ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Leadership for Adaptive Change in Catholic Schools: A Complexity Perspective
Author: Miller, Andrew F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Instructional Leadership,Catholic Schools,Principals,Administrator Role,Administrator Attitudes,Elementary Schools,Case Studies

In an era of decline and crisis, Catholic school leaders have been encouraged to find innovative ways to enhance a school's operational vitality. Yet to this point, most research on educational change in Catholic schools has focused on the technical tasks school principals can take to &quot;save&quot; individual schools. In this article, we apply a complexity perspective to educational change leadership in Catholic education: leadership for adaptive change. Based on a new empirical analysis of the professional experiences of two Catholic school principals working at four different parish schools, we demonstrate in this article how leadership for adaptive change can operate in Catholic elementary parish schools and assess whether and how the attributes of complex adaptive schools were present in these four elementary schools. We also highlight the organizational and social conditions these two principals confronted that both undermined and promoted their ability to lead for adaptive change at these four schools. Ultimately, we suggest in this article the utility of using a &quot;complex adaptive&quot; approach to understanding change leadership in Catholic elementary schools as opposed to &quot;technically rational&quot; approaches commonly found in contemporary Catholic school leadership research.
Can I Teach Abroad? Motivations and Decision-Making Processes of Teachers to the International Locations
Author: Dos Santos, Luis Miguel
Date: 2022-00-00
Type: Journal Articles
Subjects: Decision Making,Overseas Employment,Native Speakers,International Schools,Teacher Attitudes,COVID-19,Pandemics,Career Choice,Employment Opportunities,Cultural Awareness,Asian Culture,Travel,Human Resources,Foreign Countries,Language Teachers,Teacher Shortage,English (Second Language),Second Language Learning,Second Language Instruction

Over the past few decades, South Korea has become a popular education and teaching destination for native English teachers, international school teachers, and university lecturers. However, as the COVID-19 pandemic has changed the requirements, offshore teachers need to complete the self-funded quarantine before they can join the workforce in South Korea. This study aims to understand the motivations, career decisions, and decision-making processes of a group of native English teachers who decided to come to South Korea to develop their English language teaching career, particularly those who came during the COVID-19 pandemic. The phenomenological approach with interview session, focus group activity, and member checking interview were employed. Based on the social cognitive career and motivation theory and qualitative data from 38 participants, three themes were categorized: special life pathways, easy employment, and attractive cultural environment. The results of this study may provide some recommendations to school leaders, employers, and policymakers for native English teachers who would like to provide teaching services in their countries. As the COVID-19 pandemic and traveling restrictions will eventually eliminate, the human resources management and school leaders should continue to reform and improve the management to meet the needs of the long-term human resources shortage.
White Racial Awareness: Complexities and Contexts of White Educator Identities
Author: Deutschman, Megan C.
Date: 2022-00-00
Type: Journal Articles
Subjects: White Teachers,Racial Attitudes,Self Concept,Racial Identification,Race,Minority Group Students,Elementary School Teachers,Middle School Teachers

This study utilizes life history methodology to understand how White teachers develop racial awareness while also exploring how the education profession acts as an inflection point for racialized understandings of the world. Furthermore, as the educators in this study grew in their racial awareness, there was a rise in conflicting and ambivalent feelings as they attempted to teach in ways that aligned with their newly developed awareness. These feelings surfaced as the educators grappled with issues of race, Whiteness, and systemic inequality in both their profession and in their personal lives. Using a framework of Critical Whiteness Studies, this study provides a nuanced and contextual discussion of White identity development. Ultimately, findings show that educators begin to understand race through proximity, exposure, and repeated interaction with students of Color. This holds major implications not only for educators and teacher education programs but also for students of Color.
Predictors of First-Grade Teachers&apos; Teaching-Related Time during COVID-19
Author: Johnson, Anna D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Teachers,COVID-19,Pandemics,Predictor Variables,School Closing,Time Management,Educational Technology,Technology Uses in Education,Distance Education,Age Differences,Teacher Characteristics,Student Needs,Executive Function,Online Courses,Synchronous Communication,Low Income Students

