A tool for specifying the dynamics of school-to-work transitions, social reproduction, and social trajectories: The AGIC Calculator / Un outil pour identifier les dynamiques des transitions éducation-travail, de la reproduction sociale, et des trajectoires sociales : le Calculateur AGIC
Dissemination date:
Wednesday, 6 March, 2024
Main subject area:
6: Policy, Administration, and Management of Education
Language:
English
Country affiliation of author or of first author:
France
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Guy Tchibozo
Reference:
Tchibozo, G. (2024). A tool for specifying the dynamics of school-to-work transitions, social reproduction, and social trajectories: The AGIC Calculator. Education Thinking, 4(1), 35–38. https://pub.analytrics.org/article/16/
Main keyword:
Social dynamics
Summary:
One of the best-known criticisms of traditional education systems concerns their deterministic impact on the social trajectory of learners, which maintains and reinforces social inequality. However, previous analysis (Tchibozo, 2004) has shown that the effect of schools on learners' education-to-work transitions can be not only deterministic, but also random or chaotic. A new tool, the AGIC Calculator, has recently been developed to enable educators, guidance counsellors, policy makers and researchers to specify in a practical way the dynamics of learners' school-to-work transitions and to analyse more precisely social reproduction, and more generally to precisely analyse the dynamics of any type of social trajectory. This note outlines the main points of the problem and the value of the AGIC calculator for guidance counselling, education policy and research in this field. /// Une critique bien etablie a l'encontre des systèmes éducatifs traditionnels concerne leur impact déterministe sur la trajectoire sociale des apprenants, qui maintient et renforce l'inégalité sociale. Cependant, des analyses antérieures (Tchibozo, 2004) ont montré que l'effet des écoles sur les transitions éducation-travail des apprenants peut être non seulement déterministe, mais aussi aléatoire ou chaotique. Un nouvel outil, le Calculateur AGIC, a été récemment développé pour permettre aux éducateurs, aux conseillers d'orientation, aux décideurs politiques et aux chercheurs de spécifier de manière pratique la dynamique des transitions école-travail des apprenants, d'analyser plus précisément la reproduction sociale, et plus généralement d'analyser précisément la dynamique de tout type de trajectoire sociale. Cette note souligne l'interet du calculateur AGIC pour le conseil en orientation, la politique éducative, et la recherche dans ces domaines.
Exploring the Links between Psychological Capital, Professional Learning Communities, and Teacher Wellbeing: An Examination of the Literature
Dissemination date:
Saturday, 23 September, 2023
Main subject area:
7: Methodology of Educational Research
Language:
English
Country affiliation of author or of first author:
Australia
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Sam Cleary
Reference:
Cleary, S., O'Brien, M., & Pendergast, D. (2023). Exploring the links between psychological capital, professional learning communities, and teacher wellbeing: An examination of the literature. Education Thinking, 3(1), 41–60. https://pub.analytrics.org/article/13/
Main keyword:
Professional Learning Communities
Summary:
Recent research points to the significant role that Psychological Capital (PsyCap) plays in predicting teacher wellbeing (Luthans, Youssef, & Avolio, 2006; Seligman & Csikszentmihalyi, 2000), and in preventing burnout (Chang, 2009; Dussault & Deaudelin, 1999; Fullan, 2001; Hakanen et al., 2006; Maslach et al., 2001). PsyCap, the complex and malleable, "state-like" constructs of hope, efficacy, resilience, and optimism, is influential in increasing motivation in work and educational settings. Collective Teacher Efficacy (CTE) (Goddard et al., 2015; Ramos et al., 2014; Sandoval et al., 2011) has also been found to positively impact teacher’s experiences through the enhancement of persistence, job satisfaction and professional commitment, expectations for students and effective implementation of change. What is not evident is how these two constructs interact, and to what extent they inform teacher wellbeing. Intriguingly, the implementation of Professional Learning Communities (PLCs) could serve as a crucial interface between PsyCap and CTE, facilitating a symbiotic relationship that magnifies their individual impacts on teacher wellbeing. PLCs not only provide a structured environment for collective problem-solving and shared expertise (Stoll et al., 2006), but also cultivate a sense of community that could potentially elevate these psychological constructs. This study investigates the literature to consider the potential relationship between PsyCap and CTE and the implications for supporting teacher wellbeing within the implementation of a Community of Practice (CoP) approach to professional learning.
A Systematic Qualitative Literature Review (SQLR) methodology (Pickering & Byrne, 2013) explores the intersections of psychological capital, collective teacher efficacy, and teacher wellbeing in the context of PLCs. The SQLR methodology applies specific inclusion and exclusion criteria, with 26 studies identified for review. The analysis identified connectedness between the PsyCap components of hope, efficacy, resilience, and optimism with teacher wellbeing, in particular to elements shown to mitigate teacher burnout, and which can be considered indicators in the assessment of wellness. The CTE and CoP literature highlights the importance of shared vision, structured collaboration, regular reflection, supportive leadership, celebration of successes, and fostering trust, as factors that facilitate positive teacher experiences within the processes of professional learning and navigating change. This analysis offers insights into how PsyCap and CTE may interact with and inform teacher wellbeing in the PLC professional learning context.
Supporting Transgender Youth in U.S. Public High Schools
Dissemination date:
Monday, 26 June, 2023
Main subject area:
5: Perspective-Guided Analyses of Education
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Syed Menebhi
Reference:
Menebhi, S. (2023). Supporting Transgender Youth in U.S. Public High Schools. Education Thinking, 3(1), 3–18. https://analytrics.org/article/supporting-transgender-youth-in-u-s-public-high-schools/
Main keyword:
Transgender students
Summary:
Transgender youth in the United States need support in public schools (Kosciw et al., 2020). This growing population experiences bullying, discrimination, and violence at higher rates than their cisgender counterparts, and this has negative impacts on their educational success and mental health (Garthe et al., 2022; GLSEN, 2021; Goldblum et al., 2012; Johns et al., 2019; Jones, 2018; Sausa, 2005). State and federal non-discrimination policies affect the degree to which transgender students feel safe (Fields & Wotipka, 2022). Yet, research shows that non-discrimination laws are ultimately limited in their impact, and schools need to establish their own policies and practices to support transgender youth (Meyer & Keenan, 2018; Roberts & Marx, 2018; Spade, 2015).
