Educational Climate Research Articles

Quintessential Delineations of Learning Spaces in English Prose Fiction

The mapping of places in literary texts enables the writer to present the social contexts wherein the characters’ actions and conversations take place; the delineated imaginary spaces may denote domestic spots, country-side landscapes, urban areas or work places depending on the writers’ intentions and the nature of the narrated events. In various novels, the author’s narrative description may depict educational scenes whenever the fictitious personalities are affiliated to educational spheres. Accordingly, literary spaces may take the form of fictional classrooms to reflect the pedagogical concerns of a particular community and enlighten the readers about the epistemic perspectives related to certain academic realms. Consequently, the present article aims at exploring the artistic visualisation of learning environments via the description of instructional sceneries within literary prose. In order to denote miscellaneous illustrations of fictitious classrooms involving different educational contexts, the quoted passages are extracted from a variety of literary works including adult fiction, children’s novels and young adult fiction. The study of the furnished excerpts relies on the use of various techniques of analysis targeting aspects of style and discourse as well as the characters’ speech styles. This manuscript initially presents the significance of the distinct dimensions of educational atmospheres as well as a succinct account of the emergence and development of classrooms throughout history. Subsequently, it furnishes a historical sketch of the reflections of educational settings in fictional works. Then, different facets of literary learning spaces are illustrated through the provision of various examples elicited from several novels to reveal how fictional classrooms can represent images of actual or prospective educational climates. Indeed, this research work attempts to convey the idea that the delineation of learning spaces in narratives constitutes a sort of an aesthetic mapmaking of a set of instances simulating real-life situations.

Collaboration as a Form of Institutional Critique: Teaching and Learning in the Wake of Anti-DEI Legislation

How do we move forward when the legality of teaching and learning about social justice research is called into question by the state? This article demonstrates the efficacy of collaboration as a form of institutional critique that made it possible to provide a comprehensive graduate education following the emergence of anti-DEI legislation in Florida. To teach and learn in a tumultuous legal landscape without sacrificing rigor, eliding DEI-oriented scholarship, or violating state law, we piloted a collaborative disciplinary meta-analysis project that enabled students to study social justice research along with the field’s other major research topics. This portable approach allowed us to meet the professional and ethical imperative to engage research that has been targeted by state officials but remains foundational for disciplinary expertise. It also demonstrates the futility of removing politically unfavorable scholarship from curricula. After sharing an overview of the results of our meta-analysis project, with a special focus on our field’s take on social justice and collaboration, we reflect on the rhetorical strategies those of us working in highly politicized educational climates have deployed to manage increased oversight from zealous state legislatures challenging the legitimacy of disciplinary expertise.

Interaction between Leadership, Interpersonal Relationships and Organisational Climate: Case Study in the Peruvian Aymara region

In the dynamic outlook of current educational management, pedagogical leadership, interpersonal relationships and organisational climate emerge as fundamental pillars for institutional success. This research explores the intricate interconnection between these three crucial elements in the context of public elementary schools in the Aymara region of Perú. The methodology used corresponds to the quantitative approach and a descriptive-correlational design. The study analysed the perceptions of 125 teachers from six primary educational institutions by applying validated questionnaires. The findings reveal significant correlations between the variables; a high positive relationship between pedagogical leadership and interpersonal relationships (r=0.99), between pedagogical leadership and organisational climate (r=0.99), and between interpersonal relationships and organisational climate (r=0.96). It is concluded that there is a high degree of positive relationships between the three variables. These results validate the hypotheses put forward and underscore the critical importance of leadership in creating a harmonious and productive educational environment. The implications of this study are profound, highlighting how effective leadership can catalyse positive interpersonal relationships and, consequently, foster a healthy organisational climate, resulting in a cordial atmosphere for the educational community. Based on social and emotional skills, this synergy emerges as the key to achieving institutional goals in today's challenging educational environment. The analysis provided offers a solid foundation for future research and implementing more effective and holistic educational management strategies.

