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Abstract

Details

Implementing Trauma-informed Pedagogies for School Change: Shifting Schools from Reactive to Proactive
Type: Book
ISBN: 978-1-83797-000-1

Abstract

Details

Implementing Trauma-informed Pedagogies for School Change: Shifting Schools from Reactive to Proactive
Type: Book
ISBN: 978-1-83797-000-1

Book part
Publication date: 11 December 2023

Youmen Chaaban and Rania Sawalhi

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The…

Abstract

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The disruption continued throughout much of 2020, and the need to adapt to arising changes and concerns permeated all aspects of teacher education, particularly the practicum experience. The chapter presents our attempt to investigate the influence of an adapted practicum experience which was based on the synthesis of qualitative evidence (SQD) model on the development of six student teachers’ technology knowledge and skills. Using a qualitative case study research design, we collected data from multiple data sources, including pre–post-interviews and weekly reflection logs. Quantitative data collected from a pre–post-administration of the SQD survey and TPACK (Technological Pedagogical and Content Knowledge)-practical survey were used to triangulate the qualitative data. Findings from the thematic analysis and descriptive statistical analysis revealed evidence for participants’ increased TPACK-practical knowledge and skills, specifically in the domains of practical teaching and curriculum design. However, an emerging theme revealed that participants considered technology before pedagogy during instructional design. Findings also revealed two challenges to participants’ further development, namely working within a restricted learning environment and experiencing limited mentoring opportunities. We illustrated several implications for the design of the practicum experience and the required institutional support within the context of continued disruption to education and thereafter.

Details

Higher Education in Emergencies: Best Practices and Benchmarking
Type: Book
ISBN: 978-1-80117-379-7

Keywords

Article
Publication date: 14 November 2023

Nicole Mockler

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and…

Abstract

Purpose

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times.

Design/methodology/approach

The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent.

Findings

The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens.

Originality/value

Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.

Details

History of Education Review, vol. 52 no. 2/3
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 22 August 2023

Nicole Brownlie, Katie Burke and Luke van der Laan

The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was…

Abstract

Purpose

The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.

Design/methodology/approach

Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.

Findings

The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.

Research limitations/implications

The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.

Originality/value

To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

Open Access
Article
Publication date: 4 September 2023

Hamzah S. Rajeh

Incorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers'…

Abstract

Purpose

Incorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers' readiness and willingness to apply FL. So, it aims to describe Saudi EFL teachers' readiness and willingness to apply FL in language classrooms and to find suitable guidelines for Saudi EFL professional development (PD) designers to follow.

Design/methodology/approach

This descriptive study involved 153 male and female Saudi EFL teachers as participants, investigating the perspectives and perceptions of these teachers within the context of foreign language teaching in Saudi Arabia. Surveys in Qualtrics were employed as the primary data collection tool for the study.

Findings

Results showed that teachers' self-efficacy of their current teaching was high. Most participants had positive attitudes and abilities related to FL, although they also identified potential challenges related to its engagement and assessment. Teachers expressed a strong willingness to participate in PD in this area, with a preference for online videos and group workshops.

Originality/value

The study emphasizes the importance of PD for Saudi EFL teachers. In addition, it offers guidelines for planning effective PD.

Details

Saudi Journal of Language Studies, vol. 3 no. 4
Type: Research Article
ISSN: 2634-243X

Keywords

Abstract

Details

Implementing Trauma-informed Pedagogies for School Change: Shifting Schools from Reactive to Proactive
Type: Book
ISBN: 978-1-83797-000-1

Book part
Publication date: 24 October 2023

Deja Bailey and Matthew J. Etchells

Twenty-first century education has been reconfigured to keep up with growing societal shifts in an effort to support a wide variety of learners. As changes occur, the workload for…

Abstract

Twenty-first century education has been reconfigured to keep up with growing societal shifts in an effort to support a wide variety of learners. As changes occur, the workload for teachers continues to expand with little to no support and resources within classroom spaces to keep up with the current times. Post pandemic, the expectations and systems have shifted emphasizing the need for more programming around social emotional learning and systems to help mitigate the learning disruption. The insurmountable pressure placed on teachers has led to a robust and persistent departure of the profession causing the entire education system to rethink the policies, structures, and systems that influence teacher burnout.