A total of 42 peer-reviewed journal articles were identified that address how to best support transgender students in secondary public schools. These articles were analyzed, and four major themes emerged as successful interventions: professional development for teachers, transgender-inclusive school policies, gay-straight alliances, and trans visibility in the curriculum. Drawing on Meyer’s (2003) and Testa et al.’s (2015) adaptation of minority stress theory, this review shows how schools have the potential to act as a buffer against minority stress for transgender youth. Suggestions for further studies based on gaps include a push for more intersectional research and research centered on school practices that currently work for transgender students.
More information:
Syed Menebhi is a Ph.D. candidate at the University of Rhode Island. He earned his B.A. in History from Rhode Island College and his M.A. in Teaching from Brown University. He is also a high school gender studies teacher in Pawtucket, Rhode Island. His research interests include how to best support transgender students in education.
Belonging in School – The Effect of Teacher-Student Relationships: A Systematic Quantitative Review of the Literature
Dissemination date:
Monday, 26 June, 2023
Main subject area:
4: Theory and Practice of Teaching, Training, and Learning
Language:
English
Country affiliation of author or of first author:
Australia
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Tracee Nix
Reference:
Nix, T., Pendergast, D., & O’Brien, M. (2022). Belonging in School – The Effect of Teacher-Student Relationships: A Systematic Quantitative Review of the Literature. Education Thinking, 2(1), 63–90. https://analytrics.org/article/belonging-in-school-the-effect-of-teacher-student-relationships-a-systematic-quantitative-review-of-the-literature/
Main keyword:
Sense of belonging at school
Summary:
The literature reveals that positive teacher-student relationships encourage students’ work habits, engagement, and wellbeing; and create an environment that encourages students to experience a sense of belonging at school. When adolescent students feel a sense of belonging at school, they are more likely to attend school, engage in their learning, and feel like they are included and wanted. This is important because at the core of education is the student. Working with students in a holistic manner has positive implications for their wellbeing and academic performance. This study set out to examine the nature of the relationship between teacher and student interactions and student’s experience of the sense of belonging at school, through the lens of Interpersonal Theory in order to examine teacher pedagogical choices. The Systematic Quantitative Literature Review (SQLR) methodology is utilised at the intersections of Teacher-Student Relationships (TSR) and Sense of Belonging at School (SOBAS), and TSR and Interpersonal Theory to review the contemporary literature. Following the SQLR methodology that applies specific inclusion and exclusion criteria, 32 studies were identified for review. The analysis identified fairness, engagement, and achievement as key themes in the TSR and SOBAS literature; and the TSR and Interpersonal Theory literature highlighted the importance of moment-to-moment interactions to improve student engagement and achievement. The findings of the SQLR provide a basis for discussion of teacher choices in pedagogy and school-wide interventions that may promote student SOBAS.
More information:
Tracee Nix is a PhD candidate and is employed as a sessional academic at Griffith University and works in the capacity as Lecturer and Tutor in post-graduate and undergraduate education studies within the School of Education and Professional Studies. https://orcid.org/0000-0003-1944-4237. Professor Donna Pendergast is Dean of the School of Education and Professional Studies at Griffith University. Her expertise sits at the intersection of educational transformation and efficacy, with a focus on: young adolescent learners and student engagement; initial and professional teacher education; and school reform. https://orcid.org/0000-0002-8305-6127. Mia O’Brien (PhD) is a Senior Lecturer and Initial Teacher Education Director in the School of Education and Professional Studies at Griffith University. Mia’s research applies a strengths-based approach to educational and professional learning settings and investigates professional learning, efficacy and pedagogy within teacher professional learning and initial teacher education contexts. https://orcid.org/0000-0002-0468-3393
The Impact of Simulation Training on Student Motivation in Health Studies in France
Dissemination date:
Saturday, 24 June, 2023
Main subject area:
4: Theory and Practice of Teaching, Training, and Learning
Language:
English
Country affiliation of author or of first author:
France
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Bérangère Laroudie
Reference:
Laroudie, B. (2021). The Impact of Simulation Training on Student Motivation in Health Studies in France. Education Thinking, 1(1), 43–55. https://analytrics.org/article/the-impact-of-simulation-training-on-student-motivation-in-health-studies-in-france/
Main keyword:
Simulation training
Summary:
Simulation is a teaching method that has been insistently promoted in France over the recent period, in particular for the training of health students. Simulation training assigns the students an active role which is intended to strengthen their motivation. Thus, the more motivated students would be during the lessons, the more they would engage in their training, take up challenges, persevere, raise their performance level, and pass exams. Motivation therefore represents a powerful driver of learning that training systems cannot afford to ignore. Taking this into account, and reworking training engineering accordingly, is a challenge for training institutions and trainers. This article examines the links between the use of simulation training and student motivation in health studies in France. Scrutinising relevant education literature and health literature databases led to identify 24 relevant research articles. After analysis, the results suggest that indeed, simulation training does increase motivation in health students. Literature in this field mainly covers two complementary aspects, namely the determinants at work in the simulation-motivation process, and the conditions for implementing simulation training. However, the literature is silent on trainers’ perspective. The results of this literature review are of particular interest to institutions regarding the place to be given to simulation in training engineering, and to trainers as to how to conduct a simulation session.
More information:
Bérangère Laroudie holds a doctorate in Education and Training Sciences. She works as a Training Manager at the Institut de Formation en Soins Infirmiers – IFSI (Nursing Training Institute) of Limoges University Hospital, France. Her areas of interest are the professionalisation of nurses, competence-oriented pedagogy, and learner motivation.
