Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

Lai, Ijun; Wood, W. Jesse; Imberman, Scott A.; Jones, Nathan D.; Strunk, Katharine O.

doi:10.3102/0013189x20955170

Cited by 10 publications

(6 citation statements)

References 35 publications

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“…The first part is the basic information on the survey subject such as gender, teaching age, title, professional academic degree, and teaching discipline. The second part of the survey mainly involved the six requirements for the organization and implementation of mental health education in the survey respondents' schools and a preliminary understanding of the organization and implementation of mental health education in the survey respondents' schools [18]. The third part is the teachers' evaluation of the organization and implementation of mental health education in schools.…”

Section: Teacher Status Survey Designmentioning

confidence: 99%

A Survey of Teachers’ Status in Mental Health Education Management Based on Big Data Analysis

Wang

Xue

Zhang

2022

Occupational Therapy International

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This paper uses the theory of mental health education to conduct an in-depth study and analysis of teachers’ educational management, and based on this, it designs a survey method on teachers’ status and analyzes its strategic methods based on the results of the survey. Using literature analysis, questionnaires, survey interviews, and statistical analysis, the analysis of mental health of primary and secondary school teachers in the city was made. The results of the survey and analysis of the questionnaire results were used to construct a compatible mental health evaluation model. It was found that the overall level of elementary school teachers’ mental health is poor at present, and different levels of mental health were presented with school sections and ages. A total of 286 questionnaires were distributed, 278 valid questionnaires were returned, and statistical analysis was conducted using EXCEL tables based on the collected data. The data analysis results show that the mental health level of teachers in middle school is significantly lower than that of teachers in primary school, and the mental health level of teachers in primary and secondary schools decreases with the increase of age. Therefore, to prevent the small and the gradual, start from the source; do a good job in the publicity of mental health education in peacetime; popularize the knowledge of mental health, so that teachers have a correct understanding of mental health education; improve the professional level of teachers; set up professional teachers in professional positions; establish sound job system and evaluation system, etc. Promote the balanced development of school psychological counseling rooms, strengthen the construction of professional teachers in mental health education, improve various systems of mental health education, comprehensively popularize teachers’ mental health education and training, and mobilize teachers’ enthusiasm for scientific research on mental health education. Improve the understanding of mental health education in colleges and universities, and regard mental health education as the foundation of all education.

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Section: Teacher Status Survey Designmentioning

confidence: 99%

A Survey of Teachers’ Status in Mental Health Education Management Based on Big Data Analysis

Wang

Xue

Zhang

2022

Occupational Therapy International

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“…Excluida esta variable, es el papel del profesor claramente lo más relevante, por encima de otras variables como el número de alumnos por aula, o el equipamiento. Esta importancia del profesor ha sido ampliamente refrendada por la literatura empírica más actual y en todos los ámbitos (Rivkin et al, 2005;Fauth, et al, 2019;Liu y Loeb, 2021) así como el efecto que tiene no poder acceder a buenos maestros, que es una manera inversa de demostrar lo mismo (Lai et al, 2020).…”

Section: El Valor Del Mito Para El Conocimiento Antropológicounclassified

Ulises en el Instituto. Liderazgo y escuela a partir del mito de Aquiles

Reyero

2023

Teor. educ.

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El objetivo de este texto es pensar el liderazgo educativo en la etapa adolescente en los centros educativos a través de un mito clásico. A partir de la relación existente entre Ulises y Aquiles. Aquiles en su etapa en el gineceo como figura de la adolescencia, y Ulises como el personaje necesario para sacar a Aquiles del estadio estético con el fin de adentrarse en el ético y el combate de la vida adulta. Pretendemos descubrir en el análisis de esa relación algunas obligaciones del profesor, en tanto que líder, para una época concreta en la vida humana, la adolescencia, y partiremos esencialmente del análisis que Javier Gomá hace de ese mito. Gomá se centra sobre todo en la evolución subjetiva de Aquiles como ejemplificación de un camino que todo humano debe recorrer, mientras que aquí pretendemos también reflexionar sobre el papel de Ulises en esa transformación del adolescente en adulto. Una transformación imposible sin la participación ejemplificada en Ulises como arquetipo de liderazgo educativo. En los centros educativos esta relación de liderazgo educativo puede observarse en dos planos distintos. El primero, el plano cercano de la relación que se establece entre profesor y estudiante. El segundo, el papel de liderazgo del equipo directivo sobre el centro en general, y también, aunque más indirecto, sobre los estudiantes en particular. Los aspectos que señalaremos en el texto pueden tener una traducción sobre ambos planos. Finalizamos con unas conclusiones resumiendo aquellas ideas que pueden ayudar a normativizar mejor el liderazgo en el contexto escolar.

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“…Upholding the rights of students requires disrupting the resegregation of schools (Orfield & Jarvie, 2020; Wells et al, 2019), addressing inequitable funding for students of poverty and students of color (Morgan & Amerikaner, 2018), eliminating the inequitable distribution of effective teachers (Goldhaber et al, 2018; Lai et al, 2021; Sykes & Martin, 2019), and vanquishing microaggressions (Compton-Lilly, 2020).…”

Section: Issues Of Equity and Social Justice In Us Schools And Rppsmentioning

confidence: 99%

Equity and Social Justice in Research Practice Partnerships in the United States

Vetter

Faircloth

Hewitt

et al. 2022

Review of Educational Research

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Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mutuality to develop research questions, collect data, implement interventions, and analyze and use findings. RPP scholarship in the United States has historically advocated for the need to pay more focused attention to issues of equity and justice. To address that need, this literature review examined how RPPs in the United States have addressed equity and justice in their work. Based on five dimensions of equity and justice that could be observed within the 149 examples of RPP work we reviewed, we identified 17 exemplar projects that explicitly and effectively forefront equity and justice in RPPs, what we call equity-focused. Implications suggest that researchers and practitioners who have initiated equity-orientated RPPs may reflect on the partnerships’ existing strengths, specifically related to the five interconnected features that characterize equity-focused RPPs, to sustain and advance equity and justice through RPPs.

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Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

Cited by 10 publications

References 35 publications

A Survey of Teachers’ Status in Mental Health Education Management Based on Big Data Analysis

A Survey of Teachers’ Status in Mental Health Education Management Based on Big Data Analysis

Ulises en el Instituto. Liderazgo y escuela a partir del mito de Aquiles

Equity and Social Justice in Research Practice Partnerships in the United States

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