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Journal of Education
Number of Followers: 4  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 0022-0574 - ISSN (Online) 2515-5741
Published by Sage Publications Homepage  [1092 journals]
  • Barriers Faced by Teachers as an Estimator of the Effectiveness of
           Reform-Based Initiatives
    • Authors: Y. Soysal, S. Radmard
      Abstract: Journal of Education, Ahead of Print.
      The purpose of this study was to present the barriers experienced by Turkish teachers when required to engage in more learner-centered teaching and to determine the extent of their awareness of attempts to reform the curriculum. A natural inquiry was conducted. Six themes related to the teachers’ barrier definitions were abstracted. The teachers had low levels of awareness of the reform-based initiatives. The teachers had a pedagogical orientation by which they were not able to conceptualize the true barriers that might be faced during authentic learner-centered teaching. Recommendations for professional development and further research are offered.
      Citation: Journal of Education
      PubDate: 2020-07-30T07:20:55Z
      DOI: 10.1177/0022057420943189
       
  • Service Learning in an Urban Context: Pedagogy for Nurturing Empathy and
           Moral Development
    • Authors: Barbara Y. P. Leung, Betty Yung
      Abstract: Journal of Education, Ahead of Print.
      The article proposes the 4-Es (namely Exposure, Explanation, Experience, and Evaluation) pedagogical model in empathy building that can facilitate moral development in students. This research reveals that the 4-Es pedagogy, which has been adopted in a university’s service-learning course to study the living conditions of disadvantaged residents in urban Hong Kong, is largely effective as most students have expressed positive comments from their reflective journals and the pre- and post-program evaluation. Yet the actual efficacy is mediated by a number of factors which include the past experience of the students and the learning motivation.
      Citation: Journal of Education
      PubDate: 2020-07-29T11:20:39Z
      DOI: 10.1177/0022057420944853
       
  • A Close-Up on a Predictive Moment: Illusion of Knowing or Lack of
           Confidence in Self-Assessment'
    • Authors: Maura A. E. Pilotti, Khadija El Alaoui, Huda Al Mulhem, Muamar Hasan Salameh
      Abstract: Journal of Education, Ahead of Print.
      Prediction allows learners to adjust behavior toward the future by exploiting information pertaining to the present and the past. Through a field study, we examined whether poor performing students are truly unaware of not knowing their deficiencies as the illusion of knowing (IoK) phenomenon implies. College students’ ability to predict their final test performance was surveyed as a function of experience (before and after the test), performance level, and self-efficacy. In this study, high performers’ prospective and retrospective predictions were more accurate and confident than those of poor performers. Although poor performers overestimated their grades (as predicted by IoK), they were less confident in their predictions. Furthermore, both their prediction accuracy and confidence benefited from the experience of taking the test. These findings, coupled with the lower self-efficacy of poor performers, suggest that prediction errors involving inflated estimations reflect the wishful thinking exhibited by students who are aware of their lack of competence but may have little confidence in their abilities.
      Citation: Journal of Education
      PubDate: 2020-07-29T11:20:38Z
      DOI: 10.1177/0022057420944843
       
  • The Issues in Public and Charter School Education: A Book Review
    • Authors: Sarah R. Nielsen
      Abstract: Journal of Education, Ahead of Print.

      Citation: Journal of Education
      PubDate: 2020-07-27T07:34:05Z
      DOI: 10.1177/0022057420944852
       
  • A Case Study on the Impact of a Web-Based Animated Storyline Module for
           Global Health Pedagogy: Student Perspectives
    • Authors: Obidimma Ezezika, Mona Jarrah
      Abstract: Journal of Education, Ahead of Print.
      This study examined students’ perspectives on the impact of an animated storyline surrounding the Sustainable Developmental Goals. Qualitative semi-structured interviews were conducted with students who participated in the storyline to gain insight on its impact on their learning experience. Results suggest that animated storylines can provide students the opportunity to express empathy toward individuals and communities facing global health challenges, recognize their positionality in relation to others living in different circumstances, and can encourage students to retain and apply the knowledge gained to global health projects. Through the results of this study, we illustrate how storylines might be used to enhance global health pedagogy.
      Citation: Journal of Education
      PubDate: 2020-07-24T07:16:47Z
      DOI: 10.1177/0022057420943188
       
