Journal of Education

Olsen, Amanda A.; Bailey-Watters, Jennifer; Green, Ambra L.; Vega-Uriostegui, Teresa

doi: 10.1177/00220574251316888pmid: N/A

The purpose of this study is to investigate whether there is a moderation effect between perceptions of school-level autonomy and teacher race/ethnicity on job satisfaction using the National Teacher and Principal Survey. The participants included 25,360 teachers from 5140 public schools representing a weighted sample of 2.35 million teachers. Results from multilevel modeling found that when there were high levels of autonomy, White teachers perceived more job satisfaction compared to Teachers of Color generally. However, when disaggregating Teachers of Color, White teachers were more satisfied compared to Hispanic teachers, when there were high levels of perceived school autonomy.

Ekpe, Leslie; Weinberg, Nicole; Daly, Garrison; Przymus, Steve; Hernandez, Frank; Huddleston, Gabriel; Kyzar, Kathleen

doi: 10.1177/00220574251318295pmid: N/A

Drawing from the National Hispanic Male Teacher Survey (NHMTS) pilot in Texas, this paper aims to expand efforts to recruit, prepare, support, and sustain Hispanic male teachers in K-12 institutions. The findings drawn from 839 educators present becoming a future role model to Hispanic students, dismantling stereotypical assumptions around being Hispanic and male, confronting racism within the teacher role, and the burden of being the translator, disciplinarian, and educator all in one. Our study contributes to the differentiation of teacher recruitment and retention strategies when addressing the underrepresentation of racially and ethnically minoritized educators in the teacher workforce.

Dil Dilimulati, Maihemuti; Hossain Dhali, Helal; Ghosh, Ratna

doi: 10.1177/00220574251318312pmid: 41938795

This paper examines the perspectives and experiences of Canadian secondary school students on violent extremism. Through interviews with students (n = 36), the study highlights a significant lack of critical understanding of the topic. Although students perceive their teachers as competent, discussions on violent extremism are notably absent in classrooms, leading students to over-rely on informal sources such as social media, often rife with misinformation. Furthermore, many students tend to overemphasize Islamist extremism while showing no knowledge about right-wing or other forms of extremism. Some Muslim students report facing identity crises and discrimination due to prevailing discourses around Islam and violence.

Spadafora, Natalie; Reid-Westoby, Caroline; Janus, Magdalena

doi: 10.1177/00220574251320091pmid: N/A

The current study aimed to understand the perceptions of kindergarten and primary (Grades 1 and 2) educators in Ontario, Canada, regarding their students’ developmental and academic skills and their own mental health during the 2021 to 2022 school year. Participants comprised 402 Ontario educators who completed an online survey. Educators perceived their students to be struggling in many areas. Results revealed that educators perceived their young students to be struggling in areas of their development, including overall and academic skills (both literacy and mathematics). Compared to their kindergarten educator counterparts, primary teachers were more likely to report that their current students were behind, both academically and developmentally. A third reported moderate levels of anxiety, while two-thirds reported moderate levels of depression. Anxiety was also found to be associated with educators’ perception of their students’ physical and socioemotional skills. Our findings suggest increased support is needed for young children’s developmental and academic progress who experienced many disruptions to their learning, as well as increased mental health support for educators.

Thurston, Emily; Nguyen, JoeAnn; Butler, Tequila; Compitello, Pete

doi: 10.1177/00220574251320092pmid: N/A

This qualitative case study examines the implementation of humanizing pedagogies in 18 English language arts classrooms. Using semi-structured interviews and observations, we investigated how ELA teachers navigated policy mandates and a compliance culture while enacting reflexive, responsive, and student-centered instruction. As a problem of practice, our findings highlight neoliberal and new managerial barriers to humanizing pedagogy, underscoring the significance of a whole-child approach at all levels of the education system, particularly in contexts where standardized assessments dominate concepts of educational equity and excellence.

Natali, Cassandra; Duff, Dawna

doi: 10.1177/00220574251324233pmid: N/A

Collaboration between professionals allows for optimal student outcomes in the school setting. A shift in the educational system, including the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, the use of Multi-Tiered System of Supports (MTSS) and changes in curriculum standards have increased the need and expectation for school-based speech-language providers to engage in collaborative practices. The aim of this study was to identify practices used in speech-language providers in public schools to collaborate and barriers to collaboration. To address this question, speech-language providers working in public schools (n = 151) were surveyed. Data was analyzed both qualitatively and quantitatively. Most collaborated regularly with special education teachers, occupational therapists (OTs), and school psychologists. Lack of time was reported to be a major barrier to more significant collaboration. Few providers reported having shared planning time with special education teachers. Clinical practices, implications, and real-world solutions are discussed.