Christina W. Yao, Kaitlyn Hall, Simone Gause, Leslie Jo Shelton
The background of this study is situated within the COVID-19 pandemic as an acute challenge with chronic issues that international graduate students have faced continuously. With the pandemic serving as a critical incident, we highlight the political, systemic, and personal fragilities of international graduate students studying in the southern United States. The methods for our study were informed by a narrative inquiry approach combined with a systematic literature review to connect with the conceptual framework of Avison and Turner’s chronic strains and Robertson’s conception of timescales. The findings highlight three broad themes: shifting immigration policies and travel uncertainty, institutional responses, and mental health stressors and personal concerns. The study conclusions illuminate suggestions for institutions and policymakers, including clarifying policies, communicating better with international graduate students, and providing tailored counseling support. These suggestions are significant for improving international graduate students’ well-being in the face of any acute issues that may arise in the future.
{"title":"Im/Mobilities during the COVID-19 Pandemic: Perspectives from International Graduate Students Studying in the Southern United States","authors":"Christina W. Yao, Kaitlyn Hall, Simone Gause, Leslie Jo Shelton","doi":"10.3390/educsci14080858","DOIUrl":"https://doi.org/10.3390/educsci14080858","url":null,"abstract":"The background of this study is situated within the COVID-19 pandemic as an acute challenge with chronic issues that international graduate students have faced continuously. With the pandemic serving as a critical incident, we highlight the political, systemic, and personal fragilities of international graduate students studying in the southern United States. The methods for our study were informed by a narrative inquiry approach combined with a systematic literature review to connect with the conceptual framework of Avison and Turner’s chronic strains and Robertson’s conception of timescales. The findings highlight three broad themes: shifting immigration policies and travel uncertainty, institutional responses, and mental health stressors and personal concerns. The study conclusions illuminate suggestions for institutions and policymakers, including clarifying policies, communicating better with international graduate students, and providing tailored counseling support. These suggestions are significant for improving international graduate students’ well-being in the face of any acute issues that may arise in the future.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"21 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces.
{"title":"Alleviating Barriers Facing Students on the Boundaries of STEM Makerspaces","authors":"Madison E. Andrews, Audrey Boklage","doi":"10.3390/educsci14070772","DOIUrl":"https://doi.org/10.3390/educsci14070772","url":null,"abstract":"Makerspaces have become an increasingly prevalent supplement to K-16 STEM education, and especially so in undergraduate engineering programs. However, they also fall prey to hegemonic, marginalizing norms common in STEM spaces and, ultimately, the modern making movement has remained a white, male, middle-class pursuit. Despite calls to broaden student participation in makerspaces due to the benefits of participation, there has been no examination of why some students choose not to visit these spaces. We surveyed (n = 151) and interviewed (n = 17) undergraduate STEM students to understand the barriers facing students before and during their initial participation. Using the lens of Social Boundary Spaces, we identified six barriers to successfully crossing the boundary into the makerspace, including: (1) not having enough time, (2) not feeling you have a purpose for visiting, and (3) not knowing how to obtain the proper certifications. Further, students find approaching makerspaces to be intimidating because of (4) the design of the space and (5) the perceived technical skillset of the students there. Notably, non-dominant students face a multitude of (6) barriers corresponding with their social identities. We conclude with recommendations relevant to educators, makerspace administrators, and engineering leadership for alleviating barriers and supporting students’ involvement in STEM makerspaces.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"84 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Play involves diverse meaning-making for young children and grandparents. This paper derives from a larger intergenerational family practices project conducted in Australia during 2021–2022 against the backdrop of the COVID-19 pandemic. The research team undertook intergenerational group interviews and filmed family play activities in addition to collecting videoclips and photos of young children’s play from six families. In this paper, vignettes from two families are described and given meaning. Rogoff’s social learning three planes theory involving the intertwined and interdependent—‘personal’, ‘interpersonal’, and ‘community’—planes is used to analyse the data. Our findings show the important role that grandparents play in facilitating children’s learning including through the creation of linguistic and cultural heritage play spaces. We argue that intergenerational play practices can offer a means to integrate linguistic and cultural experiences in young children’s lives by providing a space and time for social interaction and learning.