Evaluating the Educational Environment in a Private Medical College Through Students' Eyes: Insights from the DREEM Scale

Background: Medical students' learning experiences and success are greatly influenced by their educational environment. For this environment to be continuously improved and to be in line with changing educational standards, regular assessment is necessary. A validated instrument that is frequently used to assess educational climates in health science institutions is the Dundee Ready Education Environment Measure (DREEM). Aim and Objective: Using the DREEM scale, this study sought to evaluate the educational environment as perceived by PramukhSwami Medical College (PSMC) first-year MBBS students in order to pinpoint areas of strength and room for development. Methods: 86 first-year MBBS students at PSMC participated in a cross-sectional study. The 50 items in the DREEM questionnaire, which was divided into five domains—students' perceptions of learning (SPL), teachers (SPT), academic self-perception (SAP), atmosphere (SPA), and social self-perception (SSP)—were used to gather data. The mean scores for each domain were examined using descriptive statistics to pinpoint areas in need of development. To investigate disparities in perception, comparisons based on gender were also examined. Results: A generally positive educational environment was indicated by the overall mean DREEM score of 145 ± 11.45 out of 200. SPL (37 ± 2.7), SPT (30 ± 1.8), SAP (23 ± 2), SPA (35 ± 3), and SSP (20 ± 2) were the subscale scores. Significant differences in SPT, SPA, and SSP scores were found by gender-based analysis, with female students reporting higher satisfaction in some domains (P < 0.05). Conclusion: With high SPL and SPA scores, the results indicate that first-year MBBS students at PSMC have favorable opinions of their learning environment. To further improve student satisfaction and academic achievement, specific interventions could be beneficial in areas like SPT and SSP. These gaps might be successfully filled by putting peer support networks and faculty development programs into place. Frequent evaluation with DREEM can support ongoing.

Faith at International Policy Tables: The G20 Interfaith Forum

This essay highlights the role and ten-year evolution of the G20 Interfaith Forum (IF20), which works to engage religious communities, worldwide, in shaping and responding to policy agendas within the mandates of the G20. Building on the growing networks of religiously affiliated communities working internationally, the IF20 serves as a “network of networks” to bring the numerous and diverse positive insights and experience of religiously linked action to policy tables. The broad agendas include poverty and hunger, health and education policies, climate action, and peace and social cohesion. IF20 highlights the core, continuing commitment of religious communities to give priority attention and support to the world's most vulnerable communities.

Uptake determinants of climate-smart agricultural practice for greening smallholder groundnut value chain: Evidence from Malawi

Crop value chain greening projects can increase sustainability amidst the numerous difficulties facing agroecosystems due to degradation caused by overuse and climate change. Over the last few decades, external aid/support has been the main driver of food value chain greening efforts. One such initiative is the Sustainable Agriculture Production and Marketing for Rural Transformation (SAPMaRT) project, implemented to green Malawi's groundnut value chain. There is limited evidence on determinants of project participation and uptake of innovative practices among groundnut smallholders in Malawi. What determines agricultural project participation and the uptake level and intensity of promoted greening practices? We collected data from 244 households that participated in two SAPMaRT project districts, Kasungu and Mzimba. The binary probit and poisson regression models were used to assess the factors influencing project participation and groundnut greening practices (GPs) uptake. We found project participation's positive and significant effect on GPs’ uptake level and intensity. Education level, household size, climate awareness, and extension positively influenced project participation. Project participation, education level, age, and extension positively influenced the uptake level of GPs. However, the age of the household head was a negative determinant of the uptake level of GPs. The key determinants of uptake intensity were household head project participation, education level, land size, and extension. Our findings suggested that funded project participation enhances the uptake of agricultural interventions among smallholders.

Collaborating with external partners for student success at small institutions

AbstractSmall institutions must be agile and creative in successfully sustaining and expanding in today's higher education climate. Collaborating with external partners is an excellent choice for small institutions whose funding and staffing are limited. Our intention with this article is to focus on collaboration with external partners including parents/family, alumni, businesses, and others, sharing best practices, impact on student success, and additional information to help a wide variety of colleagues who work at small institutions. Our hope is that this article will give readers some practical ideas for implementing and expanding partnerships to benefit the small institution. Benefits may include marketing reach, brand management, revenue generation, and expanded opportunities for students, enhanced services, and more.

