Search

This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes? We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional investigations. [ABSTRACT FROM AUTHOR]

This paper makes a case for developing a theory of quality ecologies in early childhood education and care, and presents our initial thoughts around how that might be done, including how it might create a space for further thinking, research and discussion. First, the politicised, positivist nature of dominant contemporary interpretations of quality is discussed, including our case for theoretical experimentation and diversification. Then, we discuss existing applications of ecologies theory in education research and the opportunities it presents, followed by our thinking so far around how it can be applied to critical theorisations of quality ecologies. Last, we outline our research program and what we envisage can be accomplished by a theory of quality ecologies in early childhood education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges. [ABSTRACT FROM AUTHOR]

This article is about the life journeys and influential contributions of six marketing visionaries: Wroe Alderson, Robert Bartels, Philip Kotler, Michael Baker, Jagdish Sheth, and Shelby Hunt. Drawing from a range of sources including research journals, biographies, autobiographies, popular press articles, personal websites, and curriculum vitae, the study examines: 1) Personal Life, 2) Education and Career, and 3) Key Contributions to Academia and Society. This exploration informs how the visionaries have shaped the field of marketing, each leaving a distinct legacy that continues to influence contemporary marketing practices. By presenting a multifaceted understanding of their life journeys and contributions, this article serves as an invaluable resource to comprehend the human beings behind the research that may have shaped their influential contributions to the marketing discipline. [ABSTRACT FROM AUTHOR]

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education. [ABSTRACT FROM AUTHOR]

Educational leadership theory is a dynamic and multifaceted subject that emerged from enterprise leadership perspectives, but it necessitates alignment with the practical aspects of educational management. To comprehensively grasp the evolution and present research status of this theory, content analysis is employed in this study to systematically analyze and quantify pertinent information. The key findings are as follows: Firstly, empirical research serves as the predominant research method in studying educational leadership theory. Within this field, qualitative and quantitative research methods are employed simultaneously. Moreover, case studies play a crucial role in advancing the development of issues and the construction of theories. Additionally, the distributed leadership theory has gained significant prominence within the realm of educational leadership. Current research methods employed in this theory are still in a stage of maturity, relying primarily on qualitative research to uncover underlying patterns among social phenomena through examination of specific cases. Finally, the primary focus of educational leadership theory lies in studying school managers and teachers. In light of the influence stemming from distributed leadership theory, teacher leadership has garnered increasing attention from scholars and has emerged as a burgeoning area of interest. This study contributes to the field by presenting a comprehensive framework for cognitive educational leadership theory through an extensive content analysis, thereby offering valuable insights into its overall developmental trajectory. These findings provide a macro-level perspective on educational leadership theory, particularly beneficial for subsequent researchers, especially those new to the field, seeking to grasp the broader landscape of this discipline. [ABSTRACT FROM AUTHOR]

Service learning has many documented benefits for students. The benefits to the communities are less clear. This study examines the unfolding of an environmental service-learning partnership from the perspective of one participating community liaison. We examine a new model of university-community engagement, where undergraduate students are paired with a local community to address environmental issues in courses that focus on adaptation and mitigation. We use actor-network theory (ANT) to explore the experiences of one community liaison, focusing specifically on factors that helped build and maintain the partnership and produced benefits for the community. Findings highlight the community liaison's agency in negotiating partnership goals and determining the definition and treatment of environmental concerns. We conclude by identifying the insights an ANT perspective holds for service-learning and community-engagement research and practice. Plain Language Summary: Service Learning as Community Partnership Service learning has many benefits to students, but the impact on the community is less clear. This study explores a university-community environmental service-learning partnership from the community's perspective. Undergraduates take courses in environmental issues and are paired with local communities to help address these issues. We focused on one partnership that produced benefits for the community and found that nonhuman entities helped this partnership develop. Additionally, agency and representation play an important role in how the community and environment are defined. [ABSTRACT FROM AUTHOR]