{"title":"Young Children’s Play and the Role of Grandparents as Play Partners during the COVID-19 Pandemic","authors":"A. Keary, S. Garvis, Y. Slaughter, Lucas Walsh","doi":"10.3390/educsci14070771","DOIUrl":"https://doi.org/10.3390/educsci14070771","url":null,"abstract":"Play involves diverse meaning-making for young children and grandparents. This paper derives from a larger intergenerational family practices project conducted in Australia during 2021–2022 against the backdrop of the COVID-19 pandemic. The research team undertook intergenerational group interviews and filmed family play activities in addition to collecting videoclips and photos of young children’s play from six families. In this paper, vignettes from two families are described and given meaning. Rogoff’s social learning three planes theory involving the intertwined and interdependent—‘personal’, ‘interpersonal’, and ‘community’—planes is used to analyse the data. Our findings show the important role that grandparents play in facilitating children’s learning including through the creation of linguistic and cultural heritage play spaces. We argue that intergenerational play practices can offer a means to integrate linguistic and cultural experiences in young children’s lives by providing a space and time for social interaction and learning.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erin Anderson, Katheleen M. W. Cunningham, Jayson W. Richardson
This paper presents a framework for implementing improvement science in a district or educational organization. Findings from interviews with 17 experienced educational improvers indicate critical elements for a school district to effectively support and build the capacity of individuals and teams situated at multiple levels in the district in organizing, implementing, and sustaining improvement science methods. Utilizing a systems-thinking approach, this study conceptualizes how to institutionalize improvement science across an educational organization. To institutionalize the use of improvement science, district leaders must center schools and integrate the work in existing structures, offer support, and create coaching, growth management, and knowledge management plans.
{"title":"Framework for Implementing Improvement Science in a School District to Support Institutionalized Improvement","authors":"Erin Anderson, Katheleen M. W. Cunningham, Jayson W. Richardson","doi":"10.3390/educsci14070770","DOIUrl":"https://doi.org/10.3390/educsci14070770","url":null,"abstract":"This paper presents a framework for implementing improvement science in a district or educational organization. Findings from interviews with 17 experienced educational improvers indicate critical elements for a school district to effectively support and build the capacity of individuals and teams situated at multiple levels in the district in organizing, implementing, and sustaining improvement science methods. Utilizing a systems-thinking approach, this study conceptualizes how to institutionalize improvement science across an educational organization. To institutionalize the use of improvement science, district leaders must center schools and integrate the work in existing structures, offer support, and create coaching, growth management, and knowledge management plans.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"3 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Péter Juhász, Réka Szász, Gábor Szűcs, Eszter Varga
The paper describes a case study of mentoring support provided to a novice mathematics teacher in using Guided Discovery in her classroom. The study used qualitative methods: thematic analysis of interviews and discussions. A central theme that emerged in the results was agency, and we observed that the high level of student and teacher agency in Guided Discovery results in the importance of teacher agency within and over the mentoring framework. We conclude that when supporting teachers in using Guided Discovery in their mathematics classrooms, teacher educators need to put an increased focus on teacher agency within and over the mentoring process.
{"title":"Professional Support in Teaching Mathematics through Guided Discovery: The Role of Agency on Multiple Levels","authors":"Péter Juhász, Réka Szász, Gábor Szűcs, Eszter Varga","doi":"10.3390/educsci14070769","DOIUrl":"https://doi.org/10.3390/educsci14070769","url":null,"abstract":"The paper describes a case study of mentoring support provided to a novice mathematics teacher in using Guided Discovery in her classroom. The study used qualitative methods: thematic analysis of interviews and discussions. A central theme that emerged in the results was agency, and we observed that the high level of student and teacher agency in Guided Discovery results in the importance of teacher agency within and over the mentoring framework. We conclude that when supporting teachers in using Guided Discovery in their mathematics classrooms, teacher educators need to put an increased focus on teacher agency within and over the mentoring process.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Graduate education often serves as an opportunity for Latine students to leverage their social, familial, and cultural capital as an avenue for increased economic prosperity. However, the journey to pursue a graduate education can be challenging as students often have to navigate multiple roles and identities that lead to feelings of guilt, separation, and stress. Therefore, this study expands our understanding of the familial role in Latine students’ development of graduate school aspirations through the following research question: how do first-generation Latine students (FGLSs) activate funds of knowledge within familial contexts and transmit them into capital as tools to develop their graduate school aspirations? Utilizing plática methodology and educational journey mapping, I explore how five FGLSs draw upon their funds of knowledge from familial contexts and activate it into linguistic, aspirational, and familial capital on their journey to graduate school. The findings highlight FGLSs’ motivations to attend graduate school with a focus on the activation of funds of knowledge from familial contexts to capital as primary contributors in their development of graduate school aspirations.
