Journal of Teaching and Learning最新文献_第4页

Rethinking Methodologies: Implications for Research on International Students 方法论反思:对国际学生研究的启示

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.7002

D. Neupane

{"title":"Rethinking Methodologies: Implications for Research on International Students","authors":"D. Neupane","doi":"10.22329/jtl.v16i2.7002","DOIUrl":"https://doi.org/10.22329/jtl.v16i2.7002","url":null,"abstract":"Research in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students’ challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article’s main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43177795","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

Connecting the Promising Practices for Teaching Culturally and Linguistically Diverse Students with Student Satisfaction 将文化和语言多样化学生的教学实践与学生满意度联系起来

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.7483

Clayton Smith, George Zhou

引用次数: 0

Making Virtual Global Learning Transformative and Inclusive: A Critical Reflective Study on High-Impact Practices in Higher Education 使虚拟全球学习具有变革性和包容性:高等教育中高影响力实践的批判性反思研究

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-09-08 DOI: 10.22329/jtl.v16i2.6947

Linyuan Guo-Brennan

引用次数: 1

Mental Health Experiences of Teachers: A Scoping Review 教师心理健康经验:一个范围回顾

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6856

Kristen Ferguson, Melissa Corrente, I. Bourgeault

{"title":"Mental Health Experiences of Teachers: A Scoping Review","authors":"Kristen Ferguson, Melissa Corrente, I. Bourgeault","doi":"10.22329/jtl.v16i1.6856","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6856","url":null,"abstract":"Teacher mental health continues to be of concern in elementary and secondary schools; however, supporting teacher wellbeing is understudied (Parker et al., 2012; Roffey, 2012), particularly from a gender perspective (Bourgeault et al., 2021). Among professionals, teachers exhibit one of the highest levels of job stress and burnout on the job. (Hakanen et al., 2006; Stoeber & Rennert, 2008). This scoping review investigates and consolidates the existing research on teacher mental health, leaves of absences, and return-to-work. Work context and personal factors/family context contribute to teacher stress and attrition and by extension may impact temporary leaves of absence (Pressley, 2021). Several articles report on interventions with moderate success to reduce teacher stress, but no studies evaluated return-to-work interventions (Ebert, 2014; Kwak et al., 2019). The amount of stress teachers are experiencing and the pressure that is causing them to burn out is the most common narrative present in the literature. The review highlights gaps in the literature surrounding teacher mental health, leaves of absence, and return-to-work and a notable gap regarding the role of gender.","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42961644","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: 4

Failure to Disrupt: Why Technology Alone Can’t Transform Education 未能颠覆:为什么单靠技术无法改变教育

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.7033

Lucas Johnson

引用次数: 42

Decolonizing Educational Leadership: Exploring Alternative Approaches to Leading Schools 非殖民化教育领导:探索领导学校的替代方法

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6830

Shezadi Khushal

引用次数: 9

The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce 无偏见教师招聘教育政策的有效性：提高加拿大教师队伍多样性的关键见解

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6994

Ardavan Eizadirad

{"title":"The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce","authors":"Ardavan Eizadirad","doi":"10.22329/jtl.v16i1.6994","DOIUrl":"https://doi.org/10.22329/jtl.v16i1.6994","url":null,"abstract":"The Effectiveness of Educational Policy for Bias-Free Teacher Hiring: Critical Insights to Enhance Diversity in the Canadian Teacher Workforce is written by Zuhra Abawi, who is of Afghan-Scottish descent and has experience working in the Ontario education system in Canada as an early childhood educator, elementary school teacher, and college and university professor. Abawi makes a strong argument that although policies affiliated with teacher hiring are often associated with words such as equity and inclusion, they have not materialized into equitable practices and outcomes. The author explores why there continues to be a lack of racial diversity in the teacher workforce, focusing particularly on the administration level, and considers what individual and systemic factors contribute to this trend. While not poorly considered, a majority of the data and statistics examined are Ontario-based with an emphasis on race. A more comprehensive examination involving data from other geographical areas and from international contexts would strengthen the depth of analysis and arguments presented throughout the book. However, overall this book does provide a framework for educational administrators to move beyond performative language and engage in intentional actions to facilitate actualization of diversity in the teacher workforce in K–12 schools. These are timely and relevant issues nationally and globally. The book is divided into eight chapters. Chapter 1 is titled “Introduction: Situating Myself in my Work,” where Abawi provides context for why the book was written. The main key term, “bias-free teacher hiring,” is defined as referring to “a colour-blind approach to diversifying the teacher population by treating all applicants equally and thus focusing on their skills, knowledge, experience, and merit” (p. Abawi further situates the two guiding questions informing the study:","PeriodicalId":41980,"journal":{"name":"Journal of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44766578","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

On (He) 论（何）

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6759

Biljana Vujičić

引用次数: 0

Critical Moments in Education 教育的关键时刻

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.7293

Lana Parker

引用次数: 0

Preservice Teachers Engage Parents in At-Home Learning: “We Are in This Together!” 保护教师让家长参与家庭学习：“我们在一起！”

IF 4.6

Journal of Teaching and Learning Pub Date : 2022-04-27 DOI: 10.22329/jtl.v16i1.6849

L. McKee, Anne Murray-Orr, Evan Throop Robinson

引用次数: 0