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Articles 1 - 6 of 6
Full-Text Articles in Education
Moving Forward In The Wake Of The Pandemic: Shifting From Schools Acting Alone To Engaged Partnerships With Families And Communities, Sheri S. Williams
Moving Forward In The Wake Of The Pandemic: Shifting From Schools Acting Alone To Engaged Partnerships With Families And Communities, Sheri S. Williams
The William & Mary Educational Review
Workplace shortages are a top concern for schools in times of calm and even more troubling in times of stress. Burnout is especially widespread in stressful situations of disrupted learning, trauma, and discord (e.g., Diliberti & Schwartz, 2022; Thomas et al., 2019). In the wake of the pandemic, educators struggled to deal with the stressors on their own (IES, 2022). It became clear that schools could no longer work in isolation. Moving forward in the wake of the pandemic required an intentional shift in purpose from isolated classrooms to interconnected partnerships with families and communities. In the path to recovery, …
Managing Stress In A Time Of Increased Pressure: Perspectives From University Presidents, Russell S. Thacker, Sydney Freeman, Jr.
Managing Stress In A Time Of Increased Pressure: Perspectives From University Presidents, Russell S. Thacker, Sydney Freeman, Jr.
The William & Mary Educational Review
The modern university presidency continues to become more complex, resulting in numerous personal and professional stresses placed on a president. This study explores the sources, impacts, and successful prevention and management of stress in the position. Data for the study comes from qualitative phenomenological interviews with five sitting presidents of public and private universities in the United States. Using a theoretical lens derived from executive stress theory, the authors examine the degree to which a need for personal control and stability play a role in producing stress and motivating certain stress responses. Meaningful relationships, positive mindsets, and repeatable practices of …
College Didn’T Prepare Me For This: The Realities Of The Student Debt Crisis And The Effect It Is Having On College Graduates, April Perry, Cassandra Spencer
College Didn’T Prepare Me For This: The Realities Of The Student Debt Crisis And The Effect It Is Having On College Graduates, April Perry, Cassandra Spencer
The William & Mary Educational Review
Student loans are like a dark cloud looming above 41 million Americans (Perna, Kvall, & Ruiz, 2017). Through young adults’ personal accounts and relevant literature, we aimed to explore how student debt has altered the lives of college graduates and what can be done to educate students before they graduate with tens of thousands of dollars in debt. To provide context, we first discuss a brief history of student loans and address what we know from the literature about the burden of student debt. Next, we address the factors that contribute to the student debt crisis and the effects of …
Conceptual Model Of Educational Planning And Program Evaluation: Addressing Deficit Thinking At The Top, Melanie Lichtenstein
Conceptual Model Of Educational Planning And Program Evaluation: Addressing Deficit Thinking At The Top, Melanie Lichtenstein
The William & Mary Educational Review
Deficit thinking has been attributed to on-going academic and social inequities in school districts. Scholars have discussed addressing deficit thinking before educators enter the classroom through pre-service teacher programs. However, there is a gap in the literature regarding educational leaders’ perceptions and belief systems of culturally, linguistically, and economically diverse students. The impact of deficit thinking at the leadership level can influence program, policy, and planning decisions that can negatively impact any educational change efforts. This conceptual model of educational planning and evaluation will suggest an approach to change the deficit thinking of school district leaders such as superintendents, school …
Informed Interaction: A Funds Of Knowledge Approach To Students In Poverty, Davis Clement, Brian Fries, Mike Postma, Bei Zhang
Informed Interaction: A Funds Of Knowledge Approach To Students In Poverty, Davis Clement, Brian Fries, Mike Postma, Bei Zhang
The William & Mary Educational Review
Students of low socioeconomic status (SES) suffer reduced academic achievement levels compared to other students. Evidence suggests discord between a student’s home and school environments (i.e., the hidden curriculum) contributes to poor educational outcomes. In this paper, we advocate educator, teacher, and administrator use of the Funds of Knowledge theory to identify the hidden curriculum that a student of low SES receives in school. This paper illustrates how, once the hidden curriculum is identified, educators can be better equipped to connect the home and school environments of students of low SES and thereby improve their academic performance.
A Regional Approach To School Diversity: The Possibility, Feasibility, And Desirability, Damon Richardson, Brian Maltby, Joseph Koontz, Ram Bhagat
A Regional Approach To School Diversity: The Possibility, Feasibility, And Desirability, Damon Richardson, Brian Maltby, Joseph Koontz, Ram Bhagat
The William & Mary Educational Review
The growing opportunity and achievement gaps between and within school divisions in the Richmond, Virginia area are a concern of late. Educational experts and researchers attribute these disparities in part to factors such as less- qualified teachers, poor curricula, and inferior school facilities that are linked to racially and socioeconomically isolated schools. To help reverse the widening student opportunity and achievement gaps that are related to economic and racial isolation, there is a need to explore ways to advance educational equity and excellence in Richmond area schools.