A Review of Zoom Utilization in Higher Education During the COVID-19 Pandemic
Dissemination date:
Saturday, 24 June, 2023
Main subject area:
4: Theory and Practice of Teaching, Training, and Learning
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Published book
Name of author or of first author:
Lesly R. Krome
Reference:
Krome, L. R. (2021). A Review of Zoom Utilization in Higher Education During the COVID-19 Pandemic. Education Thinking, 1(1), 11–26. https://analytrics.org/article/a-review-of-zoom-utilization-in-higher-education-during-the-covid-19-pandemic/
Main keyword:
Online learning
Summary:
The COVID-19 pandemic stunned the world in 2020 resulting in governmental lockdowns bringing a halt to traditional face-to-face classes in the field of education (Czeisler et al., 2020). Institutions of higher education scrambled to find a means to remotely instruct students and the Zoom Video Communications conferencing tool was found to be a valuable piece of technology with which to do this. Following the transition to online classrooms, a wide array of research has been published regarding the experiences of teaching and learning during the COVID-19 pandemic through Zoom and similar conferencing software. A total of 32 peer-reviewed journal articles were identified as addressing the subject of higher education instruction during the COVID-19 pandemic using the Zoom conferencing tool. These articles were analyzed, and four main areas of investigation were identified: transitioning to the online classroom, comparison of online learning with teaching face-to-face, evaluation of online classroom experiences, and recommendations/best practice. A general theme surrounding the quality of online instruction was also recognized.
More information:
Lesly Krome, Assistant Professor in the Department of Psychology and Counseling at Southeast Missouri State University. While her PhD was earned in the field of psychology, she is very proud of both her role as an educator and her work with the Center for Intercultural and Multilingual Advocacy (CIMA) which works to enhance the educational experiences of ELL and ESL students. Her areas of interest in psychology include Industrial/Organizational topics (recruiting, leadership, the work-family interface, and generational and gender differences) while her interests in education include culturally responsive pedagogy and biography-driven instruction (BDI).
What Is Meant By ‘Teacher Quality’ In Research And Policy: A Systematic, Quantitative Literature Review
Dissemination date:
Saturday, 24 June, 2023
Main subject area:
6: Policy, Administration, and Management of Education
Language:
English
Country affiliation of author or of first author:
Australia
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Kane Bradford
Reference:
Bradford, K., Pendergast, D., & Grootenboer, P. (2021). What Is Meant By ‘Teacher Quality’ In Research And Policy: A Systematic, Quantitative Literature Review. Education Thinking, 1(1), 57–76. https://analytrics.org/article/what-is-meant-by-teacher-quality-in-research-and-policy-a-systematic-quantitative-literature-review/
Main keyword:
quality education
Summary:
The notion of ‘teacher quality’ is a concept that has dominated education research and policy for decades. While the terminology is widely accepted and used in the literature, it lacks a clear and consistent understanding and application in the field. Furthermore, the underpinning factors relating to ‘teacher’ and ‘teaching’ quality are regularly used interchangeably and often unintentionally. As a result, while the concept of ‘teacher quality’ is widely used and forms the basis of critical policy reform in Australia and internationally, its foundations are compromised due to this lack of clear definition and common intent. Moreover, with such disparate understandings and applications of ‘teacher quality’, assessing the viability and impact of policy and performance and comparing systemic outcomes in this area, in schooling systems, is increasingly difficult. Within this context, this study seeks to draw out, from a critical analysis of the literature, what is meant when the term ‘teacher quality’ is used in research and policy. A deliberate emphasis was placed on the Australian context with the intention of situating the findings in this setting. To achieve this, a Systematic, Quantitative Literature Review (hereafter SQLR) was conducted, adopting the formal methodology of Pickering and Byrne (2013). The SQLR produced 215 articles after exclusion protocols were applied. Forty-four themes emanating from these papers revealed that ‘teacher quality’ as a concept is invariably interconnected with notions of ‘teaching quality’, but the underlying constructs lack consistency and definition, despite an assumption that there is a shared understanding of the meaning. The findings suggest that the lack of clarity around this construct has allowed policy to drive a prevailing narrative, most recently characterised by a measurement and accountability agenda. As a result, professional expertise as well as interpersonal and psychosocial factors shown to impact the quality of teachers and their practice have been marginalised. It appears that what actually matters, in terms of impact in schools and performance of educators, is in the union of these concepts; ‘who’ teachers are and ‘what’ they do.
More information:
Kane Bradford is a PhD candidate. His research is examining the impact of public policy on the work and lives of teachers. In addition to his research, Kane is a practicing secondary school teacher and executive leader and has worked in public policy in Australia. Professor Donna Pendergast is Dean and Head, School of Education and Professional Studies at Griffith University. Donna has an international profile in the field of teacher education, particularly in the Junior Secondary years of schooling, which focuses on the unique challenges of teaching and learning in the early adolescent years. Professor Peter Grootenboer is currently the Director of the Griffith Institute for Educational Research at Griffith University. His research focus is on four key inter-related areas: practice and practice theory, action research, middle leadership (middle leading) and mathematics education. His research interests within these fields include: professional practice and practice development; leading change; and the affective dimension of learning.