  • The Impact of Curiosity on Teacher–Student Relationships
    • Authors: Roque do Carmo Amorim Neto, Nancy Golz, Meaghan Polega, Douglas Stewart
      Abstract: Journal of Education, Ahead of Print.
      The goals of this study were (a) to assess the unique contributions of curiosity and demographics to the teacher–student relationship and (b) to identify the most common barriers teachers experience when attempting to build positive relationships with students. A sample of 518 public school teachers from across the United States completed an online survey. The results show that curiosity and grade level predict teacher–student relationships. Students’ negative behavior, time constraints, large class sizes, family issues, and truancy were among the most common barriers to positive teacher–student relationships. The discussion includes theoretical and practical implications for educators and school leaders.
      Citation: Journal of Education
      PubDate: 2020-07-23T07:05:53Z
      DOI: 10.1177/0022057420943184
       
  • How Teachers Experience Collaboration
    • Authors: Tamara Olena Tallman
      Abstract: Journal of Education, Ahead of Print.
      Collaboration has been found to be a powerful tool for professional development and central for creating opportunities for teachers to reflect on their practice. However, school districts continue to have difficulty both implementing and sustaining collaboration. The purpose of this research was to investigate the experience of the teacher in a creative, instructional collaboration. The teachers in this study found that teacher-initiated collaboration offered them trust and they were more open with their partners. The results also supported the claim that teacher collaboration can facilitate school reform. Participating teachers felt less isolation and developed more teacher knowledge.
      Citation: Journal of Education
      PubDate: 2020-07-23T07:05:51Z
      DOI: 10.1177/0022057420908063
       
  • The Implementation of Results-Driven Accountability: A Systemic Approach
           to Large-Scale Initiatives
    • Authors: Barbara J. Hickman
      Abstract: Journal of Education, Ahead of Print.
      The Individuals with Disabilities Education Act has undergone revisions roughly every 5 years since inception. Despite these modifications, the academic and social outcomes for students with disabilities lag behind those of their regular education peers. Results-Driven Accountability (RDA) was initiated to improve special education outcomes and efficacy. This case study examined the implementation science framework used for RDA. The results surfaced successes and concerns with the implementation process and illuminated barriers unrelated to the RDA initiative but critical for implementation and scaling. The findings from this study may contribute to identifying best practices in large-scale systemic initiatives.
      Citation: Journal of Education
      PubDate: 2020-07-23T07:05:50Z
      DOI: 10.1177/0022057420943175
       
  • Book Review: Becoming, by Obama, M.
    • Authors: Katy Trotty
      Abstract: Journal of Education, Ahead of Print.

      Citation: Journal of Education
      PubDate: 2020-07-22T07:19:54Z
      DOI: 10.1177/0022057420943182
       
  • Relevant Ingredients for Identifying Factors With Significant Impact on
           Research Structures Efficiency in Higher Education
    • Authors: Driss El Kadiri Boutchich
      Abstract: Journal of Education, Ahead of Print.
      This work proposes relevant ingredients to highlight the factors with significant impact on efficiency of research structures in higher education. The ingredients in question include methods and their implementation taking into account the choice and operationalization of factors as well as options of the retained methods. The methods employed in this work are Data Envelopment Analysis and Multiple Linear Regression. The originality of this work lies in its intermethodology, as efficiency scores which are determined by Data Envelopment Analysis are considered as the dependent variable of the Multiple Linear Regression. Its originality resides also in dealing with the Multiple Linear Regression methods that are little approached in the works which use this technique and in combining parametric and nonparametric methods. This work has social and research implications, as research structures feel that research subsidies they receive depend on their outcomes and leads them to privilege factors with great impact on their efficiency. This work has shown that to determine the factors that have a significant impact on the research structures efficiency, research activities proposed by the international research institutions and contingency factors of the research structures must be taken into account. On the other side, the regression methods used to highlight the aforementioned impact become outmoded and needed some improvements. Finally, for an appropriate measure of research activities, the ideal is to integrate Data Envelopment Analysis and Multiple Linear Regression, especially as linear programming has already been integrated in Multiple Linear Regression.
      Citation: Journal of Education
      PubDate: 2020-05-05T09:09:23Z
      DOI: 10.1177/0022057420914910
       