The article is a discussion of the concept of power in three different social theories that are often applied to educational research: the theories of Jürgen Habermas, Pierre Bourdieu, and Michel Foucault. In everyday life, the concept of power is used as if it only had a single connotation: power as possessed by someone (“the powerful”) while exercised over someone else (“the powerless”). In this case, power is considered as a (potentially) repressive force and ascribed to a person, a culture, a state, or a society. Though, power can be comprehended otherwise: as non-possessed and productive. In the paper, the three conceptions of power are presented and discussed in relation to each other and to specific philosophical themes like dualism, reductionism, determinism and autonomy, truth, normativity, and relativism. Finally, the paper shows that the applied powerconcept has significant consequences for the way the educational researcher analyzes conflicts, and therefore also for our understanding of the world in which we live. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An exploration of peer-reviewed articles published in the last decade in 11 journals from the American Counseling Association (ACA) was conducted to identify the state of research on teaching family and systems theory in the field of counselor education. This study presents a review of the relevant literature using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. While much has been published over the past decade specific to family and systems theory, few recommendations exist for counselor educators attempting to select the most recent and relevant publications to include in their counselor education curricula. A summary of the review and recommendations for counselor educators who are designing and teaching counselor education curricula on family and systems theory are provided. [ABSTRACT FROM AUTHOR]

This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners' STEM identities, how the teacher positioned the mentor in the learners' experience, and the teachers' philosophy of the purpose of engineering influenced the contribution undergraduate mentors could make to rigorous and equitable engineering instruction. [ABSTRACT FROM AUTHOR]

This article presents the design, construct validation, and reliability of a self-report instrument in Spanish that aims to characterize different types of strategies that students can use to learn computer programming. We provide a comprehensive overview of the identification of learning strategies in the existing literature, the design and development of preliminary questionnaire items, the refinement of item wording, and the examination of the internal structure and reliability of the final instrument. The construction of the items was based on the educational theory of Self-Regulated Learning. The final version of the questionnaire, called the Computer Programming Learning Strategies Questionnaire (CEAPC), was administered to 647 students enrolled in computer programming courses. The data collected from the participants were used to examine the construct validity and reliability of the questionnaire. The CEAPC consists of 13 subscales, each corresponding to a different type of learning strategy, and a total of 89 items. Statistical analyses of the data indicate that the CEAPC has adequate construct validity. In addition, the results of the internal consistency analysis indicate satisfactory reliability across the different subscales of the instrument. This study contributes to the field of educational research, particularly in the area of self-regulated learning in computer programming. [ABSTRACT FROM AUTHOR]

The current tensions around racism in public schooling prompted Dr. Edwards, an assistant professor in educational leadership and policy studies, to teach critical race theory and assign a racism audit for doctoral students to use the theory in practice. Students were to complete their racism audit on their school campus. However, several students refused to complete the assignment. Some students refused for fear of job repercussions, while others accused Dr. Edwards of indoctrinating them with liberal political ideologies. This case explores the complexity and dilemmas that faculty encounter as they engage in antiracism leadership teaching during a time of racial reckoning. [ABSTRACT FROM AUTHOR]

Evidence-based assessment (EBA) requires that investigators employ scientific theories and research findings to guide decisions about what domains to measure, how and when to measure them, and how to make decisions and interpret results. To implement EBA, investigators need high-quality assessment tools along with evidence-based processes. We advance EBA in three sections in this article. First, we describe an empirically grounded framework, the Operations Triad Model (OTM), to inform EBA decision-making in the articulation of relevant educational theory. Originally designed for interpreting mental health assessments, we describe features of the OTM that facilitate its fusion with educational theory, namely its falsifiability. In turn, we cite evidence to support the OTM's ability to inform hypothesis generation and testing, study design, instrument selection, and measurement validation. Second, we describe quality indicators for interpreting psychometric data about measurement tools, which informs both the development and selection of measures and the process of measurement validation. Third, we apply the OTM and EBA to research in special education in two contexts: (a) empirical research for causal explanation and (b) implementation science research. We provide open data resources to advance measurement validation and conclude with future directions for research. [ABSTRACT FROM AUTHOR]

As demonstrated through the disregard for Black humanity and respondent Black social movements throughout Latin America, anti-Black systemic racism is a transnational phenomenon birthed from global White supremacy. Across the Americas, the hemispheric parallels undergirding collective resistance to anti-Black racism and state-sanctioned violence lend themselves to multifaceted interdisciplinary scholarly examinations. Using transnational anti-Black racism in Latin America as a point of departure, we advance a theorization of critical race theory in education capable of interrogating racist structures of coloniality, modernity, and White supremacy that operate globally to suppress Black humanity and humanness in general. To that extent, we draw from and reposition critical race theory (CRT) from its sociohistoric heritage in the United States and instead conceptualize transnational anti-Black racism vis-à-vis a Black Diaspora reading of CRT. Finally, we return to education as a key site of contestation for transnational anti-Black racism and draw implications for the meaning of this global theorization of CRT in urban education, praxis, and educational research. We end by charting new and old directions for CRT in educational research. [ABSTRACT FROM AUTHOR]

