Educational Studies-AESA最新文献_第10页

Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience 行动研究中的教师身份建构:经验的中介作用

IF 0.9

Educational Studies-AESA Pub Date : 2022-05-04 DOI: 10.1080/03055698.2022.2073177

Ali Derakhshan, Mostafa Nazari

引用次数: 11

“The Wall” and ICE: Critical Educators’ Emotion and Narratives as They Grapple With Political Debates Concerning Immigration Matters “墙”和ICE：批判性教育工作者在处理移民问题政治辩论时的情感和叙述

IF 0.9

Educational Studies-AESA Pub Date : 2022-05-04 DOI: 10.1080/00131946.2022.2033747

Tanetha Grosland, Frank Hernandez

{"title":"“The Wall” and ICE: Critical Educators’ Emotion and Narratives as They Grapple With Political Debates Concerning Immigration Matters","authors":"Tanetha Grosland, Frank Hernandez","doi":"10.1080/00131946.2022.2033747","DOIUrl":"https://doi.org/10.1080/00131946.2022.2033747","url":null,"abstract":"Abstract Immigration debates warrant an analysis that goes beyond the debate itself. On these grounds, in this theoretical essay, we chronicle how critical educators, particularly one teacher-leader and three principals, grapple with political debates on immigration matters. Inspired by critical theoretical methodologies, we bring a novel approach using narrative and emotion theories to bear on political immigration debates, including that of border security (“the wall”) and the role of the US Immigration and Customs Enforcement Agency (ICE) in schools. Based on our findings, we suggest that advancing critical education involves a theoretical analysis of critical educators’ narratives on the politics of immigration matters and their emotions about these topics. Emotion analysis enhances new knowledge in education policy advocacy and is a more strategic response to building coalitions and solidarity. We conclude with a discussion focused on how critical educators are community constituents, and their stories about political issues as reflected in these narratives provide innovatively rich perspectives for explicitly addressing politics and emotion as ongoing praxis. This article is a unique presentation of narratives that forefront alternative notions of holistically being/becoming in leadership and a critical educator, and so is a scholarly contribution to all of what is known and unknown about how critical educators’ experiences are impacted by political debates and subjects.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45468961","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

Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure 理解农村学校教师职业代理及其与社会结构的关系

IF 0.9

Educational Studies-AESA Pub Date : 2022-04-25 DOI: 10.1080/00131946.2022.2051033

Guoyuan Sang, Jiali Huang, Tzu-chia Chao, Bixin Ye, Abdulghani Muthanna

{"title":"Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure","authors":"Guoyuan Sang, Jiali Huang, Tzu-chia Chao, Bixin Ye, Abdulghani Muthanna","doi":"10.1080/00131946.2022.2051033","DOIUrl":"https://doi.org/10.1080/00131946.2022.2051033","url":null,"abstract":"Abstract Research on the role of teacher agency has been growing significantly during the last decade. Agentic teachers act purposefully and constructively to direct their professional development and contribute to the quality of education, especially in rural areas. Professional development is mutually constituted between teachers and socio-cultural conditions (e.g., circumstances, physical artifacts, power relations, and school cultures) that constrain or enable their agency. This study explored teacher professional agency, and its relationship to teacher perceived social structure, using two newly developed scales: (1) the Teacher Professional Agency (TPA) and (2) the Teacher-Perceived Social Structure (TPSS). A total number of 592 teachers working at rural schools in western China completed the questionnaire. The findings revealed that the two scales were valid and reliable instruments for measuring teacher professional agency, and teacher perceived social structure. Findings show a modestly-moderately correlation between teachers’ professional identity and their perceived social identity. Collegial relationships, followed by school climate and social identity, have the strongest impact on teachers’ professional agency.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43577001","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: 2

collaborative learning intervention associated with small increases in home-based school involvement for lower SES families in deprived neighbourhoods 合作学习干预与贫困社区社会经济地位较低家庭在家上学参与度小幅增加相关

IF 0.9

Educational Studies-AESA Pub Date : 2022-04-03 DOI: 10.1080/03055698.2022.2058320

R. Keizer, R. van Steensel, J. Jongerling, Talitha Stam, Brian P. Godor, N. Lucassen

引用次数: 1

Toxic leadership behaviours of school principals: a qualitative study 校长有毒领导行为的定性研究

IF 0.9

Educational Studies-AESA Pub Date : 2022-04-03 DOI: 10.1080/03055698.2022.2059343

A. Alanezi

引用次数: 2

Stressed-Out of STEM: Examining Mentoring Experiences of Women, People of Color, and International Postdocs STEM压力重重：考察女性、有色人种和国际博士后的辅导经历

IF 0.9

Educational Studies-AESA Pub Date : 2022-04-01 DOI: 10.1080/00131946.2022.2051030

Tiffany Karalis Noel, M. Miles, Padmashree Rida

{"title":"Stressed-Out of STEM: Examining Mentoring Experiences of Women, People of Color, and International Postdocs","authors":"Tiffany Karalis Noel, M. Miles, Padmashree Rida","doi":"10.1080/00131946.2022.2051030","DOIUrl":"https://doi.org/10.1080/00131946.2022.2051030","url":null,"abstract":"Abstract This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and international postdocs who spanned 17 different STEM departments at a large, research-intensive university in the southeast United States. Using Braun and Clarke’s thematic analysis, findings revealed four themes: (1.1) Postdocs’ observations of faculty roles, responsibilities, and leadership styles influenced their decisions to pursue or depart a career path to academia; (1.2) postdocs cited poor communication from mentors and misaligned position expectations versus realities as major challenges; (1.3) postdocs described few productive exchanges and felt many exchanges directly benefited mentors; and (1.4) postdocs observed and experienced mentors’ mistreatment of minoritized postdocs (i.e., women, people of color, and individuals with international status).","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46049969","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: 6

The Difference a Female Teacher Makes: Analysis of Girls’ School Achievement in Nepal 女教师的差异：尼泊尔女子学校成绩分析

IF 0.9

Educational Studies-AESA Pub Date : 2022-04-01 DOI: 10.1080/00131946.2022.2051032

Puskar R. Joshi, Sheetal Digari, Marlon C. James

引用次数: 4

A guided tour in the Geophysical and Astronomical Observatory of the University of Coimbra: setting-specific practices in an informal educational environment 科英布拉大学地球物理和天文台的导游:在非正式的教育环境中设置特定的实践

IF 0.9

Educational Studies-AESA Pub Date : 2022-03-31 DOI: 10.1080/03055698.2022.2049594

J. B. V. Marques, Andrew P. Carlin, Ricardo Moutinho

引用次数: 0

Students in 4th to 12th grade can distinguish dimensions of teaching when evaluating their teachers: a multilevel analysis of the TESS survey 4 - 12年级学生在评价教师时能够区分教学的维度:对TESS调查的多层次分析

IF 0.9

Educational Studies-AESA Pub Date : 2022-03-30 DOI: 10.1080/03055698.2022.2058319

Chia-Lin Tsai, C. Bergin, Elizabeth A. Jones

引用次数: 2

The relationship between perfectionism and test anxiety of junior high school students: the mediating role of self-efficacy and trait anxiety 初中生完美主义与考试焦虑的关系:自我效能感和特质焦虑的中介作用

IF 0.9

Educational Studies-AESA Pub Date : 2022-03-28 DOI: 10.1080/03055698.2022.2058868

Simin Wan, Shuwei Lin, Si-you Li, Shen Tu, Guihua Qin

引用次数: 2