has the potential to transform school cultures into more collaborative ones. It also draws attention to how cognitive and affective aspects are intertwined during developmental processes: teachers suggested that acknowledgement and supportive actions of colleagues and leadership had underpinned development, empowered them and spurred them on as active agents of change.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"60 - 76"},"PeriodicalIF":3.5,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-10DOI: 10.1080/00131881.2021.1985398
C. Poortman, Christopher R. Brown, K. Schildkamp
ABSTRACT Background Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.
{"title":"Professional learning networks: a conceptual model and research opportunities","authors":"C. Poortman, Christopher R. Brown, K. Schildkamp","doi":"10.1080/00131881.2021.1985398","DOIUrl":"https://doi.org/10.1080/00131881.2021.1985398","url":null,"abstract":"ABSTRACT Background Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"64 1","pages":"95 - 112"},"PeriodicalIF":3.5,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46657135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00131881.2021.1980416
T. Hascher, S. Beltman, Caroline F. Mansfield
ABSTRACT Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers’ work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research. Purpose To address this need, our discussion paper examines how teacher wellbeing and teacher resilience have been conceptualised and introduces an integrative model that aims to elucidate the relationship between the two. Sources of evidence and main argument First, we reviewed papers that addressed teacher wellbeing as well as teacher resilience during the last 10 years. In terms of their relationship, we identified four different positions. The most prominent position was that teacher resilience supports the maintenance and development of teacher wellbeing. Second, based on these findings, we developed the Aligning Wellbeing and Resilience in Education (AWaRE) model to specify the relationship between the two constructs and the key aspects of a resilience process. We explain the framework, the individual components of the model and outline the crucial role of appraisals and emotions within the resilience process. We also discuss how this model contributes to the field and may be used as a framework for future research. Conclusion The AWaRE model describes a resilience process that is embedded in contextual as well as individual challenges and resources. Within the process, the individual teacher aims at maintaining, restoring and developing their wellbeing. Further research is needed, including empirical validation of the model across the teaching profession. However, the AWaRE model is proposed as a useful tool that can help to clarify the constructs of resilience and wellbeing in educational contexts, and can assist educational practitioners to better understand the resilience process.
{"title":"Teacher wellbeing and resilience: towards an integrative model","authors":"T. Hascher, S. Beltman, Caroline F. Mansfield","doi":"10.1080/00131881.2021.1980416","DOIUrl":"https://doi.org/10.1080/00131881.2021.1980416","url":null,"abstract":"ABSTRACT Background Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers’ work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research. Purpose To address this need, our discussion paper examines how teacher wellbeing and teacher resilience have been conceptualised and introduces an integrative model that aims to elucidate the relationship between the two. Sources of evidence and main argument First, we reviewed papers that addressed teacher wellbeing as well as teacher resilience during the last 10 years. In terms of their relationship, we identified four different positions. The most prominent position was that teacher resilience supports the maintenance and development of teacher wellbeing. Second, based on these findings, we developed the Aligning Wellbeing and Resilience in Education (AWaRE) model to specify the relationship between the two constructs and the key aspects of a resilience process. We explain the framework, the individual components of the model and outline the crucial role of appraisals and emotions within the resilience process. We also discuss how this model contributes to the field and may be used as a framework for future research. Conclusion The AWaRE model describes a resilience process that is embedded in contextual as well as individual challenges and resources. Within the process, the individual teacher aims at maintaining, restoring and developing their wellbeing. Further research is needed, including empirical validation of the model across the teaching profession. However, the AWaRE model is proposed as a useful tool that can help to clarify the constructs of resilience and wellbeing in educational contexts, and can assist educational practitioners to better understand the resilience process.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"416 - 439"},"PeriodicalIF":3.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48649487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00131881.2021.1988672
Evi Schmid, Veerle Garrels
ABSTRACT Background Parental involvement is positively associated with students’ educational success. However, research shows that levels of involvement and participation vary considerably, depending on parents’ social and economic resources. Understanding more about the kinds of involvement that matter to students themselves is important, as it may help to determine how best to support those from less advantageous backgrounds. Purpose The aim of this study was to investigate which forms of parental involvement students in upper secondary education (age 16–18) who were defined as vulnerable highlight as important for their achievement at school. Method The study was based on the analysis of semi-structured interviews with 25 students in the second year of upper secondary vocational education and training (VET) in Norway. Based on their grades, the students were identified as being at risk of not completing upper secondary education. The majority of the students had an immigrant background and came from families with low socioeconomic resources. The interviews were transcribed and analysed using a reflexive thematic analysis approach. Findings The students acknowledged different forms of parental involvement as a major explanation for their success in school. Five themes were identified by the analysis: social psychological support, supervision of schoolwork, practical support, high expectations and aspirations, and obligation and gratitude towards parents. The students’ narratives reveal different kinds of parental involvement practices that are not restricted to parents who hold higher levels of education or who are familiar with the educational system. In addition, their narratives also reflected their need for encouragement and motivation, their need for practical support in everyday school life, and their appreciation of clearly expressed expectations regarding education. Conclusions The findings from this study contribute to the field by describing the specific forms of parental involvement that matter in the eyes of students identified as vulnerable. Furthermore, the findings emphasise the importance of identifying the particular needs of each student and supporting all parents as empowered participants in their children’s education.
