[AIJRE] New notification from Australian and International Journal of Rural Education

See the notice for this new issue of AIJRE.

You have a new notification from Australian and International Journal of Rural Education:

An issue has been published.

Link: https://journal.spera.asn.au/index.php/AIJRE/issue/current

John Guenther

Australian and International Journal of Rural Education

The actual table of contents is included below.  Note the article about online PD that may be of particular interest.

Vol 31 No 3 (2021): Connecting Rural and Urban Education Research

Published: 2021-11-26

EDITORIAL

• Connecting Rural and Urban Education Research

  Melyssa Fuqua, Robyn Henderson, Cheryl Glowrey, Karl Maton

  i-iv

JOURNAL PAPERS

• Rethinking Deficit Discourses in Education Through Rural Education Research and the Concept of Querencia

  Judith A. Gouwens, Robyn Henderson

  1-14
• The “New” Rural Small and Rural Schools’ Influence on Regional Urban Developments

  Jennifer Tatebe

  15-28
• Depicting Rural Deprivation in a Higher Education Context A Scottish Case Study

  Laurence Lasselle

  29-42
• Exploring students’ feelings of place

  Susan Christine Webb, Elizabeth Knight, Rosalyn Black, Reshmi Roy

  43-60
• Does Regionality Influence Students’ Perceived Employability and Career Orientation? A Study of Students at an Australian University

  Dawn Bennett, Elizabeth Knight, Paul Koshy, Ian Li

  61-80
• Schools Celebrating Place and Community A study of Two Rural Schools in Bangladesh and New Zealand

  Mahammad Abul Hasnat, Janinka Greenwood

  81-95
• Classroom Development Through Teacher-Researcher Collaboration Bridging the Rural Urban Divide in Norway?

  Tobias Werler, Vibeke Foldnes, Åshild Berg-Brekkhus, Margaret Kleppstad Færevaag

  96-112

Rural Connections: Celebrating Schools and Communities

• George Victor Le VauxAn Adventurer in Rural Queensland

  Alessio Claudi

  113-119

Article Notice – Online Teacher Professional Development in Canada: A Review of the Research

I mentioned this article in yesterday’s entry entitled [CJLT] New notification from Canadian Journal of Learning and Technology, and I wanted to highlight it specifically today.

Online Teacher Professional Development in Canada: A Review of the Research

Authors

• Pamela Beach, Queen’s University
• Elena Favret, Queen’s University
• Alexandra Minuk, Queen’s University

DOI:

https://doi.org/10.21432/cjlt27948

Keywords:

online learning, teacher professional development, review

ABSTRACT

This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4. just-in-time support. The study contexts, research methods, and other relevant study characteristics are also reviewed and discussed. The results shed light on the current research trends on oTPD in Canada and highlight the need for continued research in this area. Data from diverse research methods across Canada’s geographical regions can contribute to greater insight into the types of oTPD occurring in Canada and how various platforms and professional development opportunities can best support teachers’ professional learning.

AUTHOR BIOGRAPHIES

Pamela Beach, Queen’s University

Pamela Beach is an Assistant Professor at the Faculty of Education, Queen’s University. Her background as an elementary teacher has influenced her research which centres on the dissemination of research-informed literacy practices. Pamela’s work explores how online and multimedia resources can be used in teacher education and professional development.

Elena Favret, Queen’s University

Elena Favret holds a Master of Education from Queen’s University, where she completed her research on perceptions of oral communication during collaborative learning in elementary classrooms from the perspectives of teachers and speech-language pathologists. Elena’s teaching experience has guided her research and approach to topics including teacher professional development.

Alexandra Minuk, Queen’s University

Alexandra Minuk is a doctoral student at Queen’s University in the Faculty of Education. Her research focuses on the inclusion of students with disabilities and the key variables that influence classroom placement. Alexandra’s background as a special education teacher has shaped how she approaches the study of teacher professional development.

Article Notice – “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

I mentioned this article in yesterday’s entry entitled [IRRODL] New notification from The International Review of Research in Open and Distributed Learning, and I wanted to highlight it specifically today.