In this conceptual paper, we advance Transformative Leadership Conversation as a form of dialogue that relies on shared meaning-making to activate the motivational energy within people to transform social structures that impede aspirational realities. Transformative Leadership Conversation leverages the most commonly available resource for leaders—conversation—to approach transformation as a process that begins within individuals and moves outward to the relational context where actions and interactions define social structures. There are two interdependent parts to the paper: a conceptual definition and a theory of action. The conceptual definition describes TLC and situates its components in the social and psychological processes that drive transformation. The theory of action advances a simple framework for how leaders might engage TLC across different contexts and situations. [ABSTRACT FROM AUTHOR]

In June 2019, the Vatican published its first-ever document on gender theory. This document was directed at Catholic educational institutions and draws on theology and philosophy, while excluding science on gender identity and testimonies from transgender people, to suggest gender theory is an ideology endangering the family. The case of Jane, a practicing Catholic and teacher–leader in a Catholic secondary school, contributing to cross-disciplinary curriculum development, school accreditation, and student mentorship, is used to anticipate problems of practice which may emerge as this document's guidance is applied at the school level. Ecological systems theory and communities of practice theory are used to analyze this case. [ABSTRACT FROM AUTHOR]

The aim of this research was to develop a grounded theory of educational leadership development, using generative dialogue (GD), as an approach to initiating and maintaining professional growth in school principals/vice principals in an urban school district in a relatively affluent region of Western Canada. In Wave I, GD interviews were conducted by a team of consultants, and anonymous data were voluntarily submitted to the research team (n = 37). In Wave II, confidential, one-on-one, audio-recorded virtual interviews were conducted with five participants. Data were transcribed and analysed using grounded theory. The grounded theory model integrated the findings from Wave I and Wave II. There were three final overarching themes: environment, relationships, and leadership. Professional growth was evident when a GD approach was used that emphasized both positive communication and self-reflection. Relationships were supported by a focus on safety and reflected honesty, which led to a positive school culture, while leadership was facilitated through supports and the supervisor role and led to improved accountability. In conclusion, GD serves a useful purpose for facilitating professional growth in educational leaders, but should be supplemented with other evidence-based approaches to meet school leaders' broader professional development needs, and goals of school improvement. Applicability and limitations of the study are discussed. [ABSTRACT FROM AUTHOR]

Community-based, Judaism-intensive action groups (Hebrew: Gar'inim Toraniim—GTs) are religiously motivated to settle in Israeli development towns, seeking to narrow social gaps through education. However, their influence has never been fully clarified. This study is grounded in the theory of educational gentrification and introduces the concept of Faith-Driven Gentrification. Until now research has lacked voice from local people forced to face the intervention of settlers driven by religion and their influence on urban school systems. The findings, based on institutional data and in-depth interviews, show that GTs alter the structure of educational systems and the dominant educational ethos. They drive achievement and strict religiosity; nevertheless, their actions impair disadvantaged groups and opponents of their religious lifestyle, intensifying segregation. By giving voice to these communities, this study claims that despite gentrifiers' commitment to social justice in urban communities, they harm longtime residents through indirect displacement, fueled by religious and ethnic elitism. [ABSTRACT FROM AUTHOR]