Exposure to teachers and teaching-related activities is vital for young children's learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which necessitated shifts in planning time. The current study identifies pre-COVID predictors of time teachers devoted to each of these teaching-related activities to illuminate actionable levers for supporting educators during widespread educational disruption. Teachers with higher prepandemic job commitment devoted more overall time to pandemic-induced remote teaching. Teachers' prepandemic executive functioning and observed classroom instructional and organizational quality--features of successful teachers during normal times--predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time. These results contribute to an emerging literature that spotlights potential promising avenues for supporting teachers via professional development during normal times as well as in future widespread educational disruptions.
A Meaningful Boost: Effects of Teachers&apos; Sense of Meaning at Work on Their Engagement, Burnout, and Stress
Author: Lavy, Shiri
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Teaching Conditions,Arabs,Jews,Teacher Participation,Motivation,Foreign Countries,Intervention,Experience,Stress Management,Program Effectiveness,Elementary School Teachers,Secondary School Teachers

The two studies presented here examine the effects of teachers' enhanced sense of meaning at work (SOM) on their burnout and engagement. In the first study, 41 teachers in two Arab schools were randomly assigned to a meaning-induction group--in which they were prompted daily to acknowledge meaningful incidents at work for 2 weeks or to a control group. Qualitative analyses focused on teachers' daily experiences of meaningful incidents, reflecting their contribution to others. In addition, one-way repeated measures analyses of variance indicated that teachers that acknowledged these incidents reported decreased burnout and increased engagement. In Study 2, the sample comprised 60 Arab and Jewish teachers who completed daily surveys for 12 workdays. Hierarchical linear modeling analyses showed that teachers' daily SOM was associated with increased engagement on the following day and somewhat increased stress. Thus, the studies highlight teachers' SOM as a resource that contributes to engagement and can be enhanced intentionally.
&quot;Immigration Enforcement Is a Daily Part of Our Students&apos; Lives&quot;: School Social Workers&apos; Perceptions of Racialized Nested Contexts of Reception for Immigrant Students
Author: Rodriguez, Sophia
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,Law Enforcement,Educational Environment,Barriers,School Social Workers,Attitudes,Ethnicity,Racism,Racial Attitudes,Advocacy,Equal Education,Social Justice,National Surveys,Undocumented Immigrants,Elementary Secondary Education

This qualitative analysis examines school social workers' equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students' educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers' perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers' racial attitudes, and perceptions of racialized contexts and how they influence school social workers' advocacy for immigrant students is offered.
Estonian Student Teachers&apos; Reflections of Professional Development during Teaching Practice
Author: Koppel, Kristi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teacher Attitudes,Student Teaching,Family and Consumer Sciences,Teacher Education Programs,Masters Programs,Graduate Students,Coping,Student Development,Handicrafts,Teacher Competencies,Teaching Skills,Faculty Development,Self Efficacy,Teacher Student Relationship

The experiences gained during teaching practice influence student teachers' professional development. However, little is known about how the student teachers experience their teaching practice of practical school subjects, which focus on the skills needed for everyday life. This qualitative case study investigates the professional development of four Estonian handicraft and home economics student teachers' during their teaching practice over the last year of master's studies. The data consists of student teachers' learning journals, reflective writings, and semi-structured interviews regarding the student teachers' experiences. The data is analysed by using Herbart's extended didactic triangle. The results reveal that student teachers largely reflect on their personal coping and development during practice and their learning context. We conclude that the individual needs of student teachers during teaching practice need to be addressed to create more meaningful professional development opportunities for student teachers.
When Learning Is Life Giving: Redesigning Schools with Indigenous Systems of Relationality
Author: Meixi
Date: 2022-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Teacher Role,Foreign Countries,COVID-19,Pandemics,Ecology,Well Being,Interpersonal Relationship,Family Involvement,School Community Relationship,Natural Resources,Culturally Relevant Education