  • Reflections on 7 Years of Strategy Instruction
    • Authors: Michael F. Graves, Kylie Flynn, Cathy Ringstaff
      Abstract: Journal of Education, Ahead of Print.
      Most investigations of literacy programs are relatively short-term endeavors. Here, we reflect on what we have learned in 7 years of studying a program to teach word-learning strategies. The program was developed with a 3-year Institute of Education Sciences (IES) Small Business Innovation Research (SBIR) grant and is currently being studied in a 4-year IES Efficacy grant. Here, we describe our choice of a topic; describe the curriculum, instruction, and teacher preparation in the program; and reflect on positive aspects of the program and aspects of it that could be improved. We believe that much of what we discuss is relevant to various types of instruction.
      Citation: Journal of Education
      PubDate: 2020-05-01T11:30:55Z
      DOI: 10.1177/0022057420914912
       
  • Causes and Effects of Illegal Gold Mining (Galamsey) Activities on School
           Dropout and Residents at the Tutuka Central Circuit in Obuasi Municipality
           in Ashanti Region, Ghana
    • Authors: Francess Dufie Azumah, Enock Baah, John Onzaberigu Nachinaab
      Abstract: Journal of Education, Ahead of Print.
      Illegal gold mining activities contribute tremendously to the local economy of the communities within which the practice is conducted. Despite such developments, its activities come with several environmental, economic, developmental and societal and educational challenges that governments, environmentalists, and educationalists have fought several decades to overcome. The study sought to examine the effect of illegal gold mining operations on school dropout. A sample size of 102 participants was selected for quantitative analysis together with purposive sampling of 20 key informants for qualitative analysis. The study found that children engage in Illegal gold mining and subsequent dropout from school.
      Citation: Journal of Education
      PubDate: 2020-04-29T06:53:03Z
      DOI: 10.1177/0022057420905109
       
  • Reconsidering Capstones in Business Education
    • Authors: Weng Marc Lim
      Abstract: Journal of Education, Ahead of Print.
      This article sheds light on contemporary realities in the design and delivery of final year projects in business degrees. To do so, this article employs an autoethnographic approach to explain the trajectory of conventional to contemporary evolution in the delivery of the teaching and learning in a final year project unit in an undergraduate business degree. In doing so, it presents a new integration of pedagogy—i.e., the LABS pedagogy—that allows replication of a future-ready curriculum for capstone final year project units in business degrees. It is hoped that this article will inspire greater reexamination of university teaching and learning to maintain its currency in preparing learners for their future careers.
      Citation: Journal of Education
      PubDate: 2020-04-29T06:53:02Z
      DOI: 10.1177/0022057420914905
       
  • Globalization of Education in UAE: The Local Legislative Education
           Policies for International Branch Campuses and Its Tensions Given the
           Political, Religious, and Cultural Differences
    • Authors: Sabiha Nuzhat
      Abstract: Journal of Education, Ahead of Print.
      Globalization has flourished many sectors of the society, including higher education. This article researches the existing literature of globalization of education in the United Arab Emirates (UAE) with the establishment of international branch campuses (IBCs), particularly in Dubai. UAE has its laws and legislations in place for IBCs which must be followed by all. There are different accreditation boards in UAE that universities undergo based on their type and locality within the country. Due to UAE having a strong political, religious, and cultural context, tensions are faced by IBCs and local students in ensuring the implementation of curriculum borrowed policies. Despite the tensions, it is seen that UAE has a steady increase in the growth of IBCs. This article further researches the tensions and reasons of the success of IBCs in UAE’s context.
      Citation: Journal of Education
      PubDate: 2020-04-20T10:27:07Z
      DOI: 10.1177/0022057420914917
       