As young people near the end of compulsory schooling they are faced with decisions about what future education, training and employment they will pursue. This paper argues that imagined future education, training and career prospects can have largely under-recognised socio-spatial dimensions. This claim disrupts received notions around careers decision-making as distinctly rational, based on academic strengths, skills, or talents. This spatial argument follows from a theoretically-informed analysis of interviews conducted with 15 young people living in England. Sampling was opportunitistic and the design flexible to enable me to explore the use of different methods which could foreground reflections on space and place. Interviews employed visual methods (including photo voice) to prompt young people to talk about their conceptualisations of places and spaces as well as future education, training and career considerations. Focusing in particular on three participants’ reflections, I suggest that through a process of emplacement young people are constructing thirdspaces, a concept proposed by Soja. This process both supports aspiration formation and disrupts imposed structures or labels that might otherwise be deterministic of particular post-16 pathways and subjectivities. For three participants, I consider the ways their conceptions of spaces are implicit responses to cultural expectations, limitations and structures. These three participants are presented as developing what Yosso has called spatially-informed navigational and resistant capitals. Claims are made in the context of an analysis framed by an interpretation of agency in terms of the identity and implied subjectivities. The process by which a young person emplaces themselves in a possible future and the construction of imagined thirdspaces could be untapped cultural resources informing young people’s post-16 decisions and planning which could lead them to build future pathways they themselves value. [ABSTRACT FROM AUTHOR]

Using a personal narrative approach, I examine my experiences with teaching English to adults from a Balkan country. As I focus on understanding my teaching experiences, I frame my analysis through adult education theory to understand my role as an adult educator. The significance of this narrative comes from its focus on practice as I highlight the gaps in academic and professional development, challenges faced by, as well as developmental needs of English language teachers who teach adult learners in the Balkan context. [ABSTRACT FROM AUTHOR]

In this paper, we explore the logics underlying the policies and practices within K-12 schools, colleges, and universities that expose students to carceral systems, such as the police and prisons. Educational institutions at all levels have had the latitude to develop the capacity to discipline, surveil, and control students, which reproduce carceral logics within as well as create pathways to carceral systems. However, our scholarly understanding of such phenomena is bifurcated and uneven. While there is an extensive line of research on exclusionary discipline in the K-12 sector, similar scholarship is emergent at the postsecondary level. The goals of this paper are twofold. First, we review the ways in which carcerality informs the development of discipline, punishment, and control structures throughout the K-16 pipeline. Second, we introduce a relational theory of risk as a unified conceptual approach to examine carceral policies and practices in both the K-12 and the higher education sectors. From a relational risk perspective, we argue that carceral practices can be understood as a relationship between educational institutions and students who are perceived to be threats to institutional interests. Engaging with the organizational imperatives that lead to carceral practices, researchers and practitioners can better attend to dismantling racial exclusion in education. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Special education researchers have a huge responsibility and opportunity to develop research designs that help practitioners in schools—particularly school teachers, leaders, counselors, social workers, and interventionists—develop research-based policies and practices that address and meet the increasingly complex needs of young people. In this article, we synthesize insights from the articles published in the issue with careful attention placed on understanding implications to bolster and cultivate special education research, theory, policy and practice that may advance justice and equity. [ABSTRACT FROM AUTHOR]

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography. [ABSTRACT FROM AUTHOR]

The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders' re-imagining and redesigning of early childhood educational learning communities in a range of diverse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic. [ABSTRACT FROM AUTHOR]

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers' learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies' contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches' activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers' practices or behaviors, and (d) the effects of coaching on teachers' knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers' learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice. [ABSTRACT FROM AUTHOR]

Even as momentum builds for critical, culturally sustaining, and decolonial approaches to pedagogy, curriculum, and teacher education, efforts in practice-based teacher education remain epistemically linked to Eurocentric, colonial objects of schooling, and shallow notions of justice. Yet attention to the what the day-to-day work of teaching is critical to novices' development, especially when the challenges we hope they will embrace—disrupting oppression and advancing liberation—are so complicated. Clear, concrete models of decolonial repertoires of practice are needed to ensure our teacher education efforts produce skilled practitioners prepared to advance the decolonial project in education. In this article, through a decolonial reading of the practice-based literature, and an examination of rehearsal deployed with decolonial intent, I argue for a decolonial practice-based teacher education that will cultivate educators to engage in epistemic disobedience, learning how to teach while resisting the coloniality that permeates schools. [ABSTRACT FROM AUTHOR]

Worry conversations (in Danish, bekymringssamtale) and other network meetings are normally described as offering integrated solutions to complex problems by connecting a variety of views and resources. Adopting a systems-theoretical approach, this article suggests that worry conversations can be better understood if viewed as a loosening technology. Based on a case study, the article presents the hypothesis that worry conversations and network meetings can connect normally disconnected views and knowledge, and, more importantly, disconnect elements normally connected. By disconnecting observations made in a school context from the education system, schools can invite other organisations and function systems to turn what is vaguely formulated as a worry into a problem in their own systems. This increases connectivity, but also the risk that the worry will fail to be specified as a problem and the talk to develop into decisions. [ABSTRACT FROM AUTHOR]

