EDUCATIONAL FORUMPub Date : 2021-04-03DOI: 10.1080/00131725.2021.1894014
M. Taylor, Emily J. Klein
{"title":"Editorial Statement","authors":"M. Taylor, Emily J. Klein","doi":"10.1080/00131725.2021.1894014","DOIUrl":"https://doi.org/10.1080/00131725.2021.1894014","url":null,"abstract":"It has been a year since we began a socially distanced existence during the Covid pandemic. We are reminded that teachers have been teaching remotely for an entire year now, navigating new terrains, trying to find new and innovative tools to engage students, and holding loving and compassionate spaces for the emotional roller coaster that so many students, teachers, and families are experiencing. We have certainly been on what The Grateful Dead would call “a long strange trip” and we are tired, burned out, and at times hopeless. As Julia Ries’ title in a recent article in the Huff Post states, It’s not just you. A lot of us are hitting a pandemic wall right now (https://www.huffpost.com/entry/coronavirus-pandemic-wall-mental-health_l_ 601b3c9dc5b6c0af54d09ccb?utm_campaign=share_facebook&ncid=engmodushpmg00000003&fbclid=IwAR2FDa5JinH0aPYuCRNztELZ1I8NNLs_62RhuJZn6kJmsJvAaW3Uy_aVZzQ). Acknowledging the wall we are pushing up against, we asked ourselves what do we do in our personal and professional lives when we feel stagnant, spent, or done? How do we reenergize and renew ourselves? Where do we usually look for inspiration? What do we do to shake things up when many of our ideas for doing so are unsafe or non-existent? We are reminded that when we feel at a loss, our most powerful tools involve finding ways to see whatever is in front of us differently. That might mean taking a new walking route, listening to a different podcast or radio station, trying a new physical activity or hobby, or reading new research. In fact, Monica remembers that when she was writing her dissertation and would get stuck during her data analysis process, her advisor would tell her to go back to the literature to jumpstart a new way of thinking. In this issue, we ask readers to do the exact same thing. We offer a collection of articles that ask you to think differently about familiar topics, so that you consider new ways of thinking about them. At a time when our ability to change our perspective is limited, when we must sit within the same four walls day after day, we offer another way–of delving into the experiences of another and of changing and trying on a new lens in order to see teaching practices or assessments with fresh eyes. The pieces in this issue help us to make the familiar distant, to create space in our minds, for another way of being and doing. We begin the issue with pieces by several of our international authors. These global perspectives help us to reexamine, rethink, and renovate the ways in which we think about teaching. The first article by Bara and Fuentes invite us to critical examine the taken for granted conceptions of contemporary educational practice, of those who teach and those who learn and how they work together, using a communitarian lens. They contend that the stage where teaching and learning occurs has become overly focused on the technical tools of teaching— resources, techniques, strategies, and ways of thinking, which seem to distra","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1894014","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210637","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}
EDUCATIONAL FORUMPub Date : 2021-02-16DOI: 10.1080/00131725.2020.1869874
Liat Biberman-Shalev
{"title":"The Blog as a Time Capsule: Student Teachers Review Their Reflective Blogs","authors":"Liat Biberman-Shalev","doi":"10.1080/00131725.2020.1869874","DOIUrl":"https://doi.org/10.1080/00131725.2020.1869874","url":null,"abstract":"Abstract The current study examined the perceptions of 14 third year student teachers regarding their experience of “opening the time capsule” practice. Qualitative analysis revealed that the student teachers enjoyed rereading their blogs, were able to identify their development in terms of their professional identity, and their writing skills, and felt that the practice increased their sense of self-efficacy. Recommendations for teacher educators regarding using the blog as a time capsule are discussed.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1869874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584798","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}
EDUCATIONAL FORUMPub Date : 2021-02-16DOI: 10.1080/00131725.2021.1873474
L. Diamond, T. Abernathy, M. Demchak
{"title":"Principals’ Preferences in the Hiring Process: Is Everything Old New Again?","authors":"L. Diamond, T. Abernathy, M. Demchak","doi":"10.1080/00131725.2021.1873474","DOIUrl":"https://doi.org/10.1080/00131725.2021.1873474","url":null,"abstract":"Abstract The purpose of the current study was to investigate urban school principals’ preferences for the types of teacher preparation programs completed, to understand their perceptions regarding factors that impact the selection of teacher candidates, and to determine if these preferences have changed over time. Data were collected using an online cross-sectional survey. Results indicate that urban school principals prefer to hire applicants who have completed a traditional four-year college or university preparation program.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1873474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45251814","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}
EDUCATIONAL FORUMPub Date : 2021-02-16DOI: 10.1080/00131725.2020.1869358
T. Reeves, Dan Wei, Val Hamilton
