Authors:Buttimer; Christopher John
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Colwell, Richard
,
Coleman, Dan
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Faruqi, Farah
,
Larke, Laura
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Reich, Justin Abstract: To understand the experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas. Teachers articulated three main concerns about emergency remote schooling: 1.) student motivation; 2.) professional loss and burnout; and 3.) exacerbated inequities. As the climate emergency makes school disruptions more common, school systems must learn from the tragic school closings under COVID-19 to prepare for an uncertain future. We propose five design considerations to build school systems with greater resilience for the long-term: center equity, focus on relationship-building, address student motivation, address staff motivation and burnout, and mitigate uncertainty. PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Authors:Drake; Riley D
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Rodriguez, Gabriel Abstract: While U.S. schools grapple with persistent racial inequities, we argue that niceness, a socioemotional way of being that privileges whiteness, regularly impedes “equity” and “diversity” efforts in K-12 and teacher education settings. In the Midwest, niceness is uniquely rooted in a historical “obsession with public civility” (Cayton & Gray, 2002) that advances whiteness through a “demure white supremacy” (Cleveland, 2021), particularly in education. Here, the authors theorize Midwestern educational niceness, a regionally produced and enacted phenomenon “nicely” instantiated by the predominantly overwhelmingly white, Midwestern teacher workforce that actually stymies equity efforts. The authors conceptualize the ways whiteness through niceness works through a number of other phenomena including color evasiveness (Annamma et al., 2017; Bonilla-Silva, 2003), white fragility (DiAngelo, 2018), and emotionalities of whiteness (Matias, 2016). Countering the insidiousness of Midwestern... PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Authors:Karvelis; Noah Abstract: The recent wave of teacher activism and strikes across the United States is unprecedented. While it has been commented upon and understood in various ways, this essay departs from actor-centric modes of analysis that have been taken up. Instead, I read recent teacher activism efforts through a Foucauldian analytics of protest which examines the rationalities used to justify political action in order to understand how, in some ways, teachers paradoxically reified the logics of education reform efforts which they sought to oppose. Following this I offer several examples of protest which exist in much different forms which unveil political possibilities beyond the logics of reform. Through doing so, I invite not only an understanding of past actions but also a future engagement with transformative modes of teacher activism which have become only more necessary since the 2018 strike wave. PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Authors:Veliz; Daniela
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Pickenpack, Astrid
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Villalobos, Cristóbal Abstract: Chile experienced massive student protests against market-based education in 2011. In 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile’s bottom 70%, fueling controversy due to the uncertainty and unexpected medium and long-term consequences. This study analyzes how the free-tuition policy was developed, the actors involved, the political discourse deployed during its implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we wanted to explore how politicians and bureaucrats translated the students’ demands into the free-tuition policy. Our findings suggest that the policy translation process involved former student leaders, free-tuition policy prioritization, and a quick, straightforward implementation process that enabled the government to fulfill its promise. PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Authors:Roy; Debarshi Abstract: Organizational justice refers to the perceptions of the members of an organization with regards to the fair and just nature of organizational processes. School students are susceptible to unfair and unjust experiences due to the hierarchical and mechanistic nature of school organizations. In order to create nurturing school climates, it is necessary for schools to encourage just and fair organizational justice systems. This study attempted to develop and validate a scale which measured empathic organizational justice. The study was conducted among a random sample of 172 school students from Indian schools. The instrument consisted of three subscales representing equality, respect and positivity. It was further tested and validated for convergent, discriminant and concurrent validity. The instrument might present as a useful tool to measure the levels of empathic organizational justice systems in Indian schools so that interventions can be designed... PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Authors:Li; Ling
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Doyle, Antoinette Abstract: Home literacy environment (HLE) refers to the physical, interpersonal, and emotional / motivational factors in the home that have been found to be important for children’s literacy development. In this paper, the emergence of HLE research, its conceptualizations, and the effects of HLE factors, will be reviewed with an emphasis on the relations between HLE and children’s early literacy skills. Challenges faced by HLE researchers are also considered, and three aspects of issues are identified: privacy sensitivity, measure validity, and intervention fidelity. Apart from what is already known, this paper will also provide a summary of possible goals for future research. PubDate: Sat, 1 Jan 2022 00:00:00 +0000
Authors:Smith; Patriann
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Smit, Julie
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Finch, Beverly
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Nigam, Anita
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Burke, Dawn Abstract: This study examined the elements of (critical) multicultural awareness and (critical) multilingual awareness identified in the pedagogical responsiveness of six literacy teacher educators, the features of a research-practice partnership (RPP) that influenced this awareness, and the ways in which this awareness shaped educators’ pedagogical responsiveness in literacy. Findings showed that educators reflected certain elements of (C)MA and (C)MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Educators’ perceptions influencing awareness were assumptions based on otherness and teaching experience. Elements influencing awareness were positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’ cultural and linguistic responsiveness as they developed the ability to capitalize on difference and identify and use social currency. Implications... PubDate: Sat, 1 Jan 2022 00:00:00 +0000
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