Journal of Teaching and Learning最新文献

First-Generation Student Experiences in Higher Education: Counterstories 第一代学生在高等教育中的经历：反面故事

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.8571

Anna Lippman

引用次数: 0

A Diverse Collection 多样化的收藏

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.8634

Clayton Smith

引用次数: 0

Creating Spaces of Engagement: Exploring High School Youth’s Voices in Reshaping the Social Justice Curriculum 创造参与空间：探索高中青年在重塑社会正义课程中的声音

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.7842

Shuyuan Liu, Kenneth Gyamerah, Claire Ahn, Thashika Pillay

{"title":"Creating Spaces of Engagement: Exploring High School Youth’s Voices in Reshaping the Social Justice Curriculum","authors":"Shuyuan Liu, Kenneth Gyamerah, Claire Ahn, Thashika Pillay","doi":"10.22329/jtl.v18i1.7842","DOIUrl":"https://doi.org/10.22329/jtl.v18i1.7842","url":null,"abstract":"The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth’s meaning-making of critical social-justice issues. This paper presents data on three high-school youth’s knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth’s interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270341","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

“Surviving and Thriving”: An Autoethnography of a Black Afro-Caribbean Early Career Teacher in a Northern Ontario First Nation Community "生存与发展"：安大略省北部原住民社区黑人非裔加勒比早期职业教师的自述

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.8131

Patricia Briscoe, Jody-Ann Robinson

{"title":"“Surviving and Thriving”: An Autoethnography of a Black Afro-Caribbean Early Career Teacher in a Northern Ontario First Nation Community","authors":"Patricia Briscoe, Jody-Ann Robinson","doi":"10.22329/jtl.v18i1.8131","DOIUrl":"https://doi.org/10.22329/jtl.v18i1.8131","url":null,"abstract":"The beginning years of a teacher’s career can be an overwhelming experience, and combined with being in an isolated, fly-in community, particularly during a pandemic, can be debilitating. This qualitative research is aimed to support and account for the story of a Black Afro-Caribbean, early career teacher (ECT) in a Northern Ontario First Nation (FN) community over a three-year teaching placement. The goals were to use her stories for reflection, inspiration, and guidance to support other ECTs, and to provide recommendations to teacher-education programs to lessen attrition and increase retention among ECTs in FN school placements. An autoethnographic method was used to identify key themes in her narratives to better understand her experiences of surviving and thriving. Although this ECT was significantly tested about her decision to become a teacher, support, empathy, resiliency, and governing one’s practice with clearly defined moral and ethical principles rooted in the belief that every child can learn helped her survive and thrive. The conclusion was that ECTs in FN school placements need, among other things, a willingness to be vulnerable and resilient.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271591","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

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs 我最棘手的难题！"（My Most Tricky Pickle!在基于游戏的幼儿园中平衡阅读教学：教育者的自我效能感信念与教学内容知识需求

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.8056

Yvonne Messenger, Tiffany L. Gallagher

引用次数: 0

Facilitating Productive Struggle in an Online Secondary Education Mathematics Methods Course: Experiences of Pre-Service Teachers 促进在线中学教育数学方法课程中的生产性斗争：职前教师的经验

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.7813

Shelli Casler-Failing

引用次数: 0

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender COVID-19 对教师压力和抑郁的长期影响：性别差异

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.7424

Andrea Huseth-Zosel, Sarah Crary, Megan Orr

{"title":"Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender","authors":"Andrea Huseth-Zosel, Sarah Crary, Megan Orr","doi":"10.22329/jtl.v18i1.7424","DOIUrl":"https://doi.org/10.22329/jtl.v18i1.7424","url":null,"abstract":"This article explores the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic. Teachers from a random sample of K-12 schools in North Dakota and Minnesota were surveyed in April 2020, October 2020, and March/April 2021 about their current levels of stress and depression, as well as the frequency with which they experienced certain physical conditions. One-way analysis of variance and multiple regression were used to compare time points for each of the outcomes by gender. Female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers, with spikes in stress and depression levels experienced by both males and females in Time 2. Additionally, physical symptoms were more likely to be experienced by female teachers, with Time 2 respondents overall reporting significantly higher proportions of physical symptoms than Time 1 or Time 3 respondents. Consistently experiencing heightened levels of stress and depression can lead to burnout for teachers. School districts need to monitor stress, especially among females, and depression, especially among males, to recognize the difference in experience for each gender in the teaching profession, as well as provide supports and resources to their teachers to help them in coping with these mental-health issues.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272222","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

Where Research Begins: Choosing a Research Project That Matters to You (and the World) 研究从哪里开始？选择对您和世界都重要的研究项目

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.8066

Scott R. Cowan, David T. Bell-Patterson

引用次数: 0

Re-Imagining Higher Education: Time, Learning, and Risk 重新构想高等教育：时间、学习与风险

IF 4.6

Journal of Teaching and Learning Pub Date : 2024-06-03 DOI: 10.22329/jtl.v18i1.8054

Rebecca Collins-Nelsen, Michaela Hill, John Maclachlan

{"title":"Re-Imagining Higher Education: Time, Learning, and Risk","authors":"Rebecca Collins-Nelsen, Michaela Hill, John Maclachlan","doi":"10.22329/jtl.v18i1.8054","DOIUrl":"https://doi.org/10.22329/jtl.v18i1.8054","url":null,"abstract":"This article recommends institutional changes to higher education related to time, learning, and risk that would better serve the contemporary student population and increase opportunities for life-long and interdisciplinary learning. To begin, the changing demographic of university students will be outlined, along with suggestions about how traditional institutional arrangements are no longer conducive to optimal learning environments. Next, a review of the history of the academic year will be provided, that will show a snapshot of post-secondary academic calendars in Canada. Relatedly, a discussion of the potential drawbacks and benefits to accelerated courses will be deliberated, as well as the role of risk in terms of how this shapes students’ course selection. Finally, an example of a pilot program at McMaster University, a large research-intensive university in Ontario, Canada, which is specifically designed to account for the pitfalls outlined above, will be discussed. Taken together, it will be argued that having full-course offerings on a year-round basis, providing various options for course lengths, and adjusting evaluations to reduce students’ conceptions of ‘risk’ will better adapt institutes of higher education for the twenty-first century.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272736","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

The Complexities of Authority in the Classroom: Fostering Democracy for Student Learning 课堂权威的复杂性:培养学生学习的民主

IF 4.6

Journal of Teaching and Learning Pub Date : 2023-06-16 DOI: 10.22329/jtl.v17i1.7514

Rogene Reid

引用次数: 0