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The Case of the Mommy Network: Getting to Know about Educational Assessment 妈妈网络的案例:了解教育评估
EDUCATIONAL FORUM Pub Date : 2023-03-07 DOI: 10.1080/00131725.2023.2175940
María D. Vásquez-Colina, John D. Morris
{"title":"The Case of the Mommy Network: Getting to Know about Educational Assessment","authors":"María D. Vásquez-Colina, John D. Morris","doi":"10.1080/00131725.2023.2175940","DOIUrl":"https://doi.org/10.1080/00131725.2023.2175940","url":null,"abstract":"AbstractUsing a literacy framework, this case study explores parents’ assessment literacy in South Florida (United States). Data were collected using focus-group interviews of public-school parents (N = 32) and a document artifact. Findings illustrate how parents drew upon verbal and virtual information and social interactions to learn about the educational assessments used for their children. Implications for educators were identified to assist parents in asking assessment questions in order to demystify the educational assessment process.Keywords: assessment literacyhigh-stakes assessmentparent engagementparent-teacher communication","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135000128","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
More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens 超越多语:从交叉视角调查教师学习支持多语学生
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-03-07 DOI: 10.1080/00131725.2023.2180123
Samantha A. Marshall, Amelia Q Rivera
{"title":"More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens","authors":"Samantha A. Marshall, Amelia Q Rivera","doi":"10.1080/00131725.2023.2180123","DOIUrl":"https://doi.org/10.1080/00131725.2023.2180123","url":null,"abstract":"Abstract Traditional teacher andragogy models oversimplify teaching multilingual students, overlooking both the complexity of identity and the contexts in which this work occurs. In this paper, we describe our intersectional approach to research, highlighting its affordances for research on teachers’ learning to support multilingual students. This intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45257870","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
“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic “我觉得没有什么比这更难了”：新冠肺炎大流行期间教师韧性的维度
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-03-07 DOI: 10.1080/00131725.2023.2178564
N. Lemon, Sharon McDonough
{"title":"“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic","authors":"N. Lemon, Sharon McDonough","doi":"10.1080/00131725.2023.2178564","DOIUrl":"https://doi.org/10.1080/00131725.2023.2178564","url":null,"abstract":"Abstract While the COVID-19 global pandemic has resulted in numerous lockdowns, understanding how teachers experience the shift to remote learning and the person focussed skills and capacities they employ during this time is vital. We draw from an online qualitative study to examine questionnaire data from 137 Australian teachers. Using the four dimensions of teacher resilience as a lens for analysis, we highlight the multidimensional approach teachers employ to navigate the challenge of teaching remotely.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396467","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
“There Just Isn’t Enough of Me”: The Cost of Moral Injury for One Teacher of Color “我还不够”：一位有色人种教师的道德伤害代价
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-03-06 DOI: 10.1080/00131725.2023.2173345
Thomas Albright
{"title":"“There Just Isn’t Enough of Me”: The Cost of Moral Injury for One Teacher of Color","authors":"Thomas Albright","doi":"10.1080/00131725.2023.2173345","DOIUrl":"https://doi.org/10.1080/00131725.2023.2173345","url":null,"abstract":"Abstract This article provides an ethnographic accounting of one teacher of color’s experience of moral injury by exploring the question: what morally injurious events does Nancy experience, and what are the costs of those injuries? This project used participant observations and interviews to explore the moral injuries encountered. Moral injuries occurred due to a lack of just systems, racial representation, trust, student supports, trauma training, and holistic approaches. Eventually Nancy left the school as a principled leaver.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382317","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
A Study of Teacher Educators’ Work: Complexity and Confrontation 教师教育工作研究：复杂性与对抗性
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-02-22 DOI: 10.1080/00131725.2023.2172499
Sharon McDonough, R. Brandenburg, W. Moran
{"title":"A Study of Teacher Educators’ Work: Complexity and Confrontation","authors":"Sharon McDonough, R. Brandenburg, W. Moran","doi":"10.1080/00131725.2023.2172499","DOIUrl":"https://doi.org/10.1080/00131725.2023.2172499","url":null,"abstract":"Abstract Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight the ways that an examination of these confrontations provides greater understanding of the pedagogy, practice, and decision-making of teacher educators and contend that analysis of practice is vital to revealing the complexity of teacher educator work.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44284963","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
“I Feel like I'm Not Doing Enough, and I Don’t Know How to Do Better”: Teacher Educators and LGBTQIA + Inclusion “我觉得我做得不够，我不知道如何做得更好”：教师教育工作者和LGBTQIA + 包容性
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-02-03 DOI: 10.1080/00131725.2022.2157919