{"title":"The Journey to Graduate School: An Exploration of First-Generation Latine Students’ Transmission of Knowledge to Capital","authors":"Amanda Carrasco","doi":"10.3390/educsci14070768","DOIUrl":"https://doi.org/10.3390/educsci14070768","url":null,"abstract":"Graduate education often serves as an opportunity for Latine students to leverage their social, familial, and cultural capital as an avenue for increased economic prosperity. However, the journey to pursue a graduate education can be challenging as students often have to navigate multiple roles and identities that lead to feelings of guilt, separation, and stress. Therefore, this study expands our understanding of the familial role in Latine students’ development of graduate school aspirations through the following research question: how do first-generation Latine students (FGLSs) activate funds of knowledge within familial contexts and transmit them into capital as tools to develop their graduate school aspirations? Utilizing plática methodology and educational journey mapping, I explore how five FGLSs draw upon their funds of knowledge from familial contexts and activate it into linguistic, aspirational, and familial capital on their journey to graduate school. The findings highlight FGLSs’ motivations to attend graduate school with a focus on the activation of funds of knowledge from familial contexts to capital as primary contributors in their development of graduate school aspirations.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"10 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the need for a systematic review of course content and design. This study systematically reviews 60 data science courses syllabi in general education across all universities in Taiwan. Utilizing content analysis, bibliometric, and text-mining methodologies, this study quantifies key metrics found within syllabi, including instructional materials, assessment techniques, learning objectives, and covered topics. The study highlights infrequent textbook sharing, with particular focus on Python programming. Assessment methods primarily involve participation, assignments, and projects. Analysis of Bloom’s Taxonomy suggests a focus on moderate complexity learning objectives. The topics covered prioritize big data competency, analytical techniques, programming competency, and teaching strategies in descending order. This study makes a valuable contribution to the current knowledge by tackling the challenge of delineating the specific content of data science. It also provides valuable references for potentially streamlining the integration of multiple disciplines within introductory courses while ensuring flexibility for students with varying programming and statistical proficiencies in the realm of data science education.
{"title":"Mapping the Landscape of Data Science Education in Higher General Education in Taiwan: A Comprehensive Syllabi Analysis","authors":"Yu-Chia Hsu","doi":"10.3390/educsci14070763","DOIUrl":"https://doi.org/10.3390/educsci14070763","url":null,"abstract":"The evolving landscape of data science education poses challenges for instructors in general education classes. With the expansion of higher education dedicated to cultivating data scientists, integrating data science education into university curricula has become imperative. However, addressing diverse student backgrounds underscores the need for a systematic review of course content and design. This study systematically reviews 60 data science courses syllabi in general education across all universities in Taiwan. Utilizing content analysis, bibliometric, and text-mining methodologies, this study quantifies key metrics found within syllabi, including instructional materials, assessment techniques, learning objectives, and covered topics. The study highlights infrequent textbook sharing, with particular focus on Python programming. Assessment methods primarily involve participation, assignments, and projects. Analysis of Bloom’s Taxonomy suggests a focus on moderate complexity learning objectives. The topics covered prioritize big data competency, analytical techniques, programming competency, and teaching strategies in descending order. This study makes a valuable contribution to the current knowledge by tackling the challenge of delineating the specific content of data science. It also provides valuable references for potentially streamlining the integration of multiple disciplines within introductory courses while ensuring flexibility for students with varying programming and statistical proficiencies in the realm of data science education.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sareh Karami, Andy Parra-Martinez, M. Ghahremani, Marcia Gentry
The purpose of this study was to develop and validate the Perception of Wisdom Exploratory Rating Scale based on the Polyhedron Model of Wisdom (PMW). A total number of 585 responses from in-service and preservice teachers was collected. In the EFA, the items fit a seven-factor structure, producing the following subscales: knowledge management, self-regulation, moral maturity, openness, tolerance, sound judgment, and creative thinking. CFA was performed to test the construct validity of the scale. The model produced a good fit to the data (χ2/df = 1.67, CFI = 0.92, TLI = 0.91, RMSEA = 0.049, and SRMR = 0.06). With continued testing and revisions, this instrument could be useful for the cross-cultural comparison of perceptions of wisdom and identification of barriers to promoting wisdom instruction.
