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Article
Publication date: 4 June 2018

Hooria Jazaieri

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

Abstract

Purpose

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

Design/methodology/approach

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

Findings

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

Research limitations/implications

This is not a formal review or meta-analysis.

Practical implications

This paper will be a useful resource for teachers and those interested in PK-20 education.

Social implications

This paper highlights the problems and opportunities for bringing compassion into education settings.

Originality/value

To date, no review of compassion in PK-20 exists.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

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Book part
Publication date: 16 August 2016

Jill Alexa Perry and Debby Zambo

Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In…

Abstract

Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In response to this, the Carnegie Project on the Education Doctorate (CPED), a collaborative project consisting of 80+ schools of education located in the United States, Canada, and New Zealand were established to undertake a critical examination of the EdD and develop it into the degree of choice for educators who want to generate knowledge and scholarship about practice or related policies and steward the education profession. However, programmatic changes in higher education can bring both benefits and challenges (Levine, 2005). This chapter explains: the origins of the education doctorate; how CPED as a network of partners has changed the EdD; the use of bi-annual Convenings as spaces for this work; CPED’s three phases of membership that have built the network; CPED’s path forward.

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

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Article
Publication date: 10 September 2018

Brian Furgione, Kelsey Evans, Irenea Walker and William B. Russell III

Over the last 40 years, K-12 education has seen a continuous and significant increase in the amount of mandated standardized testing. This rise in standardized testing has…

Abstract

Purpose

Over the last 40 years, K-12 education has seen a continuous and significant increase in the amount of mandated standardized testing. This rise in standardized testing has led many in the field to question the extent to which these tests are affecting students, teachers and schools. The purpose of this paper is to explore the results of a social studies standardized test, specifically, the Florida Civics End-of-Course assessment.

Design/methodology/approach

Researchers used population data for seventh grade students and aggregated countywide proficiency rates from 2013–2016 for comparative statistical measures. Descriptive statistics and regression analyses were utilized to identify emerging trends using mean proficiency percentages when accounting for race, gender and socioeconomic status.

Findings

Initial findings indicated disparity within each subgroup (R2=0.511 (2013–2014), 0.500 (2014–2015) and 0.456 (2015–2016)). Following an analysis of the results, the conclusion and implications discuss the influence of standardized testing in social studies education.

Originality/value

This is a large-scale project that has never been done.

Details

Social Studies Research and Practice, vol. 13 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

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Book part
Publication date: 6 August 2019

Manya C. Whitaker and Kristina M. Valtierra

Abstract

Details

Schooling Multicultural Teachers
Type: Book
ISBN: 978-1-78769-717-1

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Article
Publication date: 5 May 2015

Martha McCarthy

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments…

Abstract

Purpose

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders.

Design/methodology/approach

The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead.

Findings

Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper.

Research limitations/implications

Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation.

Practical implications

We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum.

Originality/value

The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

Details

Journal of Educational Administration, vol. 53 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Abstract

Details

Schooling Multicultural Teachers
Type: Book
ISBN: 978-1-78769-717-1

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Book part
Publication date: 22 February 2017

Abstract

Details

The School to Prison Pipeline: The Role of Culture and Discipline in School
Type: Book
ISBN: 978-1-78560-128-6

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Book part
Publication date: 9 November 2020

Tremaine R. Young and Crystal R. Chambers

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in…

Abstract

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.

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Book part
Publication date: 1 January 2001

Peter B. Dixon and Maureen T. Rimmer

Abstract

Details

Dynamic General Equilibrium Modelling for Forecasting and Policy: A Practical Guide and Documentation of MONASH
Type: Book
ISBN: 978-0-44451-260-4

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Book part
Publication date: 28 February 2019

Abstract

Details

Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

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