Mapping the Contours of the Research on Learning to Teach with Technology: Clusters, Categories, and Missing Trajectories
Dissemination date:
Monday, 24 April, 2023
Main subject area:
4: Theory and Practice of Teaching, Training, and Learning
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Jeremy F. Price
Reference:
Price, J. F., Manlove, J., Morgan, Z., Arora, A., & Hall, T. (2023). Mapping the Contours of the Research on Learning to Teach with Technology: Clusters, Categories, and Missing Trajectories. Education Thinking, 3(1), 19–40. https://analytrics.org/article/mapping-the-contours-of-the-research-on-learning-to-teach-with-technology-clusters-categories-and-missing-trajectories/
Main keyword:
Teacher education
Summary:
This review of the literature examines research reports on learning to teach with technology between 2013 and 2019 to illuminate the characteristics of the field at multiple levels of granularity and to call attention to what is missing. We ask the question: What does the overarching paradigm of the field of research on learning to teach with technology look like? Using a mixed paradigmatic and data science-based analysis that involved qualitatively coding the methodologies, purposes, and approaches in the manuscripts and applying a hierarchical clustering of principal components algorithm, five clusters emerged on a two-dimensional axis that centered on exploring the teacher pipeline versus social and individual experiences on one axis and behaviors and practices versus attitudes and beliefs on the other. The field was found to be tightly centralized, and clusters overlapped and intersected with methods and outcomes bundled together in a milieu buffeted by neoliberal logics and a sense of techno-utopianism to largely support default theories around technology as a “fix” and as an end in itself to build the teacher workforce. This review finds several critical areas underrepresented, such as time- and context-bound ethnographic studies, approaches that center on anti-oppressive critical media literacy, understanding the ways technology can bridge the classroom with families and communities, and learning to teach with technology for equity and inclusion to support the sustainability and development of identities, communities, and a more democratic society.
More information:
Jeremy Price is Assistant Professor of Technology, Innovation, and Pedagogy in Urban Education at the IU School of Education-Indianapolis. Josh Manlove and Akaash Arora are students in the Urban Education PhD program at the IU School of Education-Indianapolis. Zachary Morgan is Executive Director of Effectiveness Research & Grants at Bellevue College. Ted Hall is Clinical Associate Professor in Urban Teacher Education at the IU School of Education-Indianapolis.
Unleashing Potential: The Power of Growth Mindset over Fixed Mindset
Dissemination date:
Monday, 24 April, 2023
Main subject area:
2: Adult Learning
Language:
English
Other language:
English
Country affiliation of author or of first author:
বাংলাদেশ
Type of publication:
Published book
Name of author or of first author:
Asikur Tutul
Reference:
Asikur Tutul (2023). Unleashing Potential: The Power of Growth Mindset over Fixed Mindset.
Main keyword:
Self Improvement
Summary:
"Unleashing Potential: The Power of Growth Mindset over Fixed Mindset" is a book that explores the concept of growth mindset and its transformative impact on individuals and society. It discusses how adopting a growth mindset, which emphasizes a belief in the ability to learn, improve, and adapt, can lead to personal and societal transformation. The book delves into the key principles of a growth mindset, such as embracing challenges, learning from failures, fostering resilience, promoting inclusivity and diversity, and cultivating collaboration and cooperation. It also highlights the role of education, leaders, and organizations in fostering a growth mindset culture. Overall, "Unleashing Potential" empowers readers with the knowledge and tools to unlock their potential and create positive change in their lives and communities through the power of a growth mindset.
Access:
Access link on Amazon: https://a.co/d/3KnJfbe
More information:
KDP Book Link: https://a.co/d/3KnJfbe
Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s
Dissemination date:
Monday, 20 March, 2023
Main subject area:
2: Adult Learning
Language:
English
Country affiliation of author or of first author:
New Zealand
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Diana Amundsen
Reference:
Amundsen, D. (2020). Sixty years of adult learning in Aotearoa New Zealand: Looking back to the 1960s and beyond the 2020s. Australian Journal of Adult Learning, 60(3), 444–466.
Main keyword:
social justice
Summary:
This article offers a historical analysis of the past sixty years of adult
learning in Aotearoa New Zealand and critically appraises events
which have shaped today’s context. Drawing on a substantial body of
research by key adult educators, researchers and scholars, the review
assesses historical, socio-cultural, and political factors that influenced
adult learning policies and practices. First, a brief discussion is given
of traditional Māori education, colonisation, bi-culturalism and multiculturalism for relevance to the Aotearoa New Zealand context. Next, a
historical analysis is offered in a decade-by-decade review. Looking back
over the past sixty years, this historical analysis exposes key influences
which have shaped adult learning in Aotearoa, and discusses trends
emerging as significant future directions going into and beyond the 2020s.
More information:
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The Role and Involvement of Dads in the Lives and Education of Their Children with Special Educational Needs and/or Disabilities within an Early Intervention Context
Dissemination date:
Monday, 20 March, 2023
Main subject area:
1: Early Childhood & Adolescence
Language:
English
Country affiliation of author or of first author:
Ireland, Éire
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Ke Ren
Reference:
Ren, K., & Mc Guckin, C. (2022). The role and involvement of dads in the lives and education of their children with special educational needs and/or disabilities within an early intervention context. Education Thinking, 2(1), 3–18.
Main keyword:
Dad-role
Summary:
This literature review prefaced a research project that explored dads’ role and involvement in the lives and education of their children with special educational needs and/or disabilities (SEN/D) within the context of early intervention (EI) (see Ren & Mc Guckin, 2022). We present a comprehensive, critical, and analytical review of the literature regarding the area of dad involvement in EI provided for children with SEN/D and their families. To conduct this review, key terminology was used to search in well-known, widely recognised, and distinguished research databases (e.g., Education Full Text, PsycINFO, Web of Science). The search yielded 112 results, from which 21 final articles were selected for inclusion. To begin, the historical perspective of fatherhood and dad involvement in the childbearing family is reviewed. This provides a necessary context for a deeper understanding of the central issues related to this area. To provide an explanation of the ways in which contemporary dads are influential, the review then explores the role and function of dads and their contributions to their child’s developmental outcomes. Such an exploration leads to a necessary critical review of recent research findings related to dads’ involvement in the lives of children with SEN/D and EI. This comprehensive review extends our knowledge in understanding the role and involvement of dads’ contributions to the outcome of their families and their children with SEN/D, particularly within an EI context.