  • Transcribing: A Tool for Mathematics Pre-Service Teachers to Reflect on
           Their Own Teaching
    • Authors: Jenni Harding, Ilham Hbaci, Boni Hamilton, Stacy Loyd
      Abstract: Journal of Education, Ahead of Print.
      This research explores the experience of 81 elementary pre-service teachers who transcribed their microteaching lessons during a university mathematical methods course. Pre-service teachers were required to plan and teach mathematics lessons. They audio-recorded their teaching, transcribed the recordings, wrote guided reflections, and conversed with the professor to identify areas of strength and growth in their teaching. The following themes were identified: transcription as noticing events, transcription as noticing presentation, benefits of transcription, transcription as a reflective practice, and audio-recording and transcription recommendations. Transcriptions may be effective tools for reflecting about teaching.
      Citation: Journal of Education
      PubDate: 2020-04-16T06:46:56Z
      DOI: 10.1177/0022057420914904
       
  • Book Review: Hacking School Discipline: 9 Ways to Create a Culture of
           Empathy & Responsibility Using Restorative Justice, by Nathan Maynard and
           Brad Weinstein
    • Authors: Heather-May V. Potter
      Abstract: Journal of Education, Ahead of Print.

      Citation: Journal of Education
      PubDate: 2020-03-30T08:24:53Z
      DOI: 10.1177/0022057420914907
       
  • Teaching Severe Weather: Examining Teacher Candidates’ Early Field
           Experience in a Makerspace Environment
    • Authors: Kate Shively, Carolyn Hitchens, Nathan Hitchens
      Abstract: Journal of Education, Ahead of Print.
      This qualitative study examines first-year teacher candidates early field experience designing and implementing maker workshops for an afterschool program. The maker workshops were offered as part of a STEAM (science, technology, engineering, arts, and mathematics) enrichment club at a local elementary school. The participants engaged in 50 hr of guided design, planning, and facilitation of a weather-focused maker workshop. Findings illuminate the role early teaching experiences (e.g., makerspaces) can play in the early professional development of elementary teacher candidates. This study calls for further investigation regarding maker environments as sites for elementary field experiences for teacher candidates.
      Citation: Journal of Education
      PubDate: 2020-03-19T08:00:40Z
      DOI: 10.1177/0022057420908061
       
  • A Critical Examination of Turkish Language Teaching Curriculum From an
           Interactionist Perspective
    • Authors: Y. Soysal, S. Radmard, M. Murat
      Abstract: Journal of Education, Ahead of Print.
      This study explored the Turkish language teaching curriculum (TLTC, Grades 1–8) outcomes through an interactionist framework. Two points framed the analysis of the outcomes: learning demand and social discussions of the meanings. This study concluded that particularly for the learning areas such as reading, speaking, and writing, sixth- to eighth-grade outcomes downgrade the opportunities of teachers to engage students in social discussion of meaning when teaching Turkish language due to lower learning demand compared with first- to fifth-grade outcomes. First- to fifth-grade outcomes were found to provide Turkish language teachers more chances to create social discussions of meaning by enhancing the learning demand.
      Citation: Journal of Education
      PubDate: 2020-02-25T08:43:38Z
      DOI: 10.1177/0022057420908064
       