This article illustrates how designing schools with Indigenous systems of relationality can be life giving for a healthier post-COVID world. Indigenous systems of relationality--the worldviews, beliefs and practices, and moral precepts of being in relation with the rest of the living world--are the cornerstone of Indigenous knowledges, and the cornerstone of Indigenous families and communities. We consider the ways in which Indigenous systems of relationality can offer strategies for educators, families, and communities to redesign approaches to learning in schools in ways that sustain and promote life. Drawing on three case studies of schools in Thailand, México, and Colombia, we show how educators might respond to the specific needs within their communities, repair the fracturing of humans from nature, and orient us to life-giving forms of activity that are beneficial beyond our current crises and into the future.
The Impact of Suspension Reforms on Discipline Outcomes: Evidence from California High Schools
Author: Wang, Rui
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Group Students,Suspension,Racism,Ethnicity,Disproportionate Representation,Discipline,Student Behavior,Board of Education Policy,High School Students,Program Effectiveness,African American Students,African American Teachers,Educational Environment,Hispanic American Students,White Students,Minority Group Teachers,Racial Composition,Women Faculty,Teacher Characteristics,Educational Attainment,Teacher Student Ratio,Expenditure per Student,Positive Behavior Supports

Minority students are suspended at a disproportionately higher rate compared with others. To reduce racial suspension gaps, four California school districts banned schools from suspending students for willful defiance, a category consisting of relatively minor disruptive offenses. I evaluate the impact of these policies on high school student discipline outcomes using a difference-in-differences strategy that exploits the temporal variation in the enactment of these policies across school districts. The results suggest that while these policies decreased willful defiance out-of-school suspension rates by around 69%, they did not reduce overall out-of-school suspension rates. In fact, the policies significantly increased out-of-school suspension rates among Black students, particularly in schools with a small share of Black teachers. Taken together, the results suggest that the willful defiance suspension bans failed to address implicit and explicit biases in California schools.
The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning
Author: Khoo, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,English for Academic Purposes,Second Language Instruction,Second Language Learning,Literacy Education,Culturally Relevant Education,Writing Assignments,Distance Education,Critical Thinking,Intervention,Teaching Methods,Higher Education,COVID-19,Pandemics,Online Courses,Personal Autonomy,Student Attitudes,Inclusion,Self Concept,Transformative Learning,Foreign Countries,College Students

International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of culturally responsive pedagogy for international students online, quantitative and qualitative data were collected from a learner-driven, instructor-facilitated (LeD-InF) support program at a large university in southern Ontario. This fully online delivery of the Reading and Writing Excellence (RWE) program was re-envisioned from a long-running co-curricular program that addressed students' academic English reading, writing, and critical thinking needs. Among eight groups (with the total enrolment of 154) in the Fall 2020 academic term cycle and nine groups (with the total enrolment of 226) in the Winter 2021 academic term cycle of the online RWE program, the intervention groups that were additionally supported with culturally responsive pedagogy had the highest volume of writing output and engagement metrics among all groups. The text data (of student voices and experiences) also reinforces the efficacy of culturally responsive pedagogy in facilitating student experience, constructing identities, promoting learner agency, increasing satisfaction, improving students' perceptions of learning, and realizing transformative inclusivity.
Race, Gender, and Teacher Equity Beliefs: Construct Validation of the Attributions of Mathematical Excellence Scale
Author: Jacobson, Erik
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Mathematics Instruction,Equal Education,Preservice Teachers,Elementary School Teachers,Construct Validity,Measures (Individuals),Bias,Racism,Gender Bias,Mathematics Achievement