More information:
Ke Ren holds a First-Class B.A. (Hons) Degree in Early Childhood Studies and a M.Ed. in Early Intervention. She is a Ph.D. candidate at the School of Education, Trinity College Dublin. Ke’s research interests are in the areas of early intervention, father/dad involvement, theoretical approaches (e.g., Bronfenbrenner) applied to early intervention practice, and inclusive education. Conor Mc Guckin, Ph.D., is an Associate Professor of Educational Psychology in the School of Education at Trinity College Dublin, Ireland. Conor is a Chartered Psychologist and Associate Fellow of both the British Psychological Society (BPS) and the Psychological Society of Ireland (PSI). ORCID: 0000-0001-5848-2709
Researcher-Expert Collaboration and the Involvement of Education Researchers in the Making of Education Policy
Dissemination date:
Monday, 20 March, 2023
Main subject area:
6: Policy, Administration, and Management of Education
Language:
English
Country affiliation of author or of first author:
France
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Guy Tchibozo
Reference:
Tchibozo, G. (2022). Researcher-Expert Collaboration and the Involvement of Education Researchers in the Making of Education Policy. Education Thinking, 2(1), 19–39.
Main keyword:
Research–Policy Collaboration
Summary:
Compared to what can be seen in such other public policy sectors as health or economy, researchers’ involvement in policymaking is less frequent in education. Given that policymaking is a collaborative process, this article explores how the collaboration rules, as well as differences in professional personalities and cultures among players, may trigger education researchers’ comparatively lesser involvement in the making of education policy. The article focuses on the collaboration between researchers and experts. Based on an analytical framework, an international survey of researchers and experts (N=114) with experience in collaboration in education policy making was conducted. Quantitative analysis (simple descriptive statistics and independence tests) of the data was carried out. The results show that the education researchers who participate in policy-making workgroups may find themselves faced with governance and knowledge-sharing rules they are not accustomed to, unmet expectations, and conflicts. It also appears that education researchers have professional personalities and cultures that significantly contrast with those of experts. It is suggested that such challenges and differences may generate both exclusion and self-exclusion of many education researchers from the making of education policy. More openness and professional changes are called for.
More information:
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The Role and Involvement of Dads in the Lives and Education of Their Children with Special Educational Needs and/or Disabilities within an Early Intervention Context
Dissemination date:
Monday, 20 March, 2023
Language:
English
Country affiliation of author or of first author:
Ireland, Éire
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Ke Ren
Reference:
Ren, K., & Mc Guckin, C. (2022). The role and involvement of dads in the lives and education of their children with special educational needs and/or disabilities within an early intervention context. Education Thinking, 2(1), 3–18.
Main keyword:
Dad-role
Summary:
This literature review prefaced a research project that explored dads’ role and involvement in the lives and education of their children with special educational needs and/or disabilities (SEN/D) within the context of early intervention (EI) (see Ren & Mc Guckin, 2022). We present a comprehensive, critical, and analytical review of the literature regarding the area of dad involvement in EI provided for children with SEN/D and their families. To conduct this review, key terminology was used to search in well-known, widely recognised, and distinguished research databases (e.g., Education Full Text, PsycINFO, Web of Science). The search yielded 112 results, from which 21 final articles were selected for inclusion. To begin, the historical perspective of fatherhood and dad involvement in the childbearing family is reviewed. This provides a necessary context for a deeper understanding of the central issues related to this area. To provide an explanation of the ways in which contemporary dads are influential, the review then explores the role and function of dads and their contributions to their child’s developmental outcomes. Such an exploration leads to a necessary critical review of recent research findings related to dads’ involvement in the lives of children with SEN/D and EI. This comprehensive review extends our knowledge in understanding the role and involvement of dads’ contributions to the outcome of their families and their children with SEN/D, particularly within an EI context.
More information:
Ke Ren holds a First-Class B.A. (Hons) Degree in Early Childhood Studies and a M.Ed. in Early Intervention. She is a Ph.D. candidate at the School of Education, Trinity College Dublin. Ke’s research interests are in the areas of early intervention, father/dad involvement, theoretical approaches (e.g., Bronfenbrenner) applied to early intervention practice, and inclusive education. Conor Mc Guckin, Ph.D., is an Associate Professor of Educational Psychology in the School of Education at Trinity College Dublin, Ireland. Conor is a Chartered Psychologist and Associate Fellow of both the British Psychological Society (BPS) and the Psychological Society of Ireland (PSI). ORCID: 0000-0001-5848-2709
Evolving Views: Gender Discourses and Young Children
Dissemination date:
Monday, 20 March, 2023
Main subject area:
5: Perspective-Guided Analyses of Education
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Annabelle Black Delfin
Reference:
Black Delfin, A. (2022). Evolving Views: Gender Discourses and Young Children. Education Thinking, 2(1), 41–57.
Main keyword:
Sex and gender
Summary:
As early childhood education is often approached through learning domains, this narrative review of literature traces some of the background theoretical work of the social/emotional learning domain, specifically looking at theoretical contributions in the area of the self, identity, and gender. Early childhood education is grounded in the developmental perspective. As such, two aspects of children’s early development within the social/emotional domain (the biological and the sociological), are examined. The research question prompting this review asked how adults’ understanding of gender discursively influences young children’s development of gender and identity. This narrative review seeks to qualitatively synthesize the chronological progression of theoretical explanations of gender emerging from research since 1966. It is recognized that the literature on gender is wide and that the sources and theories included here may not be exhaustive but do attempt to be comprehensive and provide a thread back over the last six decades spanning to the present that shows the evolving perceptions of gender. In looking at the thread of evolving perceptions about gender, it becomes evident that older generations (i.e., the adults of a given time) theorize and develop explanations and understandings regarding gender, and it is the younger generations (children of the given time) that enact the discursive information in each generation’s evolving perceptions of gender. Thus, how society, and particularly adults in society, view and treat gender has a profound effect on how children take up and enact gender. Future research may emerge out of feminist new materialism, where the materiality of gender signifiers, shared spaces, and embodied presentation stand to be examined as to their place in evolving views of gender.