Knowledge sharing among academics in higher education: a qualitative approach

Purpose Higher education institutions are the contemporary embodiment of knowledge-intensive organizations. The role of knowledge sharing among academics in enhancing teaching, research and innovation performance cannot be overlooked. However, a paucity of studies were devoted to uncovering the influencing factors of knowledge sharing among academics in China. This study aims to dig into the factors that influence academics’ knowledge-sharing behaviors in the context of Chinese higher education. Design/methodology/approach Semi-structured interviews were conducted with 13 academics from universities across various regions in China by using a combination of convenience, snowball and purposive sampling methods. Thematic analysis was used where data sets were examined according to the initial categorization of factors based on a review of the literature while new factors were searched based on frequency of re-occurrence. Findings Perceived loss of power and time and effort significantly hinder knowledge sharing whereas expected self-development and association are major catalysts of knowledge sharing. The organizational climate in higher education is featured by competition and individualism, which is not conducive to knowledge sharing while affiliation and trust are essential for cultivating a pro-sharing environment. Technological tools are perceived as user-friendly and useful in facilitating knowledge sharing, but doubts were raised about the effectiveness of online knowledge sharing compared to face-to-face communication. Originality/value Deviating from the conventional quantitative approach, this study provides novelty insights on this topic by revealing some less-investigated factors of knowledge sharing among Chinese academics by taking the qualitative approach.

Creating a School Leadership Culturally Responsive Special Education Climate Through the Inclusion of Student Voice in Time of Transitions

We center the voice of Dwyan Moore, a Black 12-year-old boy, during his transition of being diagnosed with a learning dis/Ability. We do so to grapple with the problem of disproportionate representation in special education along race and dis/Ability, with particular attention to educational leadership. Disproportionate representation is a reminder of the legacies of slavery and eugenics in United States public schools. We must address this enduring inequity. How we think, feel, and discuss such issues has systemic educational and equity implications for Black, Indigenous, and Youth of Color with dis/Abilities such as Dwyan. We end by promoting critical reflection and activities among educational school leaders on how student voices and agency can be included in dis/Ability transition planning and programming.

The Perceived Inclusivity of Sex Education Scale – 2: Sex Education Inclusivity and Health Outcomes Among Gender Diverse Individuals

Past research has documented a relationship between sex education inclusivity and health outcomes among sexually diverse youth (e.g., lesbian, gay, bisexual, queer). However, despite transgender and gender diverse (TGD) individuals also being regularly excluded from sex education, little research has explored this relationship among TGD people. In the current study, the Perceived Inclusivity of Sex Education Scale − 2 (PISES-2) was developed to better understand the associations between perceived sex education climate and both mental and behavioral health outcomes. TGD individuals (N = 162) were recruited to participate in an online survey to examine these associations. Results suggested that greater levels of perceived inclusivity of sex education were associated with lower levels of depression, anxiety, and suicidality in high school and post-high school. Additionally, greater levels of inclusivity of sex education were associated with increased sexual behaviors and less hesitancy toward sex in TGD individuals in high school and post-high school. These conclusions add to the growing literature highlighting the critical importance of inclusive and affirming sex education for the safety and well-being of TGD individuals.

Exploring the material-discursive relations in literacies and language instruction: A state-wide view of binary logics at work

ABSTRACT This article discusses the current Missouri (U.S.) socio-political landscape of literacies and language education pedagogies across PreK-12 settings. Specifically, our research focus explores the binaries that educators in schools experience which a/effects material-discursive relations of literacy teaching and learning. We understand how literacy education policies, initiatives, and practices as well as socio-political climate can produce unique conditions that shape schooling and how many of these can impact learning and teaching conditions as generative and/or paralysing spaces for educators and their students. We conceptualize pedagogies through material-discursive philosophies that shift away from humanist logics and present our research inquiry to foreground the conditions that produce our current U.S. literacy landscape. This paper draws on state-wide data from 1,550 surveys and 113 interviews with PreK-12 teachers. We employ two theoretical concepts as analytical tools: thresholding and eventicizing. These tools help us to explore how teaching and learning are dynamic constellations of material-discursive relations that put the current socio-political literacy education climate in conversation with the materials and texts teachers select and share. We discuss what is produced within these material-discursive binary conditions noticing how teachers resist and persist within the binaried worlds they find themselves in as educators.