“I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

• Felipe Augusto de Mesquita Comelli – Research Group on Public Policies in Education, Metropolitan University of Santos
• Michel da Costa – Research Group on Public Policies in Education, Metropolitan University of Santos
• Elisabeth dos Santos Tavares – Research Group on Public Policies in Education, Metropolitan University of Santos

DOI: https://doi.org/10.19173/irrodl.v23i1.5869

Keywords: affective field, affective fatigue, discursive textual analysis, face-to-face class

Abstract

The COVID-19 pandemic has impacted society in different areas. In education, several reports show the deleterious effects of the disease on the physical and mental health of students, family members, and teachers around the world. Also, in Brazil, affect studies indicate the prevalence of anxiety, stress, and depression among students. The present research, of a qualitative nature, explores what it means, under the lens of affect and from the student’s perspective, to experience remote education during the COVID-19 pandemic. An online questionnaire of 41 closed- and open-ended questions was given to 363 students from a public school in southeastern Brazil. This article analyzes the affective fields that emerged from the discursive textual analysis of the students’ responses (n = 100). Four affective fields were categorized: friends, classes, home, and teachers; intersecting emotions, attitudes, values, beliefs, and motivation. In general, students expressed more negative than positive affect but a positive disposition toward face-to-face classes. Boys focused their affect more on classes, while girls on teachers. The affective fields allow us to consider the friends–home–teachers tripod as fundamental to overcoming the phenomenon of affective fatigue that has been identified.

[IRRODL] New notification from The International Review of Research in Open and Distributed Learning

See the notice for this new issue of IRRODL.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.

Link: http://www.irrodl.org/index.php/irrodl/issue/current

IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

irrodlmanager@athabascau.ca

The actual table of contents is included below.  Pay particular attention to the article entitled “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil, which has a K-12 focus.

Vol. 22 No. 4 (2021)

Full Issue

•  FULL ISSUE

Editorial

• Editorial – Volume 22, Issue 4

  Dietmar Kennepohl

  i-ii

Research Articles

• The Online Learning and Students’ Fear of COVID-19: Study in Malaysia and Pakistan

  Farhat Munir, Aizza Anwar, Daisy Mui Hung Kee

  1-21
• A Construct Revalidation of the Community of Inquiry Survey: Empirical Evidence for a General Factor Under a Bifactor Structure

  Hongwei Yang, Ph.D., Jian Su, Ph.D.

  22-40
• Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective

  Malefetsane Nketekete, Mamoeletsi Limakatso Mojalefa

  41-52
• “I Don’t Know if I Can Handle It All”: Students’ Affect During Remote Education in the COVID-19 Pandemic in Brazil

  Felipe Augusto de Mesquita Comelli, Michel da Costa, Elisabeth dos Santos Tavares

  53-71
• The Tensions Between Student Dropout and Flexibility in Learning Design: The Voices of Professors in Open Online Higher Education

  Marlon Xavier, Julio Meneses

  72-88
• University Students’ Persistence With Technology-Mediated Distance Education: A Response to COVID-19 and Beyond in Zimbabwe

  Norman Rudhumbu

  89-108
• Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges

  Vi Truong, Tom Denison, Christian M. Stracke

  109-124
• How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

  Tannis Morgan, Elizabeth Childs, Christina Hendricks, Michelle Harrison, Irwin DeVries, Rajiv Jhangiani

  125-140

Book Notes

• Book Review: 25 Years of Ed Tech

  S. K. Pulist

  141-145

Technical Notes

• Open For All: The OERu’s Next Generation Digital Learning Ecosystem

  David C. Lane, Claire Goode

  146-163

Literature Reviews

• What We Talk About When We Talk About Virtual Learning Environments

  Michael Flavin, Aditi Bhandari

  164-193

Early View Alert: European Journal of Education

Note that the first and third articles may be of interest to readers.

If you no longer wish to receive these alerts, unsubscribe here.

European Journal of Education Early View  Online Version of Record before inclusion in an issue

Free Access

ORIGINAL ARTICLES

The first wave of the COVID‐19 pandemic in primary schools in the Czech Republic: Parental perspectives

Irena Smetackova, Stanislav Stech

Version of Record online:21 October 2021

Open Access

ORIGINAL ARTICLES

Families between care, education and work: The effects of the pandemic on educational inequalities in Italy and Milan

Marta Cordini, Gianluca De Angelis

Version of Record online:19 October 2021

Free Access

ORIGINAL ARTICLES

Education and digital inequalities during COVID‐19 confinement: From the perspective of teachers in the French speaking Community of Belgium

Natacha Duroisin, Romain Beauset, Chloé Tanghe

Version of Record online:18 October 2021

You are receiving this content alert because you are subscribed to European Journal of Education