More information:
Annabelle Black Delfin is an Assistant Professor at New Mexico State University and Western New Mexico State University. Additionally, she is an Education Consultant at University of New Mexico. Dr. Black Delfin’s background is in early childhood education. Her research areas include symbolic representation, gender and identity, cognitive development, and autism. Dr. Black Delfin can be reached at kablack1@nmsu.edu. ORCID#0000-0001-6343-5528. This literature review is derived from a recently defended dissertation: Black Delfin, K. A. (2018). Discursive Constructions of Gender in Early Childhood Education: A Feminist Poststructural Analysis. Doctoral Dissertation. New Mexico State University.
Rethinking Systematic Literature Reviews as the Gold Standard for Interdisciplinary Topics
Dissemination date:
Monday, 20 March, 2023
Main subject area:
7: Methodology of Educational Research
Language:
English
Country affiliation of author or of first author:
Canada
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Susan Drake
Reference:
Drake, S. M., Reid, J. L., & Savage, M. J. (2021). Rethinking Systematic Literature Reviews as the Gold Standard for Interdisciplinary Topics. Education Thinking, 1(1), 27–42.
Main keyword:
Systematic Literature Review
Summary:
As a team of diverse researchers, we sought a method to write a substantive literature review that could influence policy on integrated/interdisciplinary curriculum (IC). Simultaneously we engaged in action research during this process to improve as researchers. In two attempts to conduct a rigorous systematic literature review, we encountered numerous obstacles: multiple and amorphous definitions; dependency on authors’ keyword choices; the challenge of consistent application of inclusion criteria; our reluctance to include overlapping studies and to exclude respected qualitative studies; determining if the studies reflected true curriculum integration; and finally, measurement and validity issues. We concluded that systematic reviews may not be as surgical as we had hoped, but instead, can be messy and limiting. Our struggles serve as cautions for researchers investigating interdisciplinary topics such as IC. We offer our process and lessons learned for consideration: loosening inclusion criteria boundaries, ‘slow thinking’, and a prismatic approach to reviewing literature.
More information:
Susan Drake (sdrake@brocku.ca) is a Full Professor at Brock University. Her primary research interest is integrated curriculum and its connections to student academic achievement and motivation. Joanne Reid (jreid@brocku.ca) worked for many years for the Education Quality and Accountability Office in Ontario. Upon her retirement, she has worked as a part-time instructor at Brock University, teaching courses on assessment and evaluation. Michael Savage (msavage@brocku.ca) is an Associate Professor at Brock University and a licensed clinical psychologist in the province of Ontario. His research interests include mental health and wellness in educational settings and positive education.
Enhancing Learners’ Autonomy With E-Portfolios And Open Learner Models: A Literature Review
Dissemination date:
Monday, 20 March, 2023
Main subject area:
4: Theory and Practice of Teaching, Training, and Learning
Language:
English
Country affiliation of author or of first author:
France
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Sacha Kiffer
Reference:
Kiffer, S., Bertrand, E., Eneau, J., Gilliot, J.-M., & Lameul, G. (2021). Enhancing Learners’ Autonomy With E-Portfolios And Open Learner Models: A Literature Review. Education Thinking, 1(1), 1– 9.
Main keyword:
open learner models
Summary:
This article considers how e-portfolios improve learner autonomy in higher education, especially when using open learner models (OLMs). OLMs are artificial-intelligence-built representations of interactions between learners and instructional environments, where learners have access to data about their interaction patterns. The analysis is based on a review of 24 research articles. Results suggest that e-portfolios improve learner autonomy, especially by strengthening self-reflection capabilities. The review also identifies areas of e-portfolio and OLM research that require further investigation.
More information:
Sacha Kiffer is a research fellow in Educational Sciences at Université Rennes 2 (France). Since 2016, Sacha holds a PhD in Education. His focus is on the academic development of novice faculty members, especially how they develop their teaching competencies in their early career years. Éric Bertrand is an associate professor at Université Rennes 2. He has worked in industry for years in the area of training before getting a PhD in Education in 2006. Jérôme Eneau is a full professor of Adult Education at Université Rennes 2. Holder of a PhD in Andragogy (Université de Montreal) and an EdD (Université de Strasbourg), he worked for 20 years in industry as a trainer and training manager, before joining the University. Jean-Marie Gilliot is an associate professor at Telecom Bretagne, Institut Mines-Telecom (IMT). He is a member of the research team 3S (Smart, Social & Semantic), a part of the IHSEV Team of the Lab-STICC laboratory. His research interests include e-Education, Open learning environments, networked learning including MOOCs and social learning. Geneviève Lameul is a full professor in Educational Sciences at Université Rennes 2. Her PhD was carried out under the supervision of Prof. Philippe Carré (Université de Paris Ouest La Défense). Her work on “professional posture” and “teachers’ approaches to teaching” contributes to several themes of the SEDELA project.
Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms
Dissemination date:
Wednesday, 15 March, 2023
Main subject area:
7: Methodology of Educational Research
Language:
English
Country affiliation of author or of first author:
United Kingdom
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Saraswati Dawadi
Reference:
Dawadi, S., Shrestha, S. ., & Giri, R. A. . (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms . Journal of Practical Studies in Education , 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
Main keyword:
Mixed Methods Research
Summary:
The article positions mixed-method research (MMR) as a principled complementary research method to the traditional quantitative and qualitative research approaches. By situating MMR in an analysis of some of the common research paradigms, the article presents it as a natural choice in order to complement and cater to the increasingly complex needs of contemporary researchers. It proffers MMR as a flexible and adaptive conceptual framework for designing and conducting mixed methods research in a simplified manner. By explaining fundamental principles and major theoretical tenets of a mixed-methods approach, which involves both quantitative and qualitative data collection in response to research questions, it elucidates several benefits of adopting MMR since it integrates post-positivism as well as interpretivism frameworks. There is abundant literature around this research design aiming to provide researchers an understanding of the approach. Yet there is limited literature that provides illustrative guidance to research novices in comprehending mixed methods, understanding reasons for choosing it, and selecting an appropriate mixed methods design. Based on an analysis of some notable works in the field, this article provides an overview of mixed methods designs, discusses its main types, and explains challenges one can potentially encounter when in using them with a view to assisting early career researchers in particular and other researchers in general.