C. A. Brant, Lara M. Willox
{"title":"“I Feel like I'm Not Doing Enough, and I Don’t Know How to Do Better”: Teacher Educators and LGBTQIA + Inclusion","authors":"C. A. Brant, Lara M. Willox","doi":"10.1080/00131725.2022.2157919","DOIUrl":"https://doi.org/10.1080/00131725.2022.2157919","url":null,"abstract":"Abstract This study reports on teacher educators’ (n = 930) self-efficacy in working with LGBTQIA + students and addressing LGBTQIA + topics in teacher education in the United States. We explore the topics they teach, the barriers they face, and the support(s) needed to be more purposeful in LGBTQIA + inclusion. Themes from this analysis provide a continuum of engagement among teacher educators and implications and additional research needed for greater inclusion of LGBTQIA + topics are shared.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262719","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
Enacting Hip-Hop Pedagogy for Joy and Justice 为快乐与正义制定嘻哈教育学
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-01-23 DOI: 10.1080/00131725.2022.2158256
Lin Wu
{"title":"Enacting Hip-Hop Pedagogy for Joy and Justice","authors":"Lin Wu","doi":"10.1080/00131725.2022.2158256","DOIUrl":"https://doi.org/10.1080/00131725.2022.2158256","url":null,"abstract":"Abstract This self-study illustrates how one Asian male immigrant teacher educator enacted hip-hop pedagogy to promote joy and justice in a multicultural education course at a predominantly white institution in the Pacific Northwest. Implications include how teacher educators can model hip-hop pedagogy to prepare all teacher candidates to cultivate joy and justice in their future classrooms amidst growing inequity and division in U.S. society.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584146","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
Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey 从理论取向和教学实践向残疾研究的转变:两位教育家的叙事之旅
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-01-23 DOI: 10.1080/00131725.2023.2168812
Hyun Uk Kim, Amy Ballin
{"title":"Making the Shift in Theoretical Orientation and Teaching Practices to Disability Studies: Two Educators’ Narrative Journey","authors":"Hyun Uk Kim, Amy Ballin","doi":"10.1080/00131725.2023.2168812","DOIUrl":"https://doi.org/10.1080/00131725.2023.2168812","url":null,"abstract":"Abstract In this study, two teacher educators share their educational journey using narrative inquiry. Specifically, the authors share how they learned to ground their teaching and research in disability studies, what they have learned in the field to become better teachers for their students in (special) education, and why the shift in their theoretical framework and teaching might be relevant to other educators.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46828922","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
Learning, Growing, Embracing, Transitioning, and Changing: Exploring Resilient Teaching and Learning during the Covid-19 Shutdown 学习、成长、拥抱、过渡和改变：探索新冠肺炎停摆期间的弹性教学
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-01-12 DOI: 10.1080/00131725.2022.2149911
Michael G. Ryan, Megan Cziraky, Kristen Kain, Helena McKendrick, Meredith Miller
{"title":"Learning, Growing, Embracing, Transitioning, and Changing: Exploring Resilient Teaching and Learning during the Covid-19 Shutdown","authors":"Michael G. Ryan, Megan Cziraky, Kristen Kain, Helena McKendrick, Meredith Miller","doi":"10.1080/00131725.2022.2149911","DOIUrl":"https://doi.org/10.1080/00131725.2022.2149911","url":null,"abstract":"Abstract This paper presents a collective self-study that examines what student teachers and a teacher educator learned from our collective work during the initial Covid-19 shutdown. Using a theory of collaborative inquiry grounded in Brené Brown’s work on resiliency and vulnerability, we examined our work during this time of great struggle. We learned how severe challenges prompted us to enhance our practices and reimagine typical roles while thinking critically and creatively about teaching and learning.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43170157","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
“Expect to Be Taken Out of Class”: Comparing School Experiences of Trauma-Exposed Black Girls and Boys “期望被带出课堂”:比较创伤暴露的黑人女孩和男孩的学校经历
IF 1.3
EDUCATIONAL FORUM Pub Date : 2023-01-12 DOI: 10.1080/00131725.2022.2155280
Shantel D. Crosby, K. Jones, Angelique G. Day, C. Somers, Beverly A. Baroni, Alanna Feltner Williams
{"title":"“Expect to Be Taken Out of Class”: Comparing School Experiences of Trauma-Exposed Black Girls and Boys","authors":"Shantel D. Crosby, K. Jones, Angelique G. Day, C. Somers, Beverly A. Baroni, Alanna Feltner Williams","doi":"10.1080/00131725.2022.2155280","DOIUrl":"https://doi.org/10.1080/00131725.2022.2155280","url":null,"abstract":"Abstract This study explores the intersections of race, gender, and trauma in students’ school experiences. We collected focus group data from 36 trauma-exposed Black girls and 10 trauma-exposed Black boys from two urban high schools. Data was analyzed using an intersectional framework and resulted in the following themes: (1) Don’t Touch the Students; (2) You Gettin’ Suspended; (3) You Supposed to Be the Bigger Person; and (4) If We Have a Uniform, They Should Have a Uniform. Implications are discussed.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44648028","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
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