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“Back to Basics:” Converging Mattering, Dialogue, and Love within Pedagogy, Research, and Community-Engaged Work “回归基础：”在教育学、研究和社区参与工作中融合Mattering、对话和爱
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-06-13 DOI: 10.1080/00131725.2023.2209752
Camilla J. Bell, M. Gonzalez, T. Burgess
{"title":"“Back to Basics:” Converging Mattering, Dialogue, and Love within Pedagogy, Research, and Community-Engaged Work","authors":"Camilla J. Bell, M. Gonzalez, T. Burgess","doi":"10.1080/00131725.2023.2209752","DOIUrl":"https://doi.org/10.1080/00131725.2023.2209752","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363108","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
Implementation of Social Inclusion to Support Refugee Students’ Well-Being in Victoria, Australia: A Study of School Reports and Policies 澳大利亚维多利亚州实施社会包容以支持难民学生的幸福：学校报告和政策研究
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-05-24 DOI: 10.1080/00131725.2023.2209753
Huu Loc Nguyen, Ahmed Bawa Kuyini
{"title":"Implementation of Social Inclusion to Support Refugee Students’ Well-Being in Victoria, Australia: A Study of School Reports and Policies","authors":"Huu Loc Nguyen, Ahmed Bawa Kuyini","doi":"10.1080/00131725.2023.2209753","DOIUrl":"https://doi.org/10.1080/00131725.2023.2209753","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42788978","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
“Going for Broke”: Working with Teacher Candidates to Bring about Intersectional Socially Just Teaching “走向破产”：与教师候选人合作，实现跨学科的社会公正教学
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-05-24 DOI: 10.1080/00131725.2023.2202083
C. Grant, Alexandra Allweiss
{"title":"“Going for Broke”: Working with Teacher Candidates to Bring about Intersectional Socially Just Teaching","authors":"C. Grant, Alexandra Allweiss","doi":"10.1080/00131725.2023.2202083","DOIUrl":"https://doi.org/10.1080/00131725.2023.2202083","url":null,"abstract":"Abstract Embodying James Baldwin’s call to “go for broke” in the face of the current “dangerous time” and ongoing “determined resistances,” this article argues for an intersectional social justice praxis for preparing and supporting teacher candidates and novice teachers to work with diverse students. We posit a sustained intersectional social justice framework for teaching, coaching, and mentoring that requires reckoning with the foundations of the field of teacher education and working with teachers and teacher candidates.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44170172","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
Perceptions of Teachers and Spanish-English Speaking Adolescents on Bilingualism and Heritage Language Maintenance 教师和说西班牙语-英语的青少年对双语和传统语言维护的看法
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-05-24 DOI: 10.1080/00131725.2023.2206171
Debra A. Giambo, T. Szecsi, H. Aydin
{"title":"Perceptions of Teachers and Spanish-English Speaking Adolescents on Bilingualism and Heritage Language Maintenance","authors":"Debra A. Giambo, T. Szecsi, H. Aydin","doi":"10.1080/00131725.2023.2206171","DOIUrl":"https://doi.org/10.1080/00131725.2023.2206171","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42714161","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 Early Warning Systems Help High School Students Stay on Track for College? Mixed Methods Evaluation of the Ninth Grade Success Initiative 早期预警系统能帮助高中生进入大学吗?九年级成功倡议的混合方法评价
EDUCATIONAL FORUM Pub Date : 2023-05-11 DOI: 10.1080/00131725.2023.2191665
David S. Knight, Julia C. Duncheon, Kefi Andersen, Matthew Frizzell
{"title":"Do Early Warning Systems Help High School Students Stay on Track for College? Mixed Methods Evaluation of the Ninth Grade Success Initiative","authors":"David S. Knight, Julia C. Duncheon, Kefi Andersen, Matthew Frizzell","doi":"10.1080/00131725.2023.2191665","DOIUrl":"https://doi.org/10.1080/00131725.2023.2191665","url":null,"abstract":"AbstractAbstractAs the transition point between middle and high school, ninth grade can either set a student up for long-term success or diminish a student’s likelihood of graduating high school altogether. The Ninth Grade Success Initiative is a dropout prevention program, piloted in five Washington State high schools in 2019–2020. We evaluated the effects on student outcomes and found that the program led to improvements in course grades, behavioral outcomes, more effective targeting of services to higher-need students, and better preparation for the COVID-19 transition to virtual learning.Keywords: college readinessmixed methodsninth gradepolicy evaluation","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474144","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 Complex Web of Teacher Leadership: Examining the Relationships between Instructional Support, Shared Leadership, and Teacher Satisfaction 教师领导的复杂网络:考察教学支持、共享领导和教师满意度之间的关系
