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Educational Research: Theory & Practice

Volume 32, Issue 2, 2021

Co-Editors: Bob Ives and Rod E. Case

ISSN: 2637-8965

The Status of Female Executive Leadership in Postsecondary Education

Sara Shaw, University of Nevada, Las Vegas
Victor Hernandez-Gantes, University of South Florida

Abstract: The purpose of this study was to examine the current status of female leadership representation in four states identified from four regions of the United States. A descriptive approach to content analysis was used to examine postsecondary institutional website profiles with public access for females in executive leadership positions. Findings describe the current landscape of representation of female postsecondary leaders in presidency and vice presidency positions in Nevada, Wisconsin, New York, and Florida, and how each state’s representation compares to documented national percentages of female leader representation.

Reference: Shaw, S., & Hernandez-Gantes, V. (2021). The status of female executive leadership in postsecondary education. Educational Research: Theory and Practice, 32(2), 1-16.

Prioritizing Competencies for Beginning Teachers in High-poverty Schools: A Delphi Study

Jessica Lerner, University of Denver
G. J. Roberts, University of Denver
K. Green, University of Denver
J. Coleman, University of Denver

Abstract: Teacher quality is a significant factor predicting student achievement, especially for low-income students. However, information about which teaching competencies warrant emphasis during pre-service training is lacking. The purpose of this study was to investigate experts’ ratings on the importance and difficulty of teaching competencies for beginning teachers and whether those ratings differed for low-income school settings. Thirty-one academic and practitioner experts in beginning teacher development participated in this Delphi study. Participants rated 8 of 25 teaching competencies as very important and very difficult for beginning teachers with broad consensus among experts. However, there were differences in ratings between academics and practitioners. Finally, experts rated many of the competencies as more important and more difficult for beginning teachers in low-income schools. Implications for teacher training are discussed.

Reference: Lerner, J., Roberts, G. J., Green, K., & Coleman, J. (2021). Prioritizing competencies for beginning teachers in high-poverty schools: A Delphi study. Educational Research: Theory and Practice, 32(2), 17-46.

Important Role of Parenting Styles on College Students’ Adjustment in Higher Education

Sara K. Moon-Seo, Rogers State University
Junmo Sung, Rogers State University
Mandy Moore, The University of Tulsa
Gi-Yong Koo, Troy University

Abstract: This study explored the important role of parenting styles on college student adjustment. The purpose of the study was to scrutinize the direct and indirect effects of parenting styles on social, emotional, and academic adjustments, along with the potential mediating role of personal self-esteem. We collected data by convenience sampling of 300 undergraduate students from a major public university in a Southwestern city of the United States. Study results demonstrated that the authoritative parenting style had the strongest influence on college students’ self-esteem, which improved overall college students’ social, emotional, and academic adjustment. The findings of this study may help parents, administrators, and counselors at universities to better understand the importance of parenting styles.

Reference: Moon-Seo, S. K., Sung, J., Moore, M., & Koo, G. (2021). Important role of parenting style on college students’ adjustment in higher education. Educational Research: Theory and Practice, 32(2), 47-61.

Teacher Professional Vision: Linguistic Update

Rod E. Case, University of Nevada, Reno
Gwendolyn Williams, University of Alabama
Tammy Abernathy, University of Nevada, Reno
Peter Tobin, Washoe County School District

Abstract: n response pressures on teacher education programs to demonstrate accountability, the concept of teacher professional vision (TPV) was introduced. TPV is used to measure the ability among teachers to detect and interpret relevant events as part of their own professional learning. While the construct has been a reliable indicator of the relevance and effectiveness of teacher education programs (Stűrmer, Köning, & Seidel, 2014), it has also received criticism for its lack of ecological validity because of its reliance on scripted video recordings. The purpose of this study is to introduce a research method appropriate for use among teacher educators which complements and situates the concept of TPV among PSTs within their own practice. In lieu of scripted classroom videos, entrance and exit essays were collected in 2016 and 2018 from 46 preservice teachers. Data analysis included a measurement of changes in TPV and a linguistic analysis of the responses. Findings revealed significant changes in the way that PSTs constructed the relationship between their teacher education program and practicum. There was a significant increase from entrance in the program to exit in the occurrence of responses in which preservice teachers positioned themselves as thinkers who are always assessing their confidence in the relationship between teacher education coursework and practicum with PSTs who relied on additive relationship to describe the relationship. Also, at entrance into the program, preservice teachers held high levels of confidence in their abilities to readily function as agents of change. This dropped significantly as responses became complicated by the regulations and realities of classroom instruction.

Reference: Case, R. E., Williams, G., Abernathy, T., & Cobin, P. (2021). Teacher professional vision: Linguistic update. Educational Research: Theory and Practice, 32(2), 62-78.

Exploring the Relations of Academic Self-Handicapping with Achievement Goals Among Urban, Underrepresented Minority, Middle School Students

Alexandra A. Lee, Metropolitan State University of Denver
Bethany Fleck, Metropolitan State University of Denver
Aaron S. Richmond, Metropolitan State University of Denver

Abstract: There is a need to investigate motivational constructs for students traditionally underrepresented in educational research. In this study, we measured academic self-handicapping behavior, achievement goal orientations, and achievement in math and literacy in 327 urban, middle school students. Moderated mediation regression analyses were conducted to examine whether the relation of prior achievement with self-handicapping behavior was explained by achievement goals and whether these relations depended on underrepresented minority student status (URM). It was found that URM status moderated the relation of achievement with self- handicapping and that performance goals explained these relations in literacy, but not in math. Educational systems might consider these findings as a starting point for interventions to decrease self-handicapping behavior to support URM students’ academic motivation.

Reference: Lee, A. A., Fleck, B., & Richmond, A. S. (2021). Exploring the relations of academic self- handicapping with achievement goals among urban, underrepresented minority, middle school students. Educational Research: Theory and Practice, 32(2), 79-105.


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