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“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work 标准化考试对教练员日常工作的影响:“它几乎占据了大楼的生命”
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-16 DOI: 10.1080/00131725.2022.2065713
E. Saclarides, B. Kane
{"title":"“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work","authors":"E. Saclarides, B. Kane","doi":"10.1080/00131725.2022.2065713","DOIUrl":"https://doi.org/10.1080/00131725.2022.2065713","url":null,"abstract":"Abstract Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well as researchers are provided.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"18 - 31"},"PeriodicalIF":1.3,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42075162","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
Disability, Race, and Immigration Intersectionality: Disempowering the Disabled through Institutionalized Ableism in American Higher Education 残疾、种族和移民的交叉性：通过美国高等教育中的制度化消融剥夺残疾人的权力
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-12 DOI: 10.1080/00131725.2022.2065711
Theodoto W. Ressa
{"title":"Disability, Race, and Immigration Intersectionality: Disempowering the Disabled through Institutionalized Ableism in American Higher Education","authors":"Theodoto W. Ressa","doi":"10.1080/00131725.2022.2065711","DOIUrl":"https://doi.org/10.1080/00131725.2022.2065711","url":null,"abstract":"Abstract A systematic and comparative review of the literature and lived experience of a disabled Black African immigrant scholar in America reveals institutionalized ableism as a form of today’s immigration restrictions. As long as the perspectives of immigrant disabled scholars remain outside universities, scholars are likely to continue with “academic incest” and higher education is unlikely to achieve its purposes of decentering the individual and democratizing the society.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"17 - 32"},"PeriodicalIF":1.3,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48971353","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
The M in STEM: Using Mathematics Methods Courses to Support Preservice P-5 Teachers’ Understanding and Use of STEM Integration Practices STEM中的M:使用数学方法课程支持职前P-5教师对STEM整合实践的理解和使用
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-06 DOI: 10.1080/00131725.2022.2067928
Natasha N. Ramsay-Jordan
{"title":"The M in STEM: Using Mathematics Methods Courses to Support Preservice P-5 Teachers’ Understanding and Use of STEM Integration Practices","authors":"Natasha N. Ramsay-Jordan","doi":"10.1080/00131725.2022.2067928","DOIUrl":"https://doi.org/10.1080/00131725.2022.2067928","url":null,"abstract":"Abstract This article describes how mathematics method courses could become opportunities for integrating preservice P-5 teachers’ mathematics learning experiences to science, technology, engineering, and mathematics (STEM). I explore varying dynamics that impact preservice P-5 teachers’ mathematics-STEM experiences and highlight how teacher educators could use mathematics method courses to develop STEM integration. Informed by these important dynamics, I share recommendations.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"98 - 111"},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48530025","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
Epistemological Foundations of Liberal Education for Democratic Life 面向民主生活的通识教育的认识论基础
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-06 DOI: 10.1080/00131725.2022.2067276
Timothy L. Simpson, John T. Fennell
{"title":"Epistemological Foundations of Liberal Education for Democratic Life","authors":"Timothy L. Simpson, John T. Fennell","doi":"10.1080/00131725.2022.2067276","DOIUrl":"https://doi.org/10.1080/00131725.2022.2067276","url":null,"abstract":"Abstract This paper explores the epistemological justification of liberal education for all, and of foundations courses for teachers, set forth by Harry Broudy, the paramount voice in philosophy of education during the mid to late twentieth century. This justification, grounded in Michael Polanyi’s revolutionary theory of tacit knowing, reveals that such education and preparation, issuing in a capable and confident person, is entailed by commitment to equal opportunity and democratic life.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"47 - 58"},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45842968","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
Teaching with Acceptance and Commitment: Building Teachers’ Social-Emotional Competencies for Teaching Effectiveness 接受与承诺教学：培养教师社会情感能力提高教学效果
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-19 DOI: 10.1080/00131725.2022.2053620
J. D. Smith, J. Whitley
