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Predictors and Determinants of HIV Proneness among University Pre-service Teachers at Two Selected Universities in East Africa: A Logistic and Multiple Regression Analysis 东非两所选定大学的职前教师感染艾滋病毒的预测因素和决定因素：逻辑和多元回归分析
IF 1.3
Journal of Education Pub Date : 2024-06-06 DOI: 10.53819/81018102t30152
{"title":"Predictors and Determinants of HIV Proneness among University Pre-service Teachers at Two Selected Universities in East Africa: A Logistic and Multiple Regression Analysis","authors":"","doi":"10.53819/81018102t30152","DOIUrl":"https://doi.org/10.53819/81018102t30152","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378933","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}
引用次数: 0
“Just for the Sake of Giving It:” An Exploration of Elementary Teachers’ Beliefs About Homework Practices "只是为了做作业而做作业："小学教师关于家庭作业做法的信念探究
IF 1.3
Journal of Education Pub Date : 2024-05-24 DOI: 10.1177/00220574241235685
Christina L. Dobbs, C. Leider, Janine Bempechat, Margarita Jimenez-Silva
{"title":"“Just for the Sake of Giving It:” An Exploration of Elementary Teachers’ Beliefs About Homework Practices","authors":"Christina L. Dobbs, C. Leider, Janine Bempechat, Margarita Jimenez-Silva","doi":"10.1177/00220574241235685","DOIUrl":"https://doi.org/10.1177/00220574241235685","url":null,"abstract":"Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding complex and even contradictory beliefs about homework and its usefulness. These tensions relate to the array of individuals with an investment in homework, their workloads, and goals to support diverse students equitably.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099236","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}
引用次数: 0
Contribution of USAID Soma Umenye to the Performance of Learners of Kinyarwanda Language in Lower Primary Schools: A Case of Public and Government Aided Schools of Musanze District, in Northern Province, Rwanda 美国国际开发署 Soma Umenye 对小学低年级基尼亚卢旺达语学习者成绩的贡献：卢旺达北部省穆桑泽县公立和政府资助学校的案例
IF 1.3
Journal of Education Pub Date : 2024-03-02 DOI: 10.53819/81018102t2359
{"title":"Contribution of USAID Soma Umenye to the Performance of Learners of Kinyarwanda Language in Lower Primary Schools: A Case of Public and Government Aided Schools of Musanze District, in Northern Province, Rwanda","authors":"","doi":"10.53819/81018102t2359","DOIUrl":"https://doi.org/10.53819/81018102t2359","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081539","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}
引用次数: 0
Links Between Family-School Value Discrepancies and Teacher-Student Relations in Adolescents From Immigrant and Nonimmigrant Backgrounds 移民和非移民背景青少年的家庭-学校价值观差异与师生关系之间的联系
IF 1.3
Journal of Education Pub Date : 2024-02-22 DOI: 10.1177/00220574241235684
Corinne Hébert, Julie Goulet, K. Tardif-Grenier, Linda S. Pagani, Isabelle Archambault
{"title":"Links Between Family-School Value Discrepancies and Teacher-Student Relations in Adolescents From Immigrant and Nonimmigrant Backgrounds","authors":"Corinne Hébert, Julie Goulet, K. Tardif-Grenier, Linda S. Pagani, Isabelle Archambault","doi":"10.1177/00220574241235684","DOIUrl":"https://doi.org/10.1177/00220574241235684","url":null,"abstract":"This paper describes the nature of home-school value discrepancies perceived by students, and tests associations between such value discrepancies and teacher-student relationships with student generational status as a moderator. Using a sample of 1,551 students from grades 10 and 11, chi-square tests and ANOVAs were used to describe the nature of discrepancies, while hierarchical linear regressions were conducted to test associations. Second-generation students generally perceived more differences between family-school values. When experiencing less value discrepancies, students reported closer teacher-student relationships. Value discrepancies were also associated with conflict, third-plus-generation standing out. Practitioners should mitigate value discrepancies to improve teacher-student relationships.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140440054","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}
引用次数: 0
Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District 家长参与学校学术活动对卢旺达公立小学学生学习动机的影响；Huye 地区的一个案例
IF 1.3
Journal of Education Pub Date : 2024-02-13 DOI: 10.53819/81018102t5308