Teachers' beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers' beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development. [Note: The correct volume is 8, and the correct issue number is 1.]
How Principals&apos; Perceived Resource Needs and Job Demands Are Related to Their Dissatisfaction and Intention to Leave Their Schools during the COVID-19 Pandemic
Author: Kaufman, Julia H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Public Schools,Elementary Secondary Education,Administrator Responsibility,Educational Resources,Barriers,COVID-19,Pandemics,School Closing,Educational Needs,Job Satisfaction,Labor Turnover,Teacher Shortage,Intention,Work Environment,Instructional Materials,Institutional Characteristics,Instruction,Social Emotional Learning,School Counselors,Distance Education,Faculty Development,Networks,Experiential Learning

School principals are facing greater challenges during the COVID-19 pandemic than they have ever faced, which has implications for whether they can conduct their work productively and remain in their jobs over the long term. This article draws on a unique, nationally representative, longitudinal panel of K-12 public school principals across the United States to examine principals' self-reported resource needs and job demands during the COVID-19 pandemic as well as how those resource needs and demands are related to principals' dissatisfaction and their intention to leave their job. Although principals' reported resource needs (which increased over time) and teacher shortages were consistently related to dissatisfaction and intention to leave, various other job demands were predictors of dissatisfaction but not the intention to leave. These results have several implications for supporting and retaining principals as well as the teachers they serve.
A Phenomenology of the Job-Related Experiences of Early Career Catholic Elementary School Principals
Author: Kerins, Sarah K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Phenomenology,Catholic Educators,Elementary Schools,Beginning Principals,Work Experience,Administrator Attitudes,Administrator Surveys,Faculty Development,Instructional Leadership,Institutional Mission,Barriers,Educational Resources,Interpersonal Relationship,Clergy,Human Resources,Legal Problems,Educational History,Catholic Schools,Labor Turnover

This qualitative phenomenology investigated the job-related experiences of early career Catholic elementary school principals (N = 13) in the Mideastern region of the United States. Data were collected from an introductory survey, semi-structured interviews, two focus groups, and a participant designed plan for professional development. The findings indicated that Catholic elementary principals in their early career are motivated by a calling to a vocation in Catholic school leadership as well as the ability to develop and implement a vision for their school. Principals reported being challenged by limited resources, balancing the demands of the position, and navigating relationships. Finally, principals believed they are supported by diocesan administrators in the areas of human resources and student issues, particularly if the concerns have legal implications.
Effects of Instructor Accent on Undergraduate Evaluations and Learning at a Catholic College
Author: Scheopner Torres, Aubrey
Date: 2022-00-00
Type: Journal Articles
Subjects: Catholic Schools,Religious Colleges,Racism,Undergraduate Students,Student Evaluation of Teacher Performance,College Faculty,Dialects,Pronunciation,Intercultural Communication,Student Attitudes

Catholic institutions of higher education are called to form citizens who fight against injustice, including persistent racial oppression. To do this, Catholic, public, and other private institutions must provide students opportunities to learn about and confront racism (Johnston, 2014). It is important that these institutions confront these issues because they employ faculty and staff who may experience systemic racism and can provide cultural knowledge to aid deconstructing racist ideologies. Undergraduate student evaluations of instructors or faculty, however, indicate discrimination against those perceived as non-white and with non-native English accents. This study focuses on one form of racism at a Catholic liberal arts college: bias against instructors who speak with a non-native English accent. This between-groups experimental study was guided by critical sociolinguistic theory and sociocultural theory to examine patterns in undergraduate engagement with material that varied only by instructor accent. Participants (n=98) completed a pre-assessment, a microlecture (randomized by accent), a post-assessment, and a microlecture evaluation. The study's theoretical frameworks suggest that students would demonstrate bias against non-white presenters, despite the Catholic context and having no visual cues about the race or ethnicity of the presenter. Pre- and post-assessment results indicated that the microlecture had some limited effects on student learning regardless of instructor accent; however, instructors that were perceived as white had significantly higher ratings in terms of the student belief that they &quot;showed enthusiasm about the subject matter&quot; and that &quot;watching this microlecture improved [their] score on the quiz.&quot; These findings suggest continued work is needed to understand and confront issues of systemic racism in higher education.