{"title":"Teaching with Acceptance and Commitment: Building Teachers’ Social-Emotional Competencies for Teaching Effectiveness","authors":"J. D. Smith, J. Whitley","doi":"10.1080/00131725.2022.2053620","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053620","url":null,"abstract":"Abstract Teachers need to relate to students in caring and committed ways, which can be personally and emotionally challenging. Enhancing teachers’ social-emotional competences (SECs) is a pathway to fostering these kinds of relationships. One possibility is using Teaching with Acceptance and Commitment (TAC), which integrates ideas and practices from mindfulness and behavior change. TAC helps teachers notice their emotional responses in the classroom and respond thoughtfully guided by professional values.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"90 - 104"},"PeriodicalIF":1.3,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43633659","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
Mitochondrial phylogenomics and mitogenome organization in the parasitoid wasp family Braconidae (Hymenoptera: Ichneumonoidea). 寄生蜂腕蜂科（膜翅目：Ichneumonoidea）的线粒体系统发生组学和有丝分裂基因组的组织。
EDUCATIONAL FORUM Pub Date : 2022-04-12 DOI: 10.1186/s12862-022-01983-1
Jovana M Jasso-Martínez, Donald L J Quicke, Sergey A Belokobylskij, Bernardo F Santos, José L Fernández-Triana, Robert R Kula, Alejandro Zaldívar-Riverón
{"title":"Mitochondrial phylogenomics and mitogenome organization in the parasitoid wasp family Braconidae (Hymenoptera: Ichneumonoidea).","authors":"Jovana M Jasso-Martínez, Donald L J Quicke, Sergey A Belokobylskij, Bernardo F Santos, José L Fernández-Triana, Robert R Kula, Alejandro Zaldívar-Riverón","doi":"10.1186/s12862-022-01983-1","DOIUrl":"10.1186/s12862-022-01983-1","url":null,"abstract":"<p><strong>Background: </strong>Mitochondrial (mt) nucleotide sequence data has been by far the most common tool employed to investigate evolutionary relationships. While often considered to be more useful for shallow evolutionary scales, mt genomes have been increasingly shown also to contain valuable phylogenetic information about deep relationships. Further, mt genome organization provides another important source of phylogenetic information and gene reorganizations which are known to be relatively frequent within the insect order Hymenoptera. Here we used a dense taxon sampling comprising 148 mt genomes (132 newly generated) collectively representing members of most of the currently recognised subfamilies of the parasitoid wasp family Braconidae, which is one of the largest radiations of hymenopterans. We employed this data to investigate the evolutionary relationships within the family and to assess the phylogenetic informativeness of previously known and newly discovered mt gene rearrangements.</p><p><strong>Results: </strong>Most subfamilial relationships and their composition obtained were similar to those recovered in a previous phylogenomic study, such as the restoration of Trachypetinae and the recognition of Apozyginae and Proteropinae as valid braconid subfamilies. We confirmed and detected phylogenetic signal in previously known as well as novel mt gene rearrangements, including mt rearrangements within the cyclostome subfamilies Doryctinae and Rogadinae.</p><p><strong>Conclusions: </strong>Our results showed that both the mt genome DNA sequence data and gene organization contain valuable phylogenetic signal to elucidate the evolution within Braconidae at different taxonomic levels. This study serves as a basis for further investigation of mt gene rearrangements at different taxonomic scales within the family.</p>","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"7 1","pages":"46"},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9006417/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80880861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Alternative Practicum Experiences for Early Childhood Preservice Teachers 幼儿职前教师的另类实习经验
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-12 DOI: 10.1080/00131725.2022.2053621
Qianyi Gao, Sandra M. Linder, Anna H. Hall
{"title":"Alternative Practicum Experiences for Early Childhood Preservice Teachers","authors":"Qianyi Gao, Sandra M. Linder, Anna H. Hall","doi":"10.1080/00131725.2022.2053621","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053621","url":null,"abstract":"Abstract Practicum experiences are an integral part of teacher education programs. This study drew on perceptions of stakeholders (preservice teachers, cooperating teachers, and university professors) to examine the strengths and weaknesses of two practicum models of an early childhood teacher education program. Findings showed that preservice teachers, regardless of varied experiences due to practicum structures, experienced stress and confidence boosts during the practicum. Our findings may provide insights for those designing practicum experiences for preservice teachers.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"59 - 72"},"PeriodicalIF":1.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46552866","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
Navigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions 校本教师教育者的角色定位:导师教师和教师候选人的认知
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-11 DOI: 10.1080/00131725.2022.2053019
Lori Rakes, R. Powell, Bethany Blevins, Victoria A. Giordano
{"title":"Navigating the Roles of the School-Based Teacher Educator: Mentor Teachers’ and Teacher Candidates’ Perceptions","authors":"Lori Rakes, R. Powell, Bethany Blevins, Victoria A. Giordano","doi":"10.1080/00131725.2022.2053019","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053019","url":null,"abstract":"Abstract In this longitudinal study, we sought to better understand mentor teachers’ perceptions of their roles as school-based teacher educators. We studied 11 school-based teacher educators and 123 teacher candidates, and collected data from observations, interviews, and artifacts. Using content and thematic analysis, the six roles of school-based teacher educators were identified: (a) host, (b) tour guide to the profession, (c) cheerleader/encourager, (d) planner, (e) instructional advisor, and (f) teaching partner. School-based teacher educators self-identified in the various roles as they interacted with the teacher candidates in their classrooms.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"73 - 89"},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47076465","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 Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective 从批判教育学的角度看土耳其外语课程中被排斥的社会政治和语言问题
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-11 DOI: 10.1080/00131725.2022.2053020
Eser Ordem
{"title":"The Inclusion of the Excluded Sociopolitical and Linguistic Issues into EFL Curriculum in Turkey: A Critical Pedagogical Perspective","authors":"Eser Ordem","doi":"10.1080/00131725.2022.2053020","DOIUrl":"https://doi.org/10.1080/00131725.2022.2053020","url":null,"abstract":"Abstract This study aims to apply critical pedagogy and a participatory approach by including an excluded context, the South African culture, into the curriculum of foreign language classes (EFL) in Turkey because the South African context (SA) has been ignored and excluded from the curriculum of global textbooks and EFL in Turkey. This comparative educational and cultural study is based on a descriptive single case study and critical reflection in a contextualized manner. 15 undergraduates majoring in translation and interpreting in a Turkish university were involved in the study. An open-ended questionnaire of 10 questions was used to elicit their views. The questions involved topics regarding social, political and linguistic contexts. The findings show that the participants were hardly aware of these excluded socio-political issues in the SA context in the curriculum and developed a pessimistic perspective toward the solution of some socio-political and linguistic problems in both contexts because of their historical background with colonialism and nation-state ideology. While they believed that the sociopolitical and linguistic issues in SA could be included into the curriculum, the inclusion of the same issues in Turkey into the EFL curriculum seemed unlikely for them because of the oppressive political atmosphere that has engulfed Turkey for a long time. This study can be used as an example in that it can contribute to the inclusion of the excluded cultures with their socio-political issues into the curriculum by using critical pedagogy.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"33 - 46"},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48429125","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
Letter to a New Academic: In and Out of the Ravine 给新学者的信:出入峡谷
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-04-08 DOI: 10.1080/00131725.2022.2050329
A. Samaras
{"title":"Letter to a New Academic: In and Out of the Ravine","authors":"A. Samaras","doi":"10.1080/00131725.2022.2050329","DOIUrl":"https://doi.org/10.1080/00131725.2022.2050329","url":null,"abstract":"Abstract The following is an essay of reflections from a veteran academic of her lived experiences in the academy resulting in an unearthing of underlying principles for developing and communicating one’s professional identity. I discuss the role of passion and authenticity; the need to seek, give, and lead support; and the essence of collective creativity for continuous professional growth. This article is useful to new academics working to seed purposeful professional lives and for colleagues and faculty professional developers working to support their efforts.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"87 1","pages":"4 - 16"},"PeriodicalIF":1.3,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42231143","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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