Background/Context: The popularity surrounding culturally sustaining pedagogy (CSP) is notable primarily within language andliteracy content areas but is also making its rounds in other disciplines. Because of its assumed objectivity and status, themathematics discipline has long been a site of disrupting or perpetuating inequity and thus warrants our focus in thinking abouthow any pedagogical framework influences the success of Black students. We question whether the ideology undergirding CSP isbeneficial to the ways in which we seek to educate Black mathematics learners through a philosophy of mathematics educationthat prioritizes language, and Black English more specifically.Purpose/Objective: The objective of this theoretical paper is to take a closer look at the shift in education research that hasdrawn attention away from asset-based frameworks, like culturally relevant pedagogy (CRP) or culturally responsive teaching, tofocus on CSP. We seek to address how Black children may be positioned by the ideologies proposed in CSP, particularly in the waythat culture, and Blackness in itself, is performed. Our goal is to highlight potential oversights in this framework and to discusswhether CSP represents a viable solution for Black students, particularly in regard to their mathematics education.Research Design: We elucidate the genesis of CSP and establish its roots as in tension with a Black ontology by tracing thetheoretical origins of two scholars known best for its conceptualization.Findings/Results: Conceptualizers of CSP build on Ben Rampton's work using the concept of "language crossing" and "styling theother," to level critiques at CSP based on their studies of ritual insults in battle rap and use of African American Language inschools with multiethnic youth. Although it is true that people engage in language-crossing processes quite often, we questionwhether these actions of language crossing support claims about the eradication of cultural ownership, and at what cost Blackpeople lose these aspects of culture.Conclusions/Recommendations: There are valuable lessons learned from Paris's undertaking, but what Ladson-Billings providedin her theory of CRP was a more powerful conceptualization of improving education for Black students across multiple contentareas because of the ways in which it forgoes the often conservative stance on language proffered in the theoretical ideologiesof CSP. Discourse and language are inherently significant aspects of mathematics teaching and learning, and Black English is onepossible entry into culturally relevant mathematics. [ABSTRACT FROM AUTHOR]

In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between federal, nation state and international levels. Comparative methods are utilized to examine policy documents as well as the literature, looking for similarities and differences among key concepts and discourses. The article concludes by pointing out that a number of contemporary developments bringing public education to a crossroads today are not entirely new and that foundations of education theory are still relevant. At the same time, we suggest new cross-national dialogues regarding the challenges bringing public education to the crossroads today. [ABSTRACT FROM AUTHOR]

As education researchers increase our focus on affect as a crucial dimension of school practice and pedagogy, we also have the responsibility of taking up the paradoxical nature of seeking to represent and analyze moments of feeling that, by their very nature, evade our understanding. This article explores the question of attending to affect in education research by drawing on research conducted in a seventh grade classroom in a mid-sized city in the western United States, where students were explicitly invited to ground argumentative writing in lived experiences that were significant to them, including those experiences often deemed difficult and thus saturated with affective intensities. Invited to use visual arts-based methods of representing the felt dimension of the project, participants used both color and abstract design as a method for representing the complexity of these affective intensities. The author makes an argument for this visual method of representation that invites students to illustrate their affective experience in ways that maintain its complex, contrasting and often non-linguistic nature. [ABSTRACT FROM AUTHOR]

Drawing on social cognitive theory, we examined a cross-level interaction between coach transformational leadership and the within-individual change in evaluations of perceived coaching competency over a season. We applied linear growth modeling to analyze 246 collegiate competitive basketball players (147 males and 99 females from 24 teams). Our results revealed that coaches with high transformational leadership were evaluated as having a decrease in perceived coaching competency over time. In contrast, coaches with low transformational leadership were evaluated as having an increase in perceived coaching competency over time. Implications for coaching education in terms of theory and research are discussed. [ABSTRACT FROM AUTHOR]

Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program's key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill. [ABSTRACT FROM AUTHOR]

Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers. [ABSTRACT FROM AUTHOR]