Article
Publication date: 25 March 2024

Alistair Goold

This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools…

Abstract

Purpose

This paper investigates the interplay between consequences in restorative practices (RP) and the synergies with responsive classroom, particularly in international schools. Addressing critics who deem RP a “soft option”, the study defines “restorative consequences” within the RP framework. It analyses literature and three school policies, focusing on international school needs. Emphasising the importance of accountability, the paper explores the role of logical consequences in preventing perceived permissiveness. By comparing RP and Responsive Classroom, it seeks to guide school leaders in aligning transformative change with their vision and values. This paper aims to enhance understanding, offer practical insights and address challenges in RP implementation.

Design/methodology/approach

This research delves into the relationship between RP and consequences in international schools, addressing concerns about RP’s perceived lack of accountability. It defines “restorative consequences” within the RP framework, examining RP integration into school policies. Through a literature review and analysis of three RP policies, the study extracts insights for international schools, emphasising the role of logical consequences in preventing perceived permissiveness. In addition, a comparative evaluation of responsive classroom and RP identifies effective models for transformative change. The research aims to empower international school leaders with informed decision-making, offering insights into challenges and strategies for effective RP implementation in alignment with institutional values.

Findings

In delving into the positive discipline approach advocated by responsive classroom, it becomes evident that there exists a potential synergy between various disciplinary systems. Emphasising logical consequences as a pivotal component in school behaviour policies, it is crucial to apply them through the lens of social discipline window (SDW), specifically the “with” approach, incorporating both high levels of support and accountability. Recognizing this dynamic is essential as the authors endeavour to construct effective policies that not only align with responsive classroom values and methods but also prove practical in real-world application. Furthermore, within the international context, responsive classroom has demonstrated its ability to address the social and emotional needs of third culture kids. This revelation presents compelling grounds for the adoption of responsive classroom in international schools contemplating systemic transformations.

Research limitations/implications

The study acknowledges limitations stemming from the reviewed RP policies, primarily the exceptional one derived from a large, well-supported school district, which may not be universally applicable, especially in diverse international schools. The potential for reputational damage to RP exists if policies lack comprehensive detailing and troubleshooting for varied classroom scenarios. Teacher testimonials carry significant weight, necessitating greater involvement in RP training and research. International schools face unique challenges in achieving staff “buy-in”, requiring culturally responsive training to overcome Western-centric perceptions. The clash of RP with authoritarian cultures poses challenges, emphasising the need for clear values.

Practical implications

While the exemplary RP policy reviewed is from a large, well-supported school district, this may not apply universally, particularly in international schools with diverse affiliations. To safeguard RP’s reputation, detailed policies addressing classroom nuances are crucial. Recognising the influence of teacher testimonials and involving educators in RP training and research is pivotal. International schools face a unique challenge in ensuring staff alignment with RP, requiring culturally responsive training to dispel Western-centric perceptions. Acknowledging RP’s clash with authoritarian cultures, schools must establish clear values. Drawing from educational theorists, future RP research should explicitly explore the consequences–RP relationship, enhancing the understanding of the SDW

Social implications

The research’s social implications emphasise the need for transparent and detailed RP policies to prevent reputational damage and rejection. Recognising the influence of teacher testimonials, active involvement of educators in RP training is crucial. For international schools, culturally responsive training is vital to overcome Western-centric perceptions and ensure staff alignment. The study underscores the challenge of RP conflicting with authoritarian cultures, emphasising the importance of clear values. Furthermore, it advocates for a nuanced dialogue on the consequences–RP relationship to enhance understanding within the SDW. These implications stress context-specific and inclusive approaches for effective RP implementation in diverse educational settings.

Originality/value

The research offers significant originality by addressing the underdeveloped literature on the role of RP in international schools. It contributes novel insights by defining “restorative consequences” within the RP framework and examining the interplay between consequences and RP in school policies. The comparative evaluation of Responsive Classroom and RP adds a distinctive dimension, guiding international school leaders in transformative decision-making. Moreover, the study advocates for a culturally responsive approach, challenging Western-centric perceptions. This unique focus on consequences, accountability and cultural considerations positions the research as a pioneering contribution, offering valuable perspectives for effective RP implementation and policymaking in diverse educational settings.

Details

On the Horizon: The International Journal of Learning Futures, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1074-8121

Keywords

Open Access
Article
Publication date: 8 January 2024

Michael DiCicco and Shawn A. Faulkner

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over…

Abstract

Purpose

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

Design/methodology/approach

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Findings

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Research limitations/implications

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Practical implications

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

Originality/value

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

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