{"title":"Parental involvement and educational success among vulnerable students in vocational education and training","authors":"Evi Schmid, Veerle Garrels","doi":"10.1080/00131881.2021.1988672","DOIUrl":"https://doi.org/10.1080/00131881.2021.1988672","url":null,"abstract":"ABSTRACT Background Parental involvement is positively associated with students’ educational success. However, research shows that levels of involvement and participation vary considerably, depending on parents’ social and economic resources. Understanding more about the kinds of involvement that matter to students themselves is important, as it may help to determine how best to support those from less advantageous backgrounds. Purpose The aim of this study was to investigate which forms of parental involvement students in upper secondary education (age 16–18) who were defined as vulnerable highlight as important for their achievement at school. Method The study was based on the analysis of semi-structured interviews with 25 students in the second year of upper secondary vocational education and training (VET) in Norway. Based on their grades, the students were identified as being at risk of not completing upper secondary education. The majority of the students had an immigrant background and came from families with low socioeconomic resources. The interviews were transcribed and analysed using a reflexive thematic analysis approach. Findings The students acknowledged different forms of parental involvement as a major explanation for their success in school. Five themes were identified by the analysis: social psychological support, supervision of schoolwork, practical support, high expectations and aspirations, and obligation and gratitude towards parents. The students’ narratives reveal different kinds of parental involvement practices that are not restricted to parents who hold higher levels of education or who are familiar with the educational system. In addition, their narratives also reflected their need for encouragement and motivation, their need for practical support in everyday school life, and their appreciation of clearly expressed expectations regarding education. Conclusions The findings from this study contribute to the field by describing the specific forms of parental involvement that matter in the eyes of students identified as vulnerable. Furthermore, the findings emphasise the importance of identifying the particular needs of each student and supporting all parents as empowered participants in their children’s education.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"456 - 473"},"PeriodicalIF":3.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49670014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00131881.2021.1989318
Martin Svensson, S. Wagnsson, H. Gustafsson
ABSTRACT Background: Motivational interviewing (MI) is a collaborative communication style used to enhance behaviour change, and there is increasing support for using MI in schools. However, little is known about school-based MI from a teacher perspective and how MI is applied by teachers in their daily work. Understanding teachers’ use and experiences of MI could provide valuable information for future school development and teacher education. Purpose: This study aimed to explore teachers’ experiences and perceptions of applying MI in Swedish compulsory schools (grades 1–9; 7–15 years). Methods: Interviews were conducted with 13 teachers, who taught different subjects in grades 4–9 (10–15 years). The teachers were from five schools in five different municipalities. They all had received a three- or four-day intensive training programme in MI. A qualitative content analysis approach was used to analyse the data. Findings: Our analysis indicated that teachers perceived MI to be a useful method that provided concrete tools to apply in their daily work. The teachers thought that MI facilitated their relational work, and helped them to become more guiding and autonomy-supportive than before. Hence, the teachers expressed a wish that MI should be included in teacher education. In addition, some teachers felt that MI could be effective in conflict management, to respond to pupils with challenging behaviour and to strengthen pupils’ motivation, as well as in conversations with parents. However, teachers considered that lack of time was an obstacle to the application of MI in school and noted that MI requires ongoing training and continuity in order to be effective. Conclusions: This small-scale study draws attention to MI’s potential as a supportive tool. Further research is needed to determine how far it may help teachers in a range of educational settings as they seek to foster collaborative relationships in school and facilitate relational work with their pupils.