{"title":"In-Service Teacher Access to and Use of Non-Academic Data for Decision Making","authors":"T. Reeves, Dan Wei, Val Hamilton","doi":"10.1080/00131725.2020.1869358","DOIUrl":"https://doi.org/10.1080/00131725.2020.1869358","url":null,"abstract":"Abstract Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that teachers prioritise use of classroom-based academic assessment data.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1869358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45762698","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}
EDUCATIONAL FORUMPub Date : 2021-01-22DOI: 10.1080/00131725.2020.1862376
Chang Pu
{"title":"Beat the Odds: Successful Stories of “at-Risk” Latin@ Students in Georgia, a New Latin@ Magnet State","authors":"Chang Pu","doi":"10.1080/00131725.2020.1862376","DOIUrl":"https://doi.org/10.1080/00131725.2020.1862376","url":null,"abstract":"Abstract Framed through ecological and LatCrit theories, this article offers critical perspectives on the academic achievement of two Latin@ students. Findings suggested participants obtained critical support from the micro and meso systems to access college, but they also had to battle multi-layered oppression on their own. The study cautions using successful stories to mask inequity in our educational system that disadvantages Latin@ students.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1862376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45391490","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}
EDUCATIONAL FORUMPub Date : 2021-01-22DOI: 10.1080/00131725.2020.1859661
M. Patsarika, S. Townsend
{"title":"Interdisciplinary Service Learning as a Critical Knowledge Transaction Space in University-Community Engagement","authors":"M. Patsarika, S. Townsend","doi":"10.1080/00131725.2020.1859661","DOIUrl":"https://doi.org/10.1080/00131725.2020.1859661","url":null,"abstract":"Abstract In this article we present a framework for interdisciplinary service learning as border pedagogy grounded on Dewey’s educational philosophy and critical social theory. The project Stoa Malakopi allowed design and social science students from two universities in the US and Greece to collaborate in a necessity-driven field of inquiry through engagement with local knowledge. Evaluation showed that students embraced polyphony, reflexivity and situational problem solving as conditions for meaningful university-community partnerships.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1859661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930714","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}
EDUCATIONAL FORUMPub Date : 2021-01-22DOI: 10.1080/00131725.2020.1860172
Beth Rankin
{"title":"An Overview of Research on Secondary Traumatic Stress in K-12 Teaching: What We Know and What We Still Need to Learn","authors":"Beth Rankin","doi":"10.1080/00131725.2020.1860172","DOIUrl":"https://doi.org/10.1080/00131725.2020.1860172","url":null,"abstract":"Abstract Secondary traumatic stress (STS) has a significant adverse impact on many in the teaching profession. STS can be described as the symptoms of extreme stress experienced from direct exposure to traumatized individuals. In this essay, I present a synthesis of the scant existing research on STS in education and other caring professions to illustrate its significance as well as a brief discussion of possible positive and negative outcomes.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1860172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47157394","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}
EDUCATIONAL FORUMPub Date : 2021-01-22DOI: 10.1080/00131725.2020.1861146
H. Miesner
{"title":"Dynamic and Static Working Conditions: Examining the Work of Special Education Teachers","authors":"H. Miesner","doi":"10.1080/00131725.2020.1861146","DOIUrl":"https://doi.org/10.1080/00131725.2020.1861146","url":null,"abstract":"Abstract This study examines how working conditions shape the practical experiences of special education teachers. Through observations and interviews, I found that staff absences and scheduling conflicts disrupted the work of special education teachers. Entrenched limitations to personnel and temporal resources intensified these disruptions, framed herein as dynamic working conditions. In response, special education teachers acted as street-level bureaucrats, distributing supervision and instruction to those students they deemed most in need.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1861146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41937442","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}
EDUCATIONAL FORUMPub Date : 2021-01-02DOI: 10.1080/00131725.2021.1860410
Emily J. Klein, M. Taylor
{"title":"Editorial Statement","authors":"Emily J. Klein, M. Taylor","doi":"10.1080/00131725.2021.1860410","DOIUrl":"https://doi.org/10.1080/00131725.2021.1860410","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1860410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43467936","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}
EDUCATIONAL FORUMPub Date : 2020-12-08DOI: 10.1080/00131725.2020.1843746
LaTanya L. Dixon, Suzanne M. Dugger, Hsien-Yuan Hsu
{"title":"STEM Magnet High Schools and Student Intent to Declare a STEM Major","authors":"LaTanya L. Dixon, Suzanne M. Dugger, Hsien-Yuan Hsu","doi":"10.1080/00131725.2020.1843746","DOIUrl":"https://doi.org/10.1080/00131725.2020.1843746","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1843746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44003288","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}