  • A Study of the Effectiveness of Blended Learning Program for Enhancing
           Entrepreneurial Skills Among Women in Maharashtra
    • Authors: Navnath Tupe
      Abstract: Journal of Education, Ahead of Print.
      The article emphasizes the effects of blended learning program for enhancing entrepreneurial skills among women in Maharashtra with special reference to Pune district. The present study results in the creation of the entrepreneurial skill matrix that explores the necessary skills for creative entrepreneurs. Performing the entrepreneurial skill assessment is an extremely important and foremost a step of the instructional design. A significant difference was observed in posttest and pretest scores of women students, which seemingly shows that the experimental group has increased the level of entrepreneurial skills reasonably much more in posttest compared with pretest because of blended learning interventions.
      Citation: Journal of Education
      PubDate: 2020-02-24T08:59:13Z
      DOI: 10.1177/0022057420903257
       
  • Learning Spaces Matter: Student Engagement in New Learning Environments
    • Authors: Yanira Oliveras-Ortiz, Dalane E. Bouillion, Lizzy Asbury
      Abstract: Journal of Education, Ahead of Print.
      Through a conceptual framework focused on student engagement, this article explores students’ perceptions about the impact the design of learning environments has on student engagement. The current mixed-methods study was conducted at two Texas replacement elementary schools where the entire learning community, all teachers, administrators, staff, and students, moved from an old building to a new building. Through the qualitative component of the study, student focus groups, the study explores the attributes of design and spaces that students value and perceive as having an impact on their learning and engagement. Students’ perceptions demonstrate that learning environments impact student engagement.
      Citation: Journal of Education
      PubDate: 2020-02-24T08:59:12Z
      DOI: 10.1177/0022057420908062
       
  • Integrating Leadership Development Into Cross-Age Mentoring Programs
    • Authors: Amy Mills-Guest, C. Crippen
      Abstract: Journal of Education, Ahead of Print.
      In British Columbia (BC), the use of cross-age mentoring programs, commonly referred to as buddy programs, is not systemically evaluated and there are no clear program goals. Although the use of buddy programs is widespread across school districts in BC, research remains scarce regarding both the origins of buddy programs and their purpose. Accordingly, integrating leadership development training for children into existing buddy programs could provide clarity for the use of buddy programs while providing elementary-aged children positive benefits, better equipping them for their professional lives after secondary school. Leadership development training is widely accepted as valuable to the elementary-aged child due to its positive impact on self-esteem, self-efficacy, school connectedness, citizenship, civic efficacy, and sense of social justice.
      Citation: Journal of Education
      PubDate: 2020-02-24T08:59:11Z
      DOI: 10.1177/0022057420903268
       
  • An Integrative Model of Self-Regulated Learning for University Students:
           The Contributions of Social Cognitive Theory of Carriers
    • Authors: Mauricio Federico Zalazar-Jaime, Leonardo Adrián Medrano
      Abstract: Journal of Education, Ahead of Print.
      Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.
      Citation: Journal of Education
      PubDate: 2020-02-19T12:06:57Z
      DOI: 10.1177/0022057420904375
       
  • Relationship Between Students’ Home Background and Their Academic
           Performance: A Case of Some Selected Senior High School Students in Rural
           Districts in Ashanti Region, Ghana
    • Authors: Simon Boateng, David Asare, Patricia Tiwaa Manu, Elizabeth Adoma Sefah, Joshua Adomako
      Abstract: Journal of Education, Ahead of Print.
      This study was primarily designed to find out the relationship between students’ home background and their academic performance. The study was conducted largely in senior high schools in rural districts in Ashanti Region, Ghana. The study used the ex-post facto correlation design. Multistage sampling technique was used to select 275 senior high school students. Questionnaire was used to collect the data from the respondents. Percentages and correlations were used to analyze the data. The family size was found to be highly correlated with the academic performance of students (coefficient = .711, p value = .002). Parent found it difficult in paying school fees and other levies of their children as a result of parents’ income (ρ = .669, p value = .004) in rural Ghana. The study also revealed that the educational background characteristics of parents had a significant correlation with the academic performance of students (coefficient = .711, p value = .002). Following from the findings, the Government of Ghana (Ministry of Education) should stick to its mandate of ensuring the provision of free quality secondary school education premised on the principle of inclusivity and equity to bridge the gap between the students from rich and poor homes. Such government intervention programs like the free education should favor the poor and low-income families most.
      Citation: Journal of Education
      PubDate: 2020-02-18T07:22:35Z
      DOI: 10.1177/0022057420904370
       
