This invited article is a follow-up to the 2022 keynote address given to the Midwestern Education Research Association. This article reviews national, contemporary challenges to conducting applied education research. It also reviews broad principles that might help one continue to conduct high-quality research, namely: embracing emergent design thinking, flexibility, and perseverance.
{"title":"Emergent Design Thinking, Rigorous Research, and Perseverance: Comments from a Keynote Address","authors":"John Hitchcock","doi":"10.25035/mwer.35.02.04","DOIUrl":"https://doi.org/10.25035/mwer.35.02.04","url":null,"abstract":"This invited article is a follow-up to the 2022 keynote address given to the Midwestern Education Research Association. This article reviews national, contemporary challenges to conducting applied education research. It also reviews broad principles that might help one continue to conduct high-quality research, namely: embracing emergent design thinking, flexibility, and perseverance.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"109 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139195109","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}
A review of the book Student Agency in the Classroom: Honoring Student Voice in the Curriculum by Margaret Vaughn.
对 Margaret Vaughn 所著《课堂上的学生机构》一书的评论：玛格丽特-沃恩（Margaret Vaughn）所著的《尊重学生在课程中的发言权》一书的评论。
{"title":"https://scholarworks.bgsu.edu/mwer/vol35/iss2/5/","authors":"Clyde Barnett","doi":"10.25035/mwer.35.02.05","DOIUrl":"https://doi.org/10.25035/mwer.35.02.05","url":null,"abstract":"A review of the book Student Agency in the Classroom: Honoring Student Voice in the Curriculum by Margaret Vaughn.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"64 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139192569","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}
In this brief mentoring corner article, we focus on defining what different editorial decisions mean (e.g., accept with revisions; revise and resubmit; reject: revise and resubmit), discussing factors you might consider when deciding what to do after receiving a decision (e.g., resubmit or move on) and considering how to best approach the revisions. We also provide guidance on effective communication with editors, including an example of a successful response to review table and cover letter.
{"title":"Making the Most of the Peer Review Process","authors":"Christy Horner, Sherri Horner, Richard Maguire","doi":"10.25035/mwer.35.02.06","DOIUrl":"https://doi.org/10.25035/mwer.35.02.06","url":null,"abstract":"In this brief mentoring corner article, we focus on defining what different editorial decisions mean (e.g., accept with revisions; revise and resubmit; reject: revise and resubmit), discussing factors you might consider when deciding what to do after receiving a decision (e.g., resubmit or move on) and considering how to best approach the revisions. We also provide guidance on effective communication with editors, including an example of a successful response to review table and cover letter.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"24 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139194947","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}
Christopher Estepp, Jennifer Beasley, Stephen Burgin, Donald Johnson
As student diversity increases, it is imperative that Educator Preparation Programs (EPPs) prepare preservice teachers to manage these classrooms. Educators are expected to possess the skillset, experience, and confidence necessary to engage diverse students from varying cultural backgrounds. Thus, intercultural sensitivity is an important affective trait for teachers, however, the connection between intercultural sensitivity and self-efficacy for culturally responsive classroom management has not been well documented in the preservice teacher literature. In this study, one mid-southern university examined the relationship between preservice teachers’ perceptions of their intercultural sensitivity and their self-efficacy for tasks related to culturally responsive classroom management. Findings indicated that preservice teachers are confident in their ability to manage classrooms in a culturally responsive manner and that intercultural sensitivity significantly predicted and explained about a third of variance in culturally responsive classroom management self-efficacy. While EPPs could consider requiring coursework in cultural diversity and classroom management, the results of this study indicated that coursework alone was not enough to improve preservice teachers’ self-efficacy.
{"title":"Using Intercultural Sensitivity to Predict Culturally Responsive Classroom Management Self-Efficacy among Preservice Teachers","authors":"Christopher Estepp, Jennifer Beasley, Stephen Burgin, Donald Johnson","doi":"10.25035/mwer.35.02.03","DOIUrl":"https://doi.org/10.25035/mwer.35.02.03","url":null,"abstract":"As student diversity increases, it is imperative that Educator Preparation Programs (EPPs) prepare preservice teachers to manage these classrooms. Educators are expected to possess the skillset, experience, and confidence necessary to engage diverse students from varying cultural backgrounds. Thus, intercultural sensitivity is an important affective trait for teachers, however, the connection between intercultural sensitivity and self-efficacy for culturally responsive classroom management has not been well documented in the preservice teacher literature. In this study, one mid-southern university examined the relationship between preservice teachers’ perceptions of their intercultural sensitivity and their self-efficacy for tasks related to culturally responsive classroom management. Findings indicated that preservice teachers are confident in their ability to manage classrooms in a culturally responsive manner and that intercultural sensitivity significantly predicted and explained about a third of variance in culturally responsive classroom management self-efficacy. While EPPs could consider requiring coursework in cultural diversity and classroom management, the results of this study indicated that coursework alone was not enough to improve preservice teachers’ self-efficacy.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"79 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139187602","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 outbreak of COVID-19 resulted in unprecedented school closures in education, leading online education to become “the new normal.” Concurrently, emergency online instruction further exacerbated what is known as the digital divide, one of the contributing factors to inequality of educational opportunities. The purpose of our research is to examine in what ways the digital divide influences teachers and students during COVID-19. A better understanding of teachers' perceptions of teaching online and the digital divide can offer more information for effective teaching during the pandemic. In this multi-method study, researchers collected data from 36 teachers through Likert scale questions and open-ended survey questions. The findings indicated that first- and second-level digital divides are the main problems affecting online education during the COVID-19 outbreak. Some students might not benefit from online learning due to the digital divide. Lack of access to technology and the internet, first-level digital divide, affected primarily students from lower SES. Further, even though some students had access to technology and the internet, students' and teachers' information and communication technology (ICT) skills, second-level digital divide, impacted how they use technology and profit from online education. Teachers need support to improve their own ICT skills, as well as their students, to reduce the impact of the digital divide in education.
{"title":"Examining the Digital Divide in Education during COVID-19 from Teachers' Perspectives","authors":"Elife Ceviker, Tuba Gezer","doi":"10.25035/mwer.35.02.02","DOIUrl":"https://doi.org/10.25035/mwer.35.02.02","url":null,"abstract":"The outbreak of COVID-19 resulted in unprecedented school closures in education, leading online education to become “the new normal.” Concurrently, emergency online instruction further exacerbated what is known as the digital divide, one of the contributing factors to inequality of educational opportunities. The purpose of our research is to examine in what ways the digital divide influences teachers and students during COVID-19. A better understanding of teachers' perceptions of teaching online and the digital divide can offer more information for effective teaching during the pandemic. In this multi-method study, researchers collected data from 36 teachers through Likert scale questions and open-ended survey questions. The findings indicated that first- and second-level digital divides are the main problems affecting online education during the COVID-19 outbreak. Some students might not benefit from online learning due to the digital divide. Lack of access to technology and the internet, first-level digital divide, affected primarily students from lower SES. Further, even though some students had access to technology and the internet, students' and teachers' information and communication technology (ICT) skills, second-level digital divide, impacted how they use technology and profit from online education. Teachers need support to improve their own ICT skills, as well as their students, to reduce the impact of the digital divide in education.","PeriodicalId":503101,"journal":{"name":"Mid-Western Educational Researcher","volume":"169 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139191920","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}
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