Mentoring New Chairs to Navigate the Political Climate of Higher Education

Mentoring New Chairs to Navigate the Political Climate of Higher Education

95 Parental education, physical activity, sedentary behavior and Family Health Climate of children in primary-school age: A mediation analysis

95 Parental education, physical activity, sedentary behavior and Family Health Climate of children in primary-school age: A mediation analysis

La toma de decisiones durante las prácticas clínicas: análisis desde la neuroeducación

IntroductionDecision-making during clinical practices involves a series of interrelated mental processes such as working memory, inhibitory control, cognitive flexibility and emotional regulation, which influence the teaching and learning process. ObjectiveTo analyze the decision-making process in Obstetrics and Childcare students of the Universidad de Antofagasta, Chile during clinical practices in teaching-assistance fields from the neuroeducation. MethodAn exploratory qualitative research was carried out through semi-structured interviews with 16 female students. The narratives were analyzed through grounded theory. ResultsThe experiences and knowledge gained allowed the consolidation of the memory and supported correct decisions in front of the patients. Adaptation to new situations, adverse events and critical incidents was conditioned by the teacher's supervision, as well as sustained attention during decision making in real environments. Negative emotions predominated from the beginning and at the end of all decision-making processes. ConclusionSince decision-making is a complex process that involves a synergy between working memory, cognitive flexibility, inhibitory control and emotional regulation, independent of temporality, it is therefore advisable to promote teaching based on neuroeducation, because it allows the teacher to understand the mental processes of students, to favor a harmonic educational climate and to strengthen pedagogical skills.

Australian parents of gender and sexuality diverse children: Labouring through the schooling experience

This paper focuses on 16 parents of gender and sexuality diverse (GSD) children and their experiences of negotiating their child’s education in Australian public schools. It reports on the ways these parents worked to protect their child/ren from an educational climate that is frequently, but not always, institutionally and interpersonally hostile towards, and/or uninformed about, gender and sexuality diversity. Applying a descriptive thematic analysis to qualitative data arising from an online forum, the discussion illustrates how parents of GSD children provide considerable labour to foster the well-being of their child at school. Several themes illustrated this labour, including: building understanding; seeking external support; checking in and proactive problem solving; addressing marginalisation and abuse; dealing with bureaucracy as well as curriculum surveillance and monitoring. Much of the parent labour stemmed from hetero-cis-normative educational policy, curriculum, practice and environments.

Understanding how socio-historical contexts inform approaches to improving racial climate in stem graduate education within the United States

Purpose The purpose of this study was to examine how two socio-historical contexts within the United States, the Movement for Black Lives and the COVID-19 pandemic, informed approaches to improving racial climate in science, technology, mathematics and engineering (STEM) graduate education. Design/methodology/approach The authors used a general qualitative inquiry research study design to conduct focus groups (n = 121) with graduate students, postdoctoral fellows and faculty members from across STEM disciplines as well as administrators whose work involves STEM graduate students. Participants were from two US institutions involved in a National Science Foundation networked improvement community seeking to create inclusive environments for STEM graduate students. Findings This study demonstrates how these socio-historical contexts illuminated and amplified on-going efforts to address racial climate for graduate students in US-based graduate education. In response to these events, STEM faculty devoted time that otherwise might have gone to purely technical or scientific endeavors to addressing racial climate. However, some faculty members remain hesitant to address racial climate and efforts appear to have further waned over time. While diversity, inclusion and equity efforts came to the forefront of the collective consciousness during this time, participants worry that these efforts are not sustainable, particularly without support from faculty and administrators. Practical implications The findings from this study will inform efforts to improve racial climate in STEM graduate programs. Originality/value This study fills an identified need to capture how socio-historical contexts, like the US Movement for Black Lives and the COVID-19 pandemic, have influenced approaches to improving racial climate in STEM graduate programs.

Climate Change, Sustainability, and Education: Conceptions of Teachers of Geography in England

Drawing upon a survey of teachers in England conducted by the UCL Centre for Climate Change and Sustainability Education (CCCSE), this paper reports on teachers of geography’s conceptions of climate change, sustainability, climate change education, and sustainability education. We address how teachers of geography across the primary and secondary phase appear to distinguish the concept (climate change or sustainability) from the concept within education (climate change education or sustainability education) given that research to date has not engaged with both these framings together in empirical research with teachers. Across both climate change education and sustainability education, there was recognition for (i) the importance of these concepts for young people, (ii) the ways in which education can support young people to make informed choices or take action, and (iii) the importance of addressing these concepts across subject curricula. Teachers’ descriptions indicate (i) disconnections between policy rhetoric and teaching, (ii) a lack of attention to social and environmental justice, and (iii) an over-focus on individual action.