More information:
Saraswati Dawadi
Institute of Educational Technology, The Open University, UK
Sagun Shrestha
School of Applied Language and Intercultural Studies (SALIS), Dublin City University (DCU), Ireland
Ram A. Giri
Monash University English Language Centre, Monash College, Australia
Utilizing Humor to Enhance Leadership Styles in Higher Education Administration
Dissemination date:
Wednesday, 15 March, 2023
Main subject area:
6: Policy, Administration, and Management of Education
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Beverlyn E. Grace-Odeleye
Reference:
Grace-Odeleye, B. E. & Santiago, J. (2019). Utilizing Humor to Enhance Leadership Styles in Higher Education Administration. International Journal of Educational Leadership and Management, 7(2), 171- 202. DOI:10.17583/ijelm.2019.3912
Main keyword:
leadership theories and practice
Summary:
This review examined the literature addressing humor as a potential trait that may enhance leadership styles in higher educational administration. It provides an overview of current humor research from several disciplines of major contemporary leadership theories and styles in higher educational administration and develop and propose a theoretical link between humor as functional management communication for enhancement to other leadership characteristics. The framework developed in this analysis offer a suitable range of humor and its implications for leadership and leadership development in university environments for more effective leadership competencies to manage the multi-dimensional intricacies and practicalities. Additionally, the review provides strategic insights, and practical ways of incorporation of humor into leadership styles in higher education administration along with suggestions for further empirical exploration on relationships of humor and leadership effectiveness.
More information:
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Introduction pratique aux méthodes quantitatives en Sciences de l’éducation et de la formation
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
7: Methodology of Educational Research
Language:
Français
Country affiliation of author or of first author:
France
Type of publication:
Published book
Name of author or of first author:
Guy Tchibozo
Reference:
Guy Tchibozo (2019), Introduction pratique aux méthodes quantitatives en Sciences de l’éducation et de la formation, Atramenta. ISBN 9789523405011
Main keyword:
Méthodes quantitatives
Summary:
Cet ouvrage est un compagnon de route de l’éducationniste dans l’exploration, la maîtrise progressive et l’usage des méthodes quantitatives pour l’analyse et la recherche en éducation et formation. Il est conçu de façon à accompagner l’utilisateur, des premiers stades de la formation jusqu’à l’autonomie. À cette fin, l’étendue du contenu présenté est des plus larges, allant des notions de base de statistique descriptive jusqu’à des méthodes avancées comme les modèles d’équations structurelles. S’adressant à un public non-familier des méthodes quantitatives, l’ouvrage privilégie une approche pratique, l’utilisation de logiciels statistiques, et des exemples illustrant les règles de procédure et d’interprétation.
More information:
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The European Union policy for vocational education and training
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
6: Policy, Administration, and Management of Education
Language:
English
Country affiliation of author or of first author:
France
Type of publication:
Published book
Name of author or of first author:
Guy Tchibozo
Reference:
Guy Tchibozo (2022), The European Union policy for vocational education and training, Stylit. ISBN: 978-952-390-167-4
Main keyword:
Vocational training policy
Summary:
Sixty years of vocational education and training policy in the European Union: this book presents the main developments, orientations, and achievements of the EU VET policy, and explains its rationale and functioning. The book shows how the European Commission, the Member States, the social partners, and civil society, interact through both the "Community method" and the "Open method of coordination" within the framework of the Copenhagen Process. The book highlights how the Union shapes Member States' approaches to the content of VET programmes, the conditions for accessing VET, and the acquisition, validation, certification, and international recognition of skills and qualifications.
Access:
More information:
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Working Together for Soil Health: Liberating Structures for Participatory Learning in Extension
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
5: Perspective-Guided Analyses of Education
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Carol R. McFarland
Reference:
McFarland, C. R., Friedrichsen, C., Tao, H., & Friesen, M. L. (2022). Working Together for Soil Health: Liberating Structures for Participatory Learning in Extension. The Journal of Extension, 60(2), Article 2. https://doi.org/10.34068/joe.60.02.02
Main keyword:
Participatory learning
Summary:
Liberating Structures (LS) provide a user-friendly toolkit to shift group power dynamics and allow all
stakeholders to contribute. We explored the novel use of LS in soil health extension to conduct high-engagement
events with diverse stakeholders. Our goals were to promote social learning, networking, and to encourage innovation. Soil health themes emerged highlighting specific practices, and the necessity of addressing broader scope
issues of education, economics, and policy. Participants reported increased knowledge of soil health, professional
connections, and forecasted participation in soil-health-promoting activities. Participants also expressed a sense of
community, expanded perspectives, and appreciation of the co-development process.
More information:
Acknowledgements: “This project was funded by the Washington State Soil Health Initiative (SHI). The
SHI is funded by the state of Washington and was created to address knowledge gaps, better understand
linkages, and provide better guidance to stakeholders related to soil health.” This work was supported by
United States Department of Agriculture (USDA-ARS NACA #58-3064-8-002), an agreement with the
University of Idaho. This research was a contribution from the Long-Term Agro-ecosystem Research
(LTAR) network. LTAR is supported by the United States Department of Agriculture. This work was also
supported by the USDA National Institute of Food and Agriculture[Hatch project 1014527]. "Support was
also provided to MLF by the USDA National Institute of Food and Agriculture, Hatch project 1014527."