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-05-09 DOI: 10.1080/00131725.2023.2207106
Peter D. Wiens, Jori S. Beck, KaaVonia Hinton, Abigail Moyal
{"title":"The Complex Web of Teacher Leadership: Examining the Relationships between Instructional Support, Shared Leadership, and Teacher Satisfaction","authors":"Peter D. Wiens, Jori S. Beck, KaaVonia Hinton, Abigail Moyal","doi":"10.1080/00131725.2023.2207106","DOIUrl":"https://doi.org/10.1080/00131725.2023.2207106","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47584397","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: 1
Pre-Service Mathematics Teachers’ Experience with Productive Struggle 职前数学教师的生产性斗争经验
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-04-03 DOI: 10.1080/00131725.2022.2072033
Z. Rahman
{"title":"Pre-Service Mathematics Teachers’ Experience with Productive Struggle","authors":"Z. Rahman","doi":"10.1080/00131725.2022.2072033","DOIUrl":"https://doi.org/10.1080/00131725.2022.2072033","url":null,"abstract":"Abstract Mathematics pre-service teachers (PSTs) need opportunities to learn best practices in teaching mathematics, e.g., productive struggle. Productive struggle happens when students work through challenging problems that are not straightforward. This paper describes mathematics PSTs’ engagement with productive struggle in a mathematics methods course. PSTs critiqued high cognitive demand tasks, planned and implemented them, and reflected on their experience focusing on productive struggle. Findings have implications for mathematics teacher preparation.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47526125","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
Editorial Statement 社论声明
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-03-27 DOI: 10.1080/00131725.2023.2192134
M. Taylor, Emily J. Klein
{"title":"Editorial Statement","authors":"M. Taylor, Emily J. Klein","doi":"10.1080/00131725.2023.2192134","DOIUrl":"https://doi.org/10.1080/00131725.2023.2192134","url":null,"abstract":"","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48855684","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
Emergent Themes from the 2020 KDP Diversity Summit: Teacher Educators’ Awareness of Factors That Support and Retain Prospective Teachers of Color 2020 KDP多样性峰会的新主题：教师教育工作者对支持和留住有色人种未来教师的因素的认识
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-03-16 DOI: 10.1080/00131725.2023.2172500
Jillian N. Ardley, Win Wheeler, Angela Goodloe, Keesha Kerns, Nicholas D. Hartlep, Diane Courington
{"title":"Emergent Themes from the 2020 KDP Diversity Summit: Teacher Educators’ Awareness of Factors That Support and Retain Prospective Teachers of Color","authors":"Jillian N. Ardley, Win Wheeler, Angela Goodloe, Keesha Kerns, Nicholas D. Hartlep, Diane Courington","doi":"10.1080/00131725.2023.2172500","DOIUrl":"https://doi.org/10.1080/00131725.2023.2172500","url":null,"abstract":"Abstract In 2020, Kappa Delta Pi’s Diversity Summit convened professional conversation groups to explore recruitment and retention factors influencing prospective teachers of color. Information from groups was interpreted qualitatively; analysis and findings suggested the following emergent themes: (1) Importance of different perspectives and voices, (2) Recognition of systemic racism as experienced by prospective teachers of color, and (3) Strategies used within teacher education programs to address barriers and cultivate successful solutions for prospective teachers of color.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49224994","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
“From Heroes to Scapegoats”: Teacher Perceptions of the Media and Public’s Portrayal of Teachers during COVID-19 “从英雄到替罪羊”:2019冠状病毒病期间教师对媒体和公众对教师形象的看法
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-03-10 DOI: 10.1080/00131725.2023.2169874
Erin Nerlino
{"title":"“From Heroes to Scapegoats”: Teacher Perceptions of the Media and Public’s Portrayal of Teachers during COVID-19","authors":"Erin Nerlino","doi":"10.1080/00131725.2023.2169874","DOIUrl":"https://doi.org/10.1080/00131725.2023.2169874","url":null,"abstract":"Abstract This study examines teacher perceptions of the media and public’s portrayal of teachers and teaching during COVID-19 from the initial school closures in March 2020 through the reopening process of the 2020–2021 school year. Drawing upon data from 122 full-time, public-school teachers in Massachusetts, findings include teacher perceptions of such portrayals as mischaracterizations, not inclusive of authentic teacher voices, and lacking in complexity. Furthermore, teachers perceived a shift in portrayal over the course of the pandemic.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859224","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: 1
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