Assessment of the medical school learning environment at United Arab Emirates University

BackgroundThe purpose of the article was to assess students’ perception of the learning environment at the College of Medicine and Health Sciences, United Arab Emirates University using the ‘Medical School Learning Environment Survey’ (MSLES). Evaluating the learning environment and working towards its improvement is crucial for the physical and mental well-being of medical students, as it contributes to fostering an optimal learning environment.MethodsStudents participated in four groups: Year-1 (pre-medical), Year-2 (pre-medical), Year-3/Year-4 (pre-clinical), and Year-5/Year-6 (clinical). MSLES data was collected from each group using an online survey tool (Qualtrics XM). Latent factor structures in the learning environment constructs were assessed using ‘exploratory factor analysis’; and reliability was measured by Cronbach’s alpha. Differences among groups were assessed by ‘single factor ANOVA’.ResultsThree hundred seventy-seven (65%) of the 584 eligible students completed the survey. Exploratory factor analysis revealed four factors: (Genn J. AMEE Medical Education Guide 23 (Part 1): Curriculum, environment, climate, quality and change in medical education–a unifying perspective. Med Teach. 2001;23(4):337–44.) Learning experience (∝=0.71), (Maudsley RF. Role models and the learning environment: essential elements in effective medical education. Acad Med. 2001;76(5):432–4.) Student-student interaction (∝=0.69), (Gruppen LD, Irby DM, Durning SJ, Maggio LA. Conceptualizing learning environments in the health professions. Acad Med. 2019;94(7):969–74.) Student-faculty interaction (∝=0.62), and (Soemantri D, Herrera C, Riquelme A. Measuring the educational environment in health professions studies: A systematic review. Med Teach. 2010;32(12):947–52.) Academic support (∝=0.62). Students in Y3-Y6 rated the learning environment statistically significantly lower than that in Y1-Y2. Student-student interaction in Y2 was significantly lower than that in other years. Student-faculty interaction in Y1 was significantly higher than that in Y2. Academic support was significantly higher in Y1 than that in Y2-Y6.ConclusionThe MSLES revealed variabilities in learning domains across the years. Improvement efforts should foster student-student collaboration in Y2 and improve academic support approaches for Y2-6. These findings provide valuable insights for medical educators to enhance the medical school learning environment and foster an optimal learning environment in lifelong medical education.

Utilization of Platform Merdeka Mengajar in the Implementation of Merdeka Curriculum

Education has a vital part in improving the nation; if education cannot be regulated, a country would struggle to locate excellent people resources. The higher the quality of an educational institution given by a country's government institutions, the better the standard of living. Previous research explains how to implement a Merdeka curriculum and the characteristics of schools that implement it. This develops project-oriented learning to become more flexible, active, and adaptable. The freedom gives teachers to apply learning methods suitable for students so that the implementation of learning and educational activities is fun, in-depth, and independent. This research aims at providing an overview of the utilization of the Platform Merdeka Mengajar (PMM) in implementing the Merdeka curriculum used in each school that is ready to implement it to determine the impact of the application in empowering all teachers in Indonesia to continue learning and developing their potential. This research was qualitative research with a literature study using descriptive methods. The instrument used documentation, analyzing several journals (research), books, and videos related to the Merdeka curriculum. The result showed that the utilization of the Platform Merdeka Mengajar (PMM) in implementing a Merdeka curriculum with the Indonesia State’s efforts to create a quality educational climate to produce a generation of Pancasila students that the needs and characteristics of students. In conclusion, Merdeka Belajar education, the education system, and its development must align with the educational trends of the 4.0 revolution era.

"Inspired to be a teacher seriously": An autoethnography of student engagement in a Vietnamese TESOL training programme

TESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagement following a 120-hour TESOL training programme at an institution in Vietnam. This autoethnographic study analysed a TESOL teacher trainer’s reflections on student teachers’ engagement in the programme, using artefacts in the form of anonymous and open-ended short-text feedback from 30 students across approximately eight months. The reflection and feedback responses were analysed thematically, anchored in a framework emphasising the three facets of in-class engagement, i.e., cognitive, emotional, and behavioural dimensions. Through the analysis, three themes were constructed: (1) theoretical-practical synthesis: how TESOL-related concepts are blended with concrete teaching examples; (2) pedagogical climate: the teacher educator’s critical role in creating a receptive and engaging learning environment; and (3) professional pathway clarity: the student teachers’ understanding of their future roles and trajectories in the TESOL arena. The research’s findings provide TESOL educators with crucial insights into student teachers’ engagement with teaching methods that synthesise both theoretical and practical components. Moreover, the research enriches the academic discourse, underscoring the potential of using the cognitive, emotional, and behavioural engagement triad as a diagnostic tool to understand students’ learning experiences in TESOL training programmes.