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1 – 3 of 3This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching…
Abstract
Purpose
This study aims to explore the self-efficacy of social studies teacher education working with lesbian, gay, bisexual, transgender and queer (LGBTQ) preservice teachers, teaching LGBTQ content in their methods courses, and helping the preservice teachers they teach in those classes reduce their bias and prejudice against LGBTQ individuals.
Design/methodology/approach
This study, framed by self-efficacy theory, employs a mixed methods approach, qualitative semistructured interviews (n = 6) and quantitative (Likert-scale) survey questions (n = 174).
Findings
Participants reported high self-efficacy in working with LGBTQ students but showed decreased efficacy in teaching about LGBTQ content and helping reduce preservice teacher LGBTQ bias. Participants suggested that time in the curriculum, lack of knowledge about LGBTQ topics/issues, and the lack of institutional support are some of the leading barriers to LGBTQ inclusion in the social studies teacher preparation curriculum.
Originality/value
This is the only work conducted at this scale to examine social studies teacher educators' self-efficacy in LGBTQ-inclusion in methods courses. It has implications for increasing this self-efficacy to help make P-16 social studies education LGBTQ-inclusive.
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The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of…
Abstract
Purpose
The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs.
Design/methodology/approach
After identifying studies utilizing inclusion and exclusion criteria and a variety of relevant databases, chosen studies were organized into three categories based on e-mentoring practices.
Findings
Results reflect chat-room-based e-mentoring and e-mentoring with a video component both to have various affordances and collaborative features. These forms of e-mentoring can potentially be relevant to new teachers’ needs, may promote community and are disconnected from mentees’ school systems. A third form of e-mentoring, virtual reality e-mentoring, however, has the potential for accessibility issues and lack of relevancy to the mentoring process.
Originality/value
Chat-room-based e-mentoring and e-mentoring with a video component may benefit new teachers who do not have access to in-person mentors. However, these forms of e-mentoring may necessitate a component that ensures mentors and mentees alike remain consistently engaged in the e-mentoring process.
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John M. Violanti and Michael E. Andrew
Policing requires atypical work hours. The present study examined associations between shiftwork and pregnancy loss among female police officers.
Abstract
Purpose
Policing requires atypical work hours. The present study examined associations between shiftwork and pregnancy loss among female police officers.
Design/methodology/approach
Participants were 91 female officers with a prior history of at least one pregnancy. Shiftwork information was assessed using daily electronic payroll work records. Any prior pregnancy loss (due to miscarriage) was self-reported. Logistic regression estimated odds ratios (OR) and 95% confidence intervals (CI) for main associations.
Findings
On average, the officers were 42 years old, had 14 years of service, and 56% reported a prior pregnancy loss. Officers who worked dominantly on the afternoon or night shift during their career had 96% greater odds of pregnancy loss compared to those on day shift (OR = 1.96, 95% CI:0.71–5.42), but the result was not statistically significant. A 25% increase in percent of hours worked on night shift was associated with 87% increased odds of pregnancy loss (OR = 1.87, 95% CI:1.01–3.47). Associations were adjusted for demographic and lifestyle factors. Objective assessment of shiftwork via electronic records strengthened the study. Limitations include small sample size, cross-sectional design and lack of details on pregnancy loss or the timing of pregnancy loss with regard to shiftwork.
Research limitations/implications
The present study is preliminary and cross-sectional.
Practical implications
With considerable further inquiry and findings into this topic, results may have an impact on police policy affecting shift work and pregnant police officers.
Social implications
Implication on the health and welfare of police officers.
Originality/value
To our knowledge, there are no empirical studies which associate shiftwork and pregnancy loss among police officers. This preliminary study suggested an association between shiftwork and increased odds of pregnancy loss and points out the need for further study.
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