Current issues in education (Tempe, Ariz.)最新文献

Student-Led Undergraduate Journals: A Catalyst for Comprehensive Research Experience and Professional Growth 学生主导的本科期刊：综合研究经验和专业成长的催化剂

Current issues in education (Tempe, Ariz.) Pub Date : 2023-08-28 DOI: 10.14507/cie.vol24iss2.2183

Mayank Bansal, Caitlyn Dignard

{"title":"Student-Led Undergraduate Journals: A Catalyst for Comprehensive Research Experience and Professional Growth","authors":"Mayank Bansal, Caitlyn Dignard","doi":"10.14507/cie.vol24iss2.2183","DOIUrl":"https://doi.org/10.14507/cie.vol24iss2.2183","url":null,"abstract":"This opinion piece underscores the critical role of undergraduate academic journals in fostering a comprehensive research experience for students, with a spotlight on Qapsule, an open-access journal at Queen’s University led by undergraduates. These journals offer a unique platform for students to engage in the full spectrum of scientific inquiry, from conducting research to writing, peer review, and publication. The paper emphasizes the importance of undergraduate students’ involvement in all aspects of research, discussing its crucial role in intellectual growth and professional development. However, these journals often remain under-utilized due to a lack of awareness. The paper discusses the importance of universities actively promoting these journals and providing the necessary resources for students to establish such platforms, thereby nurturing a culture of academic collaboration, creativity, and excellence. It also addresses quality concerns about undergraduate journals, asserting that with appropriate mentorship and guidance, undergraduate students are capable of contributing to the academic community.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46000379","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

Improving Student Journal Visibility via the Directory of Open Access Journals 通过开放存取期刊目录提高学生期刊可见性

Current issues in education (Tempe, Ariz.) Pub Date : 2023-08-28 DOI: 10.14507/cie.vol24iss2.2179

Judith Barnsby, M. Maistrovskaya

引用次数: 0

Not “Just” an Undergrad: Undergraduate Journals as a Portal to Participating in Academic Discourse Communities 不是“只是”一个本科生：大学生期刊是参与学术话语共同体的门户

Current issues in education (Tempe, Ariz.) Pub Date : 2023-08-28 DOI: 10.14507/cie.vol24iss2.2188

Paige France, C. Eaton

引用次数: 0

Two Undergraduate Students’ Journal Reviewing Experiences 两位大学生学报复习体会

Current issues in education (Tempe, Ariz.) Pub Date : 2023-08-28 DOI: 10.14507/cie.vol24iss2.2185

Susan Chan, Nuha Mohammed

引用次数: 0

Trends and Issues in Student-Run Peer-Reviewed Journals of Education 学生经营的同行评议教育期刊的趋势和问题

Current issues in education (Tempe, Ariz.) Pub Date : 2023-08-28 DOI: 10.14507/cie.vol24iss2.2180

Tim T. Andress, Alex J. Armonda

{"title":"Trends and Issues in Student-Run Peer-Reviewed Journals of Education","authors":"Tim T. Andress, Alex J. Armonda","doi":"10.14507/cie.vol24iss2.2180","DOIUrl":"https://doi.org/10.14507/cie.vol24iss2.2180","url":null,"abstract":"The purpose of this mixed methods bibliometric study was to identify the trends and issues in student-run peer-reviewed journals of education and to determine predictive factors of journal longevity. To that end, a search for journals was conducted, yielding 11 journals and 1,105 records. Journals were coded for editorial procedures, goals, and guidelines. Records were coded for publication characteristics, author characteristics, and keywords and abstracts. The analysis consisted of calculating descriptive statistics for journals, authors, and affiliations, implementing text mining on titles, keywords, and abstracts, and fitting a logistic regression model to predict journal longevity. Results revealed that student-run journals are somewhat prone to gaps in publication, but that effective editorial practices such as requiring abstracts and publishing issues consistently predict journal longevity. Three themes emerged across journals: a transformative focus, leaning into the margin, and inconsistent guidelines & processes. Recommendations for student-run peer-reviewed journals of education are to (a) form sustainable editorial structures, (b) follow consistent publication patterns, (c) solicit authors purposefully, and (d) continue leaning into the margin.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48060553","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

Canada’s Student Journal Forum: From Humble Beginnings to National Conference 加拿大学生期刊论坛:从卑微的开始到全国会议

Current issues in education (Tempe, Ariz.) Pub Date : 2023-08-28 DOI: 10.14507/cie.vol24iss2.2182

