An Analysis of High School Mission Statements in Massachusetts from 2001 to 2019

Bebell, Damian; Stemler, Steven E.; Heimler, Daniel

doi:10.30845/jesp.v7n2p1

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Content analysis is extraordinarily flexible and can be applied to all qualitative data types, including written text, audio, visuals, and speech. Changes in educational policies or events in popular culture have been studied with success using this methodology in education research (Bebell and Stemler, 2004; Stemler et al. , 2011).…”

Section: Methodsmentioning

confidence: 99%

Perceived internationalization of accounting education: the case of Vietnam

Nguyen¹,

Phan²,

Maheshwari³

2022

ARA

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PurposeThe authors explore the state of internationalization of accounting education as perceived by accounting academics, accounting employers, and accounting students in Vietnam. Based on data collected, authors draw recommendations to better facilitate internationalization of accounting education in Vietnam.Design/methodology/approachWith a qualitative approach, the authors use content analysis (materials from 27 universities) and semi-structured interviews (28 participants) to explore the state of internationalization of accounting education as perceived by academics, employers, and students in Vietnam.FindingsThe authors identify the extent of and challenges in internationalization of accounting education in Vietnam, including language barrier, teaching approach, and budgetary constraints. Practical recommendations are drawn to help overcome challenges and facilitate progress.Originality/valueThe study integrates two fields of research: accounting and education, particularly through addressing in-depth perspectives of a broad range of stakeholders in addition to a detailed examination of archival contents. Practical recommendations are proposed for short term, medium term, and long term.

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Section: Methodsmentioning

confidence: 99%

Perceived internationalization of accounting education: the case of Vietnam

Nguyen¹,

Phan²,

Maheshwari³

2022

ARA

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“…Almost all boast broad goals related to critical thinking, citizenship, multicultural understanding, freedom of ideas, and moral character. Yet mission statements and school policy and practice do not always align (Bebell et al, 2020;Rogers et al, 2020;Schafft & Biddle, 2013;Stemler & Bebell, 2012). In most school districts, ever more narrow curriculum frameworks emphasize preparing students for standardized assessments in math and literacy at the same time that they shortchange the social studies, history, and even the most basic forms of citizenship education (Au, 2007;Koretz, 2017).…”

Section: Schooling In the Age Of Standards And Accountabilitymentioning

confidence: 99%

Can Teacher Education Save Democracy?

Westheimer

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Social scientists, policymakers, and commentators have long assumed that Western democracies enjoy relative stability because of deep commitments to a culture of democratic governance. But those commitments are quickly fading in almost every developed and developing democracy around the globe. In the same period in which support for democracy has declined, schools and teacher education programs have been pressured by “accountability” measures and economic austerity to focus on math and literacy achievement to the exclusion of nearly every other educational goal. These challenges to social cohesion and democratic governance highlight the need for young people to be exposed early on and throughout their educational pathways to the knowledge, skills, and dispositions consistent with democratic life. The narrowing of curricular goals, therefore, is a threat to the stability of democratic institutions. Purpose: This essay examines the potential of teacher education as a lever for change. How might teacher educators ensure that teachers are prepared to foster education that will sustain and strengthen democratic norms? If schools have an essential role to play in preparing students for informed engagement in civic and political life, how can we best prepare teachers to advance those goals? Research Design: This is an analytical essay drawing on recent empirical research on declining support for democratic values and on teachers’ civic engagement as well as conceptual work on democratic education goals. To illustrate the potential for teacher education to prepare teachers to engage students in political issues discussions, I draw on data from the first large-scale empirical study of what U.S. high school teachers currently do to prepare youth to understand economic inequality and its causes, effects, and possible remedies. The study included a teacher survey and follow-up interviews concerning teachers’ political ideology and civic and political engagement as well as classroom practice. The 2,750 teachers who participated in the survey are representative of U.S. public schools (and an additional segment of U.S. elite independent schools) in terms of student demographics and geographic location. We also conducted 150 follow-up interviews. Conclusions/Recommendations: I suggest that teacher education must move from reactive technocratic concerns for accountability and standardization to broader civic and civil commitments to the foundations of democratic community, pluralism, and relationship. Teacher education programs should consider ways to encourage new and experienced teachers to follow the news, engage in civil discourse with one another about topics of public concern, and participate in civic and political life. Moreover, teacher educators could work toward teaching the knowledge, skills, and dispositions associated with political and civic engagement.

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