{"title":"Influence of Parental Participation in School Academic Activities on Learners’ Motivation in Rwandan Public Primary Schools; A Case of Huye District","authors":"","doi":"10.53819/81018102t5308","DOIUrl":"https://doi.org/10.53819/81018102t5308","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139841581","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}
引用次数: 0
Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda 乌干达瓦基索地区中学的教学督导与教师绩效
IF 1.3
Journal of Education Pub Date : 2024-02-12 DOI: 10.53819/81018102t5307
{"title":"Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda","authors":"","doi":"10.53819/81018102t5307","DOIUrl":"https://doi.org/10.53819/81018102t5307","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139784914","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}
引用次数: 0
Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda 乌干达瓦基索地区中学的教学督导与教师绩效
IF 1.3
Journal of Education Pub Date : 2024-02-12 DOI: 10.53819/81018102t5307
{"title":"Instructional Supervision and Teacher Performance in Secondary Schools in Wakiso District-Uganda","authors":"","doi":"10.53819/81018102t5307","DOIUrl":"https://doi.org/10.53819/81018102t5307","url":null,"abstract":"","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139844508","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}
引用次数: 0
Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program 你看到我了吗？黑人职前教师在教师准备课程中的经历考察
IF 1.3
Journal of Education Pub Date : 2024-02-08 DOI: 10.1177/00220574231190934
Andrea Crenshaw, Ayomide Yusuf
{"title":"Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program","authors":"Andrea Crenshaw, Ayomide Yusuf","doi":"10.1177/00220574231190934","DOIUrl":"https://doi.org/10.1177/00220574231190934","url":null,"abstract":"Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791447","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}
引用次数: 0
Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program 你看到我了吗？黑人职前教师在教师准备课程中的经历考察
IF 1.3
Journal of Education Pub Date : 2024-02-08 DOI: 10.1177/00220574231190934
Andrea Crenshaw, Ayomide Yusuf
{"title":"Do You See Me? An Examination of Black Pre-Service Teacher Experiences in a Teacher Preparation Program","authors":"Andrea Crenshaw, Ayomide Yusuf","doi":"10.1177/00220574231190934","DOIUrl":"https://doi.org/10.1177/00220574231190934","url":null,"abstract":"Within the United States, Elementary education has been a discursive space dominated by a White, English-monolingual, middle-class teaching force and perspectives. A look at teacher preparation programs across the nation highlights the growing disparities in the racial makeup of teacher preparation programs. By looking closely at the perspectives of six Black pre-service teachers in a predominantly White institution of higher education, their lived experiences are examined to illuminate how they negotiate becoming teachers in hegemonic spaces while battling socially imposed and self-internalized deficit conceptions of their own identities as developing teachers.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851085","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}
引用次数: 0
Adverse Childhood Experiences and Academic Performance Among U.S. Students: A Systematic Review and Meta-Analysis 美国学生的童年不良经历与学习成绩：系统回顾与元分析
IF 1.3
Journal of Education Pub Date : 2023-12-22 DOI: 10.1177/00220574231222940
Rachel S. Tyrone, Lauren M. Fletcher, Courtney S. Walker, Caroline Compretta, Paul Burns, Jennifer C. Reneker
{"title":"Adverse Childhood Experiences and Academic Performance Among U.S. Students: A Systematic Review and Meta-Analysis","authors":"Rachel S. Tyrone, Lauren M. Fletcher, Courtney S. Walker, Caroline Compretta, Paul Burns, Jennifer C. Reneker","doi":"10.1177/00220574231222940","DOIUrl":"https://doi.org/10.1177/00220574231222940","url":null,"abstract":"Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles were included in the quantitative synthesis. Among the 11 studies, we found a weak, negative correlation between ACEs and academic performance. Further research is needed to explore all the potential adverse exposures that could impact academic outcomes and factors that might mediate the effects of ACEs on academic performance.","PeriodicalId":15568,"journal":{"name":"Journal of Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165424","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}
引用次数: 0
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