M. Maistrovskaya, Victoria Eke, Sarah M. Forbes

{"title":"Canada’s Student Journal Forum: From Humble Beginnings to National Conference","authors":"M. Maistrovskaya, Victoria Eke, Sarah M. Forbes","doi":"10.14507/cie.vol24iss2.2182","DOIUrl":"https://doi.org/10.14507/cie.vol24iss2.2182","url":null,"abstract":"Student Journal Forum began as an in-person half-day event at the University of Toronto (U of T) in 2015. It was organized by a group of librarians with the goal to connect editors of 60+ student-led U of T journals with publishing supports, best practices, and with each other. The audience’s enthusiastic engagement and the community-building power of the event prompted the librarians to offer it again the next year, and the year after. Eight years later, this local annual event has grown into a Canada-wide virtual gathering. The shift to online during the COVID-19 pandemic was a key catalyst to open the Forum to students to connect remotely, and for the event to be jointly organized by multiple libraries across Canada. The event’s offering has evolved as well, moving from librarian-led publishing best practice sessions to student-led presentations and participatory learning sessions. The most recent 2023 Forum featured an open call for proposals that let student editors share their experiences and present on topics that mattered to them. It was complemented by a half-day of publishing skill sessions presented by Canadian librarians and two panels with scholarly editors and publishing professionals. In this paper, we reflect on the evolution of the Student Journal Forum, its successes and challenges, and its role in establishing the connection between student editors across Canada and between different Canadian libraries that offer student journal publishing support.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267988","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

Complementary Medicine in the Classroom: Is it Science? 课堂上的补充医学:这是科学吗?

Current issues in education (Tempe, Ariz.) Pub Date : 2023-02-08 DOI: 10.14507/cie.vol24iss1.2093

Frank Trocco

引用次数: 0

TeleNGAGE: Enhancing Collaboration Between Families and Schools TeleNGAGE:加强家庭和学校之间的合作

Current issues in education (Tempe, Ariz.) Pub Date : 2023-02-08 DOI: 10.14507/cie.vol24iss1.2089

Katherine Curry, E. Harris, Jentre J. Olsen, Younglong Kim, Dominic Egure

{"title":"TeleNGAGE: Enhancing Collaboration Between Families and Schools","authors":"Katherine Curry, E. Harris, Jentre J. Olsen, Younglong Kim, Dominic Egure","doi":"10.14507/cie.vol24iss1.2089","DOIUrl":"https://doi.org/10.14507/cie.vol24iss1.2089","url":null,"abstract":"Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about “what it means to be engaged,” enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42800045","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

"Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context “没有动力但沮丧”：在非洲背景下保护教师的职业选择动机和职业认同

Current issues in education (Tempe, Ariz.) Pub Date : 2023-02-08 DOI: 10.14507/cie.vol24iss1.2069

A. Obiagu

{"title":"\"Not motivated but frustrated\": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context","authors":"A. Obiagu","doi":"10.14507/cie.vol24iss1.2069","DOIUrl":"https://doi.org/10.14507/cie.vol24iss1.2069","url":null,"abstract":"This study examines preservice teachers’ career choice motivations and professional identity in an African context, Nigeria, using a narrative research method. It draws on the stories of 37 social education preservice teachers at a university in Nigeria about their teacher-becoming trajectory and teaching practice experience to realize its aims. Findings show that in Nigeria, the choice of teaching is highly motivated by fallback higher education programs, extrinsic, and socialization influence factors, while intrinsic, perceived abilities, and altruistic factors are the least motivators. The choice of teaching is influenced by gender in Nigeria, with women’s sociocultural status and traditional gender roles influencing their choice of teaching and intention to remain in the teaching profession. The majority of the preservice teachers (83.78%) have poor and negative teaching professional identities. Also, intrinsic and altruistic motivation factors are associated with positive teacher professional identity in Nigeria. Pre-service teachers’ professional identity develops from social influences, intrinsic perspectives, and their teacher education experiences and institutional factors such as teacher welfare and development policies. The findings provide insights into social education teacher pedagogic and ethics training needs that could, drawing on teacher agency to navigate the structural challenges confronting the education profession in Nigeria, foster preservice teachers’ strong interest in teaching and possibly reduce teacher attrition in developing contexts.","PeriodicalId":90480,"journal":{"name":"Current issues in education (Tempe, Ariz.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45660648","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

Is Consistency Possible? Course Design and Delivery to Meet Faculty and Student Needs 一致性可能吗？满足教师和学生需求的课程设计和交付

Current issues in education (Tempe, Ariz.) Pub Date : 2022-12-12 DOI: 10.14507/cie.vol23iss3.2092

Taralyn McMullan, David Williams, Yolany Lagos Ortiz, Jacqueline Lollar

引用次数: 0