{"title":"Development and Validation of Perception of Wisdom Exploratory Rating Scale: An Instrument to Examine Teachers’ Perceptions of Wisdom","authors":"Sareh Karami, Andy Parra-Martinez, M. Ghahremani, Marcia Gentry","doi":"10.3390/educsci14050542","DOIUrl":"https://doi.org/10.3390/educsci14050542","url":null,"abstract":"The purpose of this study was to develop and validate the Perception of Wisdom Exploratory Rating Scale based on the Polyhedron Model of Wisdom (PMW). A total number of 585 responses from in-service and preservice teachers was collected. In the EFA, the items fit a seven-factor structure, producing the following subscales: knowledge management, self-regulation, moral maturity, openness, tolerance, sound judgment, and creative thinking. CFA was performed to test the construct validity of the scale. The model produced a good fit to the data (χ2/df = 1.67, CFI = 0.92, TLI = 0.91, RMSEA = 0.049, and SRMR = 0.06). With continued testing and revisions, this instrument could be useful for the cross-cultural comparison of perceptions of wisdom and identification of barriers to promoting wisdom instruction.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"48 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during their learning experiences and how they perceived its role in shaping their professional development. The findings underscore a predominantly positive experience among PSTs, with their perceptions linked to heightened motivation and meaningful learning. Additionally, the study identified three distinct annotating styles—annotating throughout watching, annotating after watching, and a combination of both—each associated with enhanced concentration, memory prompting, and improved writing skills. Furthermore, PSTs articulated professional insights related to teacher and student agency, encompassing themes such as the use of video as a teaching tool, active learning, self-directed learning, scaffolding, critical thinking, and temporal considerations aligned with students’ needs. The principal implications center on the necessity of engaging in discussions with PSTs regarding the integration of hyper-video and the pedagogical approaches it may endorse.
{"title":"Annotating Throughout or Annotating Afterward: Preservice Teachers’ Experiences with the ANNOTO Hyper-Video in Blended Learning","authors":"Liat Biberman-Shalev","doi":"10.3390/educsci14050543","DOIUrl":"https://doi.org/10.3390/educsci14050543","url":null,"abstract":"This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during their learning experiences and how they perceived its role in shaping their professional development. The findings underscore a predominantly positive experience among PSTs, with their perceptions linked to heightened motivation and meaningful learning. Additionally, the study identified three distinct annotating styles—annotating throughout watching, annotating after watching, and a combination of both—each associated with enhanced concentration, memory prompting, and improved writing skills. Furthermore, PSTs articulated professional insights related to teacher and student agency, encompassing themes such as the use of video as a teaching tool, active learning, self-directed learning, scaffolding, critical thinking, and temporal considerations aligned with students’ needs. The principal implications center on the necessity of engaging in discussions with PSTs regarding the integration of hyper-video and the pedagogical approaches it may endorse.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"3 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research has identified principal leadership as one of the most salient school-level predictors of teacher retention. However, the survey-based quantitative nature and specific survey questions used in this research make it difficult to discern which leadership behaviors or approaches contribute most to teacher retention. As a result, school leaders and those responsible for preparing and/or employing them lack clear, research-based information about specific practices that could be effectively utilized, particularly in high-poverty schools. This qualitative case study, set in a high-poverty U. S. elementary school with high retention rates, utilized Simon and Johnson’s (2015) framework of how principal behaviors that increase teacher retention in the quantitative research are exhibited in under-resourced schools. The study generates qualitative understandings of how a principal’s actions contributed to retention by reaffirming a mission to serve high-poverty students, recognizing teachers for their work, developing and fostering within-faculty relationships, strengthening relationships with families, and providing disciplinary support. In doing so, the study also provides support for an existing framework for leading for retention and insights into how these actions may influence or be seen in survey responses used in survey-based research.
{"title":"Understanding School Leadership’s Influence on Teacher Retention in High-Poverty Settings: An Exploratory Study in the U.S.","authors":"Chad R. Lochmiller, Frank Perrone, Chris Finley","doi":"10.3390/educsci14050545","DOIUrl":"https://doi.org/10.3390/educsci14050545","url":null,"abstract":"Research has identified principal leadership as one of the most salient school-level predictors of teacher retention. However, the survey-based quantitative nature and specific survey questions used in this research make it difficult to discern which leadership behaviors or approaches contribute most to teacher retention. As a result, school leaders and those responsible for preparing and/or employing them lack clear, research-based information about specific practices that could be effectively utilized, particularly in high-poverty schools. This qualitative case study, set in a high-poverty U. S. elementary school with high retention rates, utilized Simon and Johnson’s (2015) framework of how principal behaviors that increase teacher retention in the quantitative research are exhibited in under-resourced schools. The study generates qualitative understandings of how a principal’s actions contributed to retention by reaffirming a mission to serve high-poverty students, recognizing teachers for their work, developing and fostering within-faculty relationships, strengthening relationships with families, and providing disciplinary support. In doing so, the study also provides support for an existing framework for leading for retention and insights into how these actions may influence or be seen in survey responses used in survey-based research.","PeriodicalId":502600,"journal":{"name":"Education Sciences","volume":"61 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140964807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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：