  • If You Don’t Know, Now You Know: Utilizing Hip-Hop Pedagogy as a Tool
           for Promoting Change in Students and Community
    • Authors: Bryan J. Hains, Janela Salazar, Kristina D. Hains, John C. Hill
      Abstract: Journal of Education, Ahead of Print.
      Hip-hop began in the 1970s as an artistic response to social, political, and economic oppression within African American communities in the United States. This artivist movement allowed community members to convey social inequities through music. Decades later, educators have begun using hip-hop as an educational tool. Our study examined whether hip-hop, as an educational pedagogy, could be a catalyst for perceived community change, inside and outside a collegiate classroom. Results suggested that hip-hop pedagogy can be a positive tool in student learning and community change, creating a safe educational space encouraging inclusion, self-expression, and student/instructor engagement.
      Citation: Journal of Education
      PubDate: 2020-02-14T05:00:03Z
      DOI: 10.1177/0022057420904368
       
  • An Environment of Excellence: A Case Study Examining a High-Performing
           African American Urban School’s Learning Climate and Approach to
           Critical Cultural Care
    • Authors: Marcia J. Watson-Vandiver, Greg Wiggan
      Abstract: Journal of Education, Ahead of Print.
      Studies on urban education and reform often focus on school failure, without exploring the positive impacts of curricula and pedagogy on student achievement. In addition, existing studies often ignore two central components: school learning climates and care. This case study investigates student, teacher, and administrator experiences in a high-performing urban school in the South. Findings reveal that Ella Baker Academy (pseudonym) is uniquely characterized by a family environment, caring teachers, and individualized student attention. The results of this study are crucial given the lack of research on effective school-based practices that promote high achievement in African American urban students.
      Citation: Journal of Education
      PubDate: 2020-02-12T10:49:13Z
      DOI: 10.1177/0022057420904376
       
  • A City College’s GED Students—Factors and Unanswered Questions
    • Authors: Yandong Liu
      Abstract: Journal of Education, Ahead of Print.
      The goal of this study is to have a better understanding of today’s general education development (GED) students so proper services and support can be provided to meet their needs. Through students enrolled in GED programs in a health science career pathway–focused city college, the study learned the students’ employment status, career intention, and sources of finding the GED programs. It tracked academic year gaps between the students’ very first and current GED enrollment in the city college and found a mild correlation between student age and year gap. It also identified GED students’ unbalanced learning skills in math and reading.
      Citation: Journal of Education
      PubDate: 2020-02-12T10:43:11Z
      DOI: 10.1177/0022057420904371
       
  • The Back Burner: A Teacher’s Dilemmas When Working With English Learners
           in a School With Few English Learners
    • Authors: Amanda T. Sugimoto
      Abstract: Journal of Education, Ahead of Print.
      Demographic and policy shifts in U.S. schools have contributed to English learners enrolling in schools with historically few English learners. This phenomenological study used interview data to identify dilemmas that one elementary teacher navigated while working with the sole English learner in her classroom. This context has the potential to inform the design of professional development for teachers working with English learners. Using a dilemmatic spaces framework, three dilemmas were identified related to whether to privilege professional experience or professional development, collaboration with the English as a Second Language (ESL) teacher, and how to navigate conflicting administrative expectations.
      Citation: Journal of Education
      PubDate: 2020-02-06T06:01:05Z
      DOI: 10.1177/0022057420903258
       
