Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators

Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification.     

The impacts of network centrality and self‐regulation on an e‐learning environment with the support of social network awareness

An e‐learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA‐related e‐learning environment. Additionally, self‐regulation behavior significantly influences online learning of students. However, exactly how network centrality and self‐regulation influence learning behavior and effectiveness in an e‐learning environment remains unclear. Therefore, this study investigates how both variables (ie, network centrality and self‐regulation) impact student learning in an SNA‐related e‐learning environment. Analytical results indicate that the student group with high‐level centrality and low‐level self‐regulation more significantly progresses in learning achievement than the other groups. The second finding shows the group also has the highest number of students asking for help, revealing they have the highest system utilization rate.     

Effects of Mexican Immigrant Parents’ Daily Workplace Discrimination on Child Behavior and Family Functioning

This study investigated Mexican immigrant parents’ reports of perceived workplace discrimination and their children's behavior, parents’ moods, and parent–child interactions. Parents of one hundred and thirty‐eight 3‐ to 5‐year‐old children were asked to complete one survey daily for 2 weeks (N = 1,592 days). On days when fathers perceived discrimination, fathers and mothers reported more externalizing child behaviors, and mothers reported fewer positive child behaviors. When mothers perceived discrimination, they reported more externalizing child behaviors; fathers reported more internalizing child behaviors. Parents reported worse mood on days with perceived discrimination. Perceived discrimination was not strongly related to parent–child interactions. For fathers, but less so for mothers, those whose psychological acculturation indicated separation had more negative relations between daily perceived workplace discrimination and child and family outcomes.     

Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand

This article reports different ways researchers work with stakeholders in national projects targeted at raising achievement of students. Specifically, New Zealand has a persistent high performance–low equity profile in international tests, with indigenous Māori students and immigrants from the Pacific Islands most at risk of underachievement and of leaving school without qualifications. Policy has aimed to address this issue largely through provision of high-quality professional development to enhance effectiveness of practice. The notion of a continuum of collaboration is proposed; examples are presented that are positioned at different points in terms of the ideal of coconstructed, evidence-based judgments and decisions. The examples represent models or ways of working and the analysis captures both the varied nature of the interface that researchers have with policy makers, ministry officials, deliverers of professional development, and schools, and the affordances and tensions that accompany each model. Student achievement outcomes are identified.     

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.     

Critical thinking as room for subjectification in Education for Sustainable Development

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.     

Analysing senior secondary mathematics teaching using the Knowledge Quartet

Educational Studies in Mathematics - The multi-faceted nature of mathematics knowledge for teaching, including pedagogical content knowledge (PCK), has been studied widely in elementary classrooms,...     

“I’m not the only victim…” student perceptions of exploitative supervision relation in doctoral degree

Higher Education - Drawing on a five-ethical principles framework, this study examines how the thirteen recruited doctoral students across disciplines in Hong Kong interpret the idea of and...     

Pity and Justice in Rousseau's Emile: Developing a Concern for the Common Good

Scholarly accounts of the training of pity in Jean-Jacques Rousseau's Emile focus on how Emile's tutor activates the psychological mechanisms necessary for the feeling of pity in book 4 of the text. This account is inadequate, for it fails to show how Emile acquires the evaluative ability to make the judgment about who deserves pity as well as the willingness to adjudicate his own and others' interests. In this article, Wing Sze Leung argues that books 1 through 3 lay the foundation by developing in Emile the attitudes and dispositions that guide him in his judgment-making about which kind of life he should pursue. Books 4 and 5 then develop Emile's ability to make interpersonal judgments of pity through habituated practice. By gradually cultivating Emile's sensitivity to the potential conflict between his self-interests and others' well-being, as well as the resolution to refrain from infringing on others' interests and to pursue the common good, Rousseau's long-term educational project molds Emile's disposition to act as justice demands. The article concludes with a brief response to some criticisms about Rousseau's educational project.