{"title":"Can motivational interviewing be a helpful professional tool? Investigating teachers' experiences","authors":"Martin Svensson, S. Wagnsson, H. Gustafsson","doi":"10.1080/00131881.2021.1989318","DOIUrl":"https://doi.org/10.1080/00131881.2021.1989318","url":null,"abstract":"ABSTRACT Background: Motivational interviewing (MI) is a collaborative communication style used to enhance behaviour change, and there is increasing support for using MI in schools. However, little is known about school-based MI from a teacher perspective and how MI is applied by teachers in their daily work. Understanding teachers’ use and experiences of MI could provide valuable information for future school development and teacher education. Purpose: This study aimed to explore teachers’ experiences and perceptions of applying MI in Swedish compulsory schools (grades 1–9; 7–15 years). Methods: Interviews were conducted with 13 teachers, who taught different subjects in grades 4–9 (10–15 years). The teachers were from five schools in five different municipalities. They all had received a three- or four-day intensive training programme in MI. A qualitative content analysis approach was used to analyse the data. Findings: Our analysis indicated that teachers perceived MI to be a useful method that provided concrete tools to apply in their daily work. The teachers thought that MI facilitated their relational work, and helped them to become more guiding and autonomy-supportive than before. Hence, the teachers expressed a wish that MI should be included in teacher education. In addition, some teachers felt that MI could be effective in conflict management, to respond to pupils with challenging behaviour and to strengthen pupils’ motivation, as well as in conversations with parents. However, teachers considered that lack of time was an obstacle to the application of MI in school and noted that MI requires ongoing training and continuity in order to be effective. Conclusions: This small-scale study draws attention to MI’s potential as a supportive tool. Further research is needed to determine how far it may help teachers in a range of educational settings as they seek to foster collaborative relationships in school and facilitate relational work with their pupils.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"440 - 455"},"PeriodicalIF":3.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41378691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/00131881.2021.1983452
Michelle M. Gemmink, M. Fokkens-Bruinsma, I. Pauw, K. van Veen
ABSTRACT Background Primary teachers’ pedagogical practices (TPP) are strongly focused on supporting pupils’ psychological needs, creating a safe learning climate, and encouraging pupils’ developmental and learning processes. As a core motivation for teachers is the desire to interact constructively with children, pedagogical practices can be understood as central to teachers’ work. A familiar problem in many international contexts is that TPP can come under pressure, typically as the result of interplay between personal and contextual factors. However, which contextual factors influence TPP, and how they do so, remains unclear. Purpose In this study, we aimed to better understand how context influences primary school teachers’ pedagogical practices, within the setting of primary education in the Netherlands. We were particularly interested in which contextual factors were perceived as important and how they influenced TPP. Methods Data were collected through open questions in a survey among 215 primary school teachers in the northern part of the Netherlands. Focus group interviews were then held with 11 of the survey participants. The data were analysed qualitatively, using a framework approach with five stages of familiarisation: identifying themes, indexing, charting, and mapping and interpretation. Findings The analysis identified nine contextual factors that, according to participants, both positively and negatively affected TPP. The most frequently mentioned threats to TPP were educational accountability and standards, and organisation of work in the classroom, whilst school improvement and pupils’ educational needs were regarded as the most important stimulating factors. We clustered the factors into four patterns which reflected the way that teachers appraised them: organisation of daily classroom practices, school culture, educational improvement, and contribution to pupils’ development. Conclusions According to the teachers, the interplay between TPP and the context can cause pressure, frustration, and feelings of incompetence because there is insufficient time for achieving pedagogical goals. Our study draws attention to the complex challenges that teachers face in terms of balancing pedagogical practices and other educational tasks, and draws out implications for policy and practice.
{"title":"How contextual factors influence teachers’ pedagogical practices","authors":"Michelle M. Gemmink, M. Fokkens-Bruinsma, I. Pauw, K. van Veen","doi":"10.1080/00131881.2021.1983452","DOIUrl":"https://doi.org/10.1080/00131881.2021.1983452","url":null,"abstract":"ABSTRACT Background Primary teachers’ pedagogical practices (TPP) are strongly focused on supporting pupils’ psychological needs, creating a safe learning climate, and encouraging pupils’ developmental and learning processes. As a core motivation for teachers is the desire to interact constructively with children, pedagogical practices can be understood as central to teachers’ work. A familiar problem in many international contexts is that TPP can come under pressure, typically as the result of interplay between personal and contextual factors. However, which contextual factors influence TPP, and how they do so, remains unclear. Purpose In this study, we aimed to better understand how context influences primary school teachers’ pedagogical practices, within the setting of primary education in the Netherlands. We were particularly interested in which contextual factors were perceived as important and how they influenced TPP. Methods Data were collected through open questions in a survey among 215 primary school teachers in the northern part of the Netherlands. Focus group interviews were then held with 11 of the survey participants. The data were analysed qualitatively, using a framework approach with five stages of familiarisation: identifying themes, indexing, charting, and mapping and interpretation. Findings The analysis identified nine contextual factors that, according to participants, both positively and negatively affected TPP. The most frequently mentioned threats to TPP were educational accountability and standards, and organisation of work in the classroom, whilst school improvement and pupils’ educational needs were regarded as the most important stimulating factors. We clustered the factors into four patterns which reflected the way that teachers appraised them: organisation of daily classroom practices, school culture, educational improvement, and contribution to pupils’ development. Conclusions According to the teachers, the interplay between TPP and the context can cause pressure, frustration, and feelings of incompetence because there is insufficient time for achieving pedagogical goals. Our study draws attention to the complex challenges that teachers face in terms of balancing pedagogical practices and other educational tasks, and draws out implications for policy and practice.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":"63 1","pages":"396 - 415"},"PeriodicalIF":3.5,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48678954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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