  • Undergraduate Students’ Perceptions of Professors Concerning Academic
           Rules and Relations: Does Sex Matter'
    • Authors: Ahmad Daghigh, Vahid Daghigh, Mohsen Niazi, David T. Morse
      Abstract: Journal of Education, Ahead of Print.
      A common metric in appraising the classroom and educational experience is student ratings of courses and faculty. Our purpose in this study was to investigate whether the ratings of faculty in a co-educational Middle Eastern university concerning observation of university rules and policy, communication with colleagues, and communication with students differ based on sex—both that of the faculty and that of the student furnishing the ratings. Data were collected from 847 undergraduate students at Kashan University, of whom 626 had complete data. Statistically significant, though small, differences were observed for the main effect of student sex (females>males on following rules) and female faculty were rated more highly than male faculty on following rules and relationships with students. No differences by student sex or faculty sex on relationships with colleagues were noted, nor was there an interaction of student sex and faculty sex on the ratings.
      Citation: Journal of Education
      PubDate: 2020-02-06T06:01:05Z
      DOI: 10.1177/0022057420903261
       
  • The Use of Video Annotation Tools and Informal Online Discussions to
           Explore Preservice Teachers’ Self- and Peer-Evaluation of Academic
           Feedback
    • Authors: Amani Zaier, Ismahan Arslan-Ari, Faith Maina
      Abstract: Journal of Education, Ahead of Print.
      This study explored the quality of preservice teachers’ self- and peer-academic feedback using video annotation tools to capture their teaching practices. They were also provided with an informal online discussion board as part of the peer support system. Twenty-five preservice teachers at a large university in the Southwestern United States volunteered to participate in this study. Data revealed a striking difference between self-evaluation and peer-evaluation. Preservice teachers rated themselves considerably higher compared with their peer-evaluation. The quality of the academic feedback and evaluation remained at the surface level with a mismatch between areas of refinement and areas of reinforcement. Evidence-based feedback and constructive criticism for areas of refinement were openly given during the informal discussion forums. Despite the inconsistency, preservice teachers perceived online communication through discussion posts as a valuable source of building relationships and providing support system.
      Citation: Journal of Education
      PubDate: 2020-02-06T06:01:05Z
      DOI: 10.1177/0022057420903269
       
  • Inquiry in Action: Reflections on the Implementation of Best Practices in
           Child- and Family-Focused University–Community Partnerships
    • Authors: Mary E. Walsh, Shauna M. Adams, Susan Ferguson, Mary O. Hearst, Jo-Viviane Jones, Shavaun Wall, Despina Petsagourakis, Agnes Chung, Una Shannon, Maria Theodorakakis
      Abstract: Journal of Education, Ahead of Print.
      University–community partnerships (UCPs) are increasingly utilized to address issues in education. In this article, we present reflections on best practices for child- and family-focused UCPs. These reflections emerged before, during, and after a convening that brought together representatives from five UCPs in the United States that emphasized early childhood development and received funding from the same philanthropic source. The convening elicited perspectives on best practices for UCPs and identified community- and university-related contextual factors that affected implementation of these best practices. The findings from this study will contribute to the enhancement of future UCPs in education.
      Citation: Journal of Education
      PubDate: 2020-02-06T04:59:53Z
      DOI: 10.1177/0022057420903255
       
  • Prospective Teachers’ Expectations and Concerns About the Future:
           Using Possible Selves Theory
    • Authors: Burcu Yavuz Tabak, Kübra Yenel, Hasan Tabak, Fatih Şahin
      Abstract: Journal of Education, Ahead of Print.
      This research aims to discover the opinions of students who will become teachers in the future concerning the expectations and concerns about themselves in the context of the possible selves theory (PST). Qualitative phenomenological research design has been used in this study. The study group consists of 449 students. In the research, the criterion sampling method, which is one of the purposeful sampling methods, has been used. Descriptive analysis has been used in the analysis of data. The findings revealed that the concerns and expectations of the prospective teachers were mostly in the area of pedagogical formation and general culture. It is determined that the most frequent expectation and concern of prospective teachers is to be competent in the profession and losing belief in the profession.
      Citation: Journal of Education
      PubDate: 2020-02-06T04:59:52Z
      DOI: 10.1177/0022057420903260
       
  • Book Review: The Smartest Kids in the World: And How They Got That Way, by
           Amanda Ripley
    • Authors: Jeremy Peña
      Abstract: Journal of Education, Ahead of Print.