Teaching Evidence-Based Subject Didactics in Primary Teacher Education
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
4: Theory and Practice of Teaching, Training, and Learning
Language:
English
Country affiliation of author or of first author:
Eesti
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Esta Sikkal
Reference:
Esta Sikkal, Krista Uibu, Irja Vaas, Tiia Krass (2021), Teaching Evidence-Based Subject Didactics in Primary Teacher Education, International Electronic Journal of Elementary Education, 13(5), 639-649. DOI: 10.26822/iejee.2021.218
Main keyword:
Primary Teacher Education
Summary:
For contemporary teaching, teachers need good
knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment of subject didactics, a scoping literature review was carried out to analyse the scientific literature. Twenty-five articles were chosen from different databases in the field of study. Data analyses revealed three domains of subject didactics: content knowledge, pedagogical content knowledge and knowledge of subject specific assessment. These domains included various components which were used for developing a theoretical model for teaching subject didactics within the framework of primary teacher education. The results indicated how to organise university courses on subject didactics for primary teachers. First, teachers’ content knowledge and
pedagogical knowledge should be treated in an integrated way. Second, integrating pedagogical knowledge with subject didactics enables teacher education to be shaped so that students understand the teaching profession at an early stage. Third, studying subject didactics on both
a theoretical and empirical level is the driving force for developing syllabi in primary teacher education.
More information:
Esta Sikkal, Institute of Education, University of Tartu,
Tartu, Estonia
E-mail: esta.sikkal@ut.ee
ORCID: https://orcid.org/0000-0002-8278-2557
Corresponding Author: Krista Uibu,
Institute of Education, University of Tartu, Estonia.
E-mail: krista.uibu@ut.ee
ORCID: https://orcid.org/0000-0001-6740-1771
Irja Vaas, Institute of Education, University of Tartu, Tartu,
Estonia
E-mail: irja.vaas@ut.ee
ORCID: https://orcid.org/0000-0001-5559-8204
Tiia Krass, Institute of Education, University of Tartu, Tartu,
Estonia
E-mail: tiia.krass@ut.ee
ORCID: https://orcid.org/0000-0002-1247-4305
A Contemporary Theory of Mathematics Education Research
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
3: Educating and Training Learners in Subject Areas
Language:
English
Country affiliation of author or of first author:
United Kingdom
Type of publication:
Published book
Name of author or of first author:
Tony Brown
Reference:
Tony Brown (2020), A Contemporary Theory of Mathematics Education Research, Springer. ISBN(eBook): 978-3-030-55100-1
Main keyword:
Social theory
Summary:
This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.
Access:
-
More information:
Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University. His research mainly considers mathematics education and teacher education through the lens of contemporary social theory. He has written nine previous books and many journal articles in these areas.
CVET in Europe: the way ahead
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
2: Adult Learning
Language:
English
Country affiliation of author or of first author:
France
Type of publication:
Published book
Name of author or of first author:
Guy Tchibozo
Reference:
Cedefop (2015). CVET in Europe: the way ahead. Luxembourg: Publications Office of the European Union. Cedefop reference series.. ISBN: 978-92-896-1924-0
Main keyword:
Vocational education and training
Summary:
This publication takes stock of recent Cedefop research on CVET. It analyses how CVET contributes to reaching economic and social policy objectives of the European Union regarding inclusion, employment, innovation, productivity, competitiveness and growth. CVET is approached as a multidimensional, multistakeholder and multilevel interface between learning and the labour market. The analysis outlines recent achievements in practices and policies of work-based learning, guidance, validation and quality. The publication also highlights gaps and challenges for future CVET policies, in particular improving information and guidance, making participation easier for learners and small enterprises, securing validation mechanisms, and reinforcing quality and monitoring.
More information:
Complementary reference: ISSN: 2363-216X doi:10.2801/034661
Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3
Dissemination date:
Tuesday, 14 March, 2023
Main subject area:
1: Early Childhood & Adolescence
Language:
English
Country affiliation of author or of first author:
United States
Type of publication:
Article published in a peer-reviewed journal
Name of author or of first author:
Arya Ansari
Reference:
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2019). Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3. American Educational Research Journal, 56(4), 1495–1523. https://doi.org/10.3102/0002831218817737
Main keyword:
Persistence
Summary:
This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered prekindergarten the following year demonstrating stronger academic skills and less optimal social behavior than their peers with no earlier educational experience. However, these academic benefits were short-lived and did not persist through the end of prekindergarten, in large part because children who did not attend these programs at age 3 caught up with their classmates who did. Roughly a quarter of this convergence in academics was attributed to children’s subsequent classroom experiences.
More information:
ARYA ANSARI, PhD, is a postdoctoral research associate in the Center for Advanced
Study for Teaching and Learning at the University of Virginia, 405 Emmet Street
South, Charlottesville, VA 22904; e-mail: aa2zz@virginia.edu. His research focuses
on understanding how contextual factors influence the early learning and development of children from disadvantaged backgrounds, with the aim of informing policies and intervention programs that can benefit such children.
ROBERT C. PIANTA, PhD, is Dean of the Curry School of Education and Human
Development and the Novartis U.S. Foundation Professor of Education at the
University of Virginia. His research and policy interests focus on the measurement
and improvement of teachers’ effectiveness in the classroom.
JESSICA V. WHITTAKER, PhD, is an assistant research professor at the Center for Advanced
Study of Teaching and Learning at the University of Virginia. Her research is focused
on examining the association between early teacher-child interactions and children’s
academic and social-emotional outcomes, particularly for those from underserved
and underrepresented groups.
VIRGINIA E. VITIELLO, PhD, is a research assistant professor at the University of Virginia’s
Curry School of Education and Human Development. She is a developmental psychologist with an interest in applied research in child care and school-based settings.
Her research focuses on how classroom settings shape young children’s engagement
and learning.
ERIK A. RUZEK, PhD, is a research assistant professor at the Center for Advanced Study
of Teaching and Learning, University of Virginia. His research illuminates the classroom processes that promote student engagement, motivation, and learning, with
a special interest in understanding the predictors and consequences of students’ perceived experiences in classrooms.