The psychological concept of attachment is constantly evolving. Approximately 70 years after attachment theory was first introduced by John Bowlby in the late 1940s, the notion of attachment is still in flux with continually changing ideas of what it means to be a good parent. One path along which attachment as a concept is moving from academia to everyday life is the philosophy of attachment parenting which was first established in the US by William and Martha Sears. Ideas about attachment theory and attachment parenting are frequently accompanied by critical comments on "Western" cultures. This critical perspective on modernity, individualism, and autonomy is portrayed in the first part of this article. The second part traces attachment as a concept transferred to Turkey. Rather than studying academic work on attachment in Turkey, this article focuses on popularized versions of attachment theory which gain ground as part of the parenting philosophy of attachment parenting. This article analyzes parents' blogs, websites, self-help books, fieldwork protocols, and interviews with parenting trainers and parents themselves. It focuses on how popular scientific use of attachment parenting in Turkey is accompanied by discussions of cultural identity, cultural values, and belonging. The article shows that attachment theory and parenting are used in quite diverse ways to comment on Turkish (parenting) culture, ranging from anglophile readings to more conservative appropriations of attachment theory as Anatolian education. These forms of popularizing attachment theory challenge the sociological concept of psychologization. [ABSTRACT FROM AUTHOR]

In an earlier essay in the Reviewing Policy section of this journal, I documented the importance of the work of Stuart Hall in the development of critical theories in education, in our understanding of "race," and in the development of much more nuanced analyses of cultural politics. I focused on two books: Familiar Stranger, Hall's personal memoir of political and cultural commitment; and Cultural Studies 1983, his lectures that provided the conceptual and political basis for a good deal of critical and nonreductive social and cultural analyses of the relationship between economic dynamics and structures and the rest of society. The two new books I discuss in the current essay provide us with a selection of many of the core reasons why he has been so influential in an entire range of critically oriented work in sociology, cultural studies, theories of race, "multiculturalism," and identity, and increasingly in education. [ABSTRACT FROM AUTHOR]

In this article, we argue that evidence-based advocacy for climate change action should be a core competency of professional planners. However, data from our case study in Metro Vancouver, Canada, suggests that municipal-level climate change practitioners have conflicting views regarding their professional responsibility to advocate for action on climate change. We contend these tensions stem from twentieth-century planning debates, which oscillate between rational-comprehensive planning versus calls to advocate, in one form or another, for various public interests. Overall, we find that transforming barriers into enablers of action on climate change must include critical engagement with planning theory and education. [ABSTRACT FROM AUTHOR]

Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher's fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and component of Renzulli's Enrichment Triad Model and Renzulli and Reis's Schoolwide Enrichment Model. Findings indicated the gifted education teacher implemented Type III Enrichment with fidelity; she adhered to recommended structures and processes, which she skillfully implemented, and student participants were responsive and engaged in the learning process. Audience impact was adversely affected by duration of the one-semester program. In addition, findings indicated the teacher supplemented recommended processes and these supplemental activities influenced student engagement in positive ways. [ABSTRACT FROM AUTHOR]

Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations—making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic consideration of their perspectives and concerns, is virtually absent in this field of research. Hence, the purpose of this mixed-methods study was to develop a general understanding of classified staff perspectives of behavior and discipline. We used quantitative analysis to compare survey data from teachers and classified staff (n = 1,833) and then applied qualitative thematic analysis to classified staff responses (n = 243) to an item derived from the Concerns-Based Adoption Model (CBAM). As compared with teachers, classified staff reported lower levels of knowledge or understanding of SWPBIS, less SWPBIS-related training, poorer quality communication, and more philosophical beliefs that were inconsistent with SWPBIS. Qualitative analysis of classified staffs’ SWPBIS-related concerns yielded the following 10 themes listed in order of prevalence: consistency, communication, effectiveness, amount of discipline, specific procedures and behaviors, climate and stress, student and parent involvement, acknowledgment systems, leadership, and resources. Limitations and implications for research are provided herein. [ABSTRACT FROM AUTHOR]

Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greater increases among European American and older children. Youth externalizing behavior predicted a greater increase in same-race friendships; classroom support predicted less of an increase in same-race friendships from fall to spring. Lastly, African American students in classrooms with greater differential teacher treatment were more likely to engage in cross-race friendships over time. Findings are discussed in light of psychological and educational theories and prior research. [ABSTRACT FROM AUTHOR]