      Citation: Journal of Education
      PubDate: 2020-02-03T09:46:56Z
      DOI: 10.1177/0022057420903271
       
  • The Power of Purposeful Play in Primary Grades: Adjusting Pedagogy for
           Children’s Needs and Academic Gains
    • Authors: Karyn A. Allee-Herndon, Sherron Killingsworth Roberts
      Abstract: Journal of Education, Ahead of Print.
      The amount of intentional, instructional, purposeful play has decreased in primary grades, and didactic, test-driven instruction has increased. Emerging neuroscientific evidence is beginning to highlight the significant effects the toxic stress from poverty has on developing brains. Almost half of American children can be considered to come from low-income to high-poverty households. Purposeful play may be the best solution to help ensure an equal and equitable educational playing field. This reflection establishes a research-based rationale for a more play-based pedagogy in primary grades and posits how striking balance between purposeful play and rigorous educational expectations is key to better developmental outcomes.
      Citation: Journal of Education
      PubDate: 2020-02-03T09:46:56Z
      DOI: 10.1177/0022057420903272
       
  • “We Were Once”—A Quartets Game Aiming at Learning
           History Through Playing
    • Authors: Shahar Marnin-Distelfeld
      Abstract: Journal of Education, Ahead of Print.
      This article deals with the card game “We Were Once” featuring the history of Kiryat Tivon. The game’s components embody values expected to promote a sense of significance toward history among its young players. It consists of archival photos divided into 10 quartets: founders, mayors, beginnings, significant women, public buildings, first roads, events, children in schools, posters, and the reservoir. The game was designed to serve as a platform for creating pluralistic history, stressing the importance of visual literacy in learning processes. The game is analyzed in relation to its principles, such as historical continuity and gendered history.
      Citation: Journal of Education
      PubDate: 2020-02-03T09:46:55Z
      DOI: 10.1177/0022057420903263
       
  • Family Literacy Night: A Student-Centered Clinically Rich Experience for
           Teacher Candidates in Literacy and TESOL
    • Authors: Shannon M. Hilliker, Erin K. Washburn
      Abstract: Journal of Education, Ahead of Print.
      This article aims to share a collaboration between TESOL (Teaching English to Speakers of Other Languages) and Literacy professionals to provide a family literacy night for multi-language learners after school at the elementary level. First, a review of research that highlights the important factors to the collaboration is outlined. This is followed by a description of the university–school partnership that was designed to be an opportunity for TESOL and Literacy teacher candidates to collaborate with one another, practicing English as a New Language teachers, and children and families of multi-language learners. The article concludes with an overview of challenges encountered in the collaborative process.
      Citation: Journal of Education
      PubDate: 2020-02-03T09:46:55Z
      DOI: 10.1177/0022057420904381
       
  • A Model of Professional Development on Phonics Instruction: A Case Study
           of One Midwestern District
    • Authors: Jennifer Thoma
      Abstract: Journal of Education, Ahead of Print.
      This pilot study was an explanatory mixed-methods design to examine whether teachers changed instructional practices after adopting a new curriculum material to support the response to intervention (RTI) framework. In coordination with one rural school district which had implemented instructional intervention practices, the researcher observed classroom implementation of phonics intervention instruction in K–3 classrooms in four different elementary buildings. Teachers took a survey around professional development and instructional practices. Existing student data were used to answer the following research question: Do teachers’ instructional practices support the RTI framework after adopting new materials to support literacy interventions'
      Citation: Journal of Education
      PubDate: 2020-02-03T09:46:54Z
      DOI: 10.1177/0022057420903266
       
 
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