The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a 'Theory Workshop' (13-15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations between theory and methods, and to show how these complex relations have been realised in our own, very different, researcher trajectories. It was a 'contradictory-performance' - we conducted a dialogue, invited interruptions, meandered from the central issue of theory-method nexus, talked past one another, worked with a chaotic PowerPoint presentation (slides from which are included here) and so on. We wanted the talk to be messy and, in both its form and contents, to be an invitation to others to engage in similar ways during the weekend. We were also interested in connecting and disconnecting with some of the recent debates in education research, for example on experimental practices, performativity, new materiality, and postqualitative research. Drawing on these debates and on our own research work, we wanted to create the space for considering our research in terms of their disjunctive 'journeys' and in terms of the consequences (and therefore to think about the purposes of research, and relatedly the purposes of education) of this contradictory work. This article is a reworked version of this talk - but we have tried to keep its open 'feel' in the hope of inviting other conversations about, and connections with and between, theory and methods. [ABSTRACT FROM AUTHOR]

This article examines the interdisciplinary literature in order to define core content areas and course structures used in teaching qualitative research. The available literature on teaching qualitative research is very small and consists mainly of “one off” papers that do not develop topics in depth. This article identified 10 broad topics as important to the effective teaching of qualitative research. A variety of curriculum structures and course formats currently used in social work education are examined. Approaches to teaching design and theory, and more project-based approaches to active leading are distinguished. Recommendations for expanding and enhancing the teaching of qualitative research conclude the article. [ABSTRACT FROM AUTHOR]

The article explores the development of education program based on cognitive load theory for registered nurses and unlicensed assistive personnel at a community hospital who care for noncritically pill hospitalized patients with diabetes mellitus requiring insulin administration. It states that these personnel are involved in the nutritional care of patients especially in the feeding and point-of-care testing. It also suggests that the program led to high satisfaction.

This study examined the perceptions of general and special education teachers regarding the effectiveness of intervention teams in rural elementary schools. The passage of 1DEIA 2004 brought considerable support for the use of the Response to Intervention (Rtl) process providing research-based interventions to students who are struggling. Response to Intervention emphasizes the use of multidisciplinary teams to problem solve and identify instructional interventions that will address educational deficits and curtail the need for special education services. This process presents a challenge for rural schools to develop effective team practices with limited resources and staff. The researcher surveyed general and special education teachers to examine perceptions of team membership practices and effectiveness based on quality indicators of effective intervention team practices as identified in literature. The study indicated the majority of rural schools represented by the teachers surveyed were implementing the team process. The findings identified team practices, such as problem-solving, teacher support, developing interventions, and implementing interventions, as more effective than ineffective. Quantitative results indicated special education teachers reported a higher degree of knowledge of intervention practices and the team process than general education teachers reported. In addition, the special education teachers reported a higher rate of student referrals to the team for intervention than general education teachers reported. The findings suggest the need for rural schools to consider ongoing professional development for both general and special education teachers regarding effective team intervention team practices in order to refine the process. [ABSTRACT FROM AUTHOR]

Narrative has long held pride of place in human formation and development, enjoying ubiquity if not primacy in educational theories. Developments in neuroscience resonate with many educational concepts regarding narrative, with intriguing implications for educational practice. The insights of interpersonal neurobiology and the fresh perspectives they provide on narrative open up a new frontier of innovation in how we intentionally seek to steward the spiritual formation of our children. [ABSTRACT FROM AUTHOR]

According to the National Council of Teachers of Mathematics, geometry and spatial sense are fundamental components of mathematics learning. However, learning disabilities (LD) research has shown that many K–12 students encounter particular geometry difficulties (GD). This study examined the effect of an integrated object representation (IOR) accommodation on the test performance of students with GD compared to students without GD. Participants were 118 elementary students who took a researcher-developed geometry problem solving test under both a standard testing condition and an IOR accommodation condition. A total of 36 students who were classified with GD scored below 40% correct in the geometry problem solving test in the standard testing condition, and 82 students who were classified without GD scored equal to or above 40% correct in the same test and condition. All students were tested in both standard testing condition and IOR accommodation condition. The results from both ANOVA and regression discontinuity (RD) analyses suggested that students with GD benefited more than students without GD from the IOR accommodation. Implications of the study are discussed in terms of providing accommodations for students with mathematics learning difficulties and recommending RD design in LD research. [ABSTRACT FROM PUBLISHER]