scholarly journals Vocational Diversification and Influences of Social Class and Gender in Educational Decision-Making: The Case of University Technical Colleges in England

2019 ◽  
pp. 1-16
Author(s):  
Ann-Marie Bathmaker
Keyword(s):  
Decision Making ◽  
Social Class ◽  
Technical Colleges ◽  
Educational Decision ◽  
And Gender ◽  
Educational Decision Making

Challenging Adultism: Centering Youth as Educational Decision Makers

2020 ◽  
pp. 004208592095913
Author(s):  
Melanie Bertrand ◽  
Maneka Deanna Brooks ◽  
Ashley D. Domínguez
Keyword(s):  
Decision Making ◽  
Urban Schools ◽  
District Level ◽  
Decision Makers ◽  
Youth Of Color ◽  
Urban Settings ◽  
Educational Decision ◽  
Critical Reflexivity ◽  
Educational Decision Making

Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that constrains youth’s participation in school- and district-level educational decision-making? We share stories about our experiences in urban schools, considering adultism at the interactional, institutional, and curricular levels. Our implications center on using critical reflexivity to challenge adultism.

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

2022 ◽  
pp. 002248712110707
Author(s):  
Nicole Mittenfelner Carl ◽  
Amanda Jones-Layman ◽  
Rand Quinn
Keyword(s):  
Decision Making ◽  
Collective Knowledge ◽  
Teacher Activism ◽  
Future Studies ◽  
Teacher Professionalization ◽  
Educational Decision ◽  
Accountability Movement ◽  
Educational Decision Making ◽  
Activist Organizations

We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

scholarly journals Contribution of the Teaching Staff of the College of Education at Imam Muhammad Bin Saud Islamic University in the Educational Decision Making and its Association with the Organizational Affiliation from their Viewpoint: مشاركة أعضاء هيئة التدريس بكلية التربية جامعة الإمام محمد بن سعود الإسلامية في صنع القرار وعلاقته بالانتماء التنظيمي من وجهة نظرهم

2020 ◽  
Vol 4 (26) ◽  
Author(s):  
Ali Marzouq Al- Ghamdi
Keyword(s):  
Decision Making ◽  
College Of Education ◽  
Survey Method ◽  
P Value ◽  
Teaching Staff ◽  
Educational Decision ◽  
High Level ◽  
Descriptive Survey ◽  
Educational Decision Making ◽  
Organizational Affiliation

The study aimed to know the reality of participation of the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University in the educational decision making from their viewpoint and its association with the organizational affiliation among them. For fulfilling the study objectives, the research used the descriptive survey method, and the study tool was by applying questionnaires for 157 participants members from the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University in Riyadh. Main findings: overall tool of degree of contribution in decision making and its association with organizational affiliation according to responses of the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University gained total average of (3.95/5) and at the both fields level. Also, the field of contribution of teaching staff member in decision making gained an average of (4.02/5), while the field of organizational affiliation gained an average of (3.88) and both gained a nearly high level. There’s a statistically significant correlation found between degree of contribution of the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University in decision making and organization affiliation (P value= 0.39) which is a moderate positive correlation, in which whenever the contribution in decision making increases, the organizational affiliation increases. According to these results, a set of recommendations and suggestions are given for increasing the level of contribution and improving the organizational affiliation at Imam Muhammad Bin Saud Islamic University particularly and the Saudi Arabian and Arabic Universities generally.

A framework to support educational decision making in mobile learning

2015 ◽  
Vol 47 ◽  
pp. 50-59 ◽  
Author(s):  
Giovanni Fulantelli ◽  
Davide Taibi ◽  
Marco Arrigo
Keyword(s):  
Decision Making ◽  
Mobile Learning ◽  
Educational Decision ◽  
Educational Decision Making

The Bind of Unilateral Power Dynamics and Youth Voice in School Politics

2021 ◽  
Vol 36 (1) ◽  
pp. 169-198
Author(s):  
Ashley D. Domínguez ◽  
Valencia Clement ◽  
Melanie Bertrand
Keyword(s):  
Decision Making ◽  
Bounded Rationality ◽  
Political Influence ◽  
Power Dynamics ◽  
Power Structures ◽  
Youth Voice ◽  
Educational Decision ◽  
Teachers And Students ◽  
Access To Knowledge ◽  
Educational Decision Making

Research has shown the value of including youth, especially minoritized students, in school- and district-level educational decision-making. However, power dynamics, as related to adultism, along with other inequities, are barriers to youth’s political influence. We elucidate these barriers by exploring the possible relationship between adult-adult power dynamics, on one hand, and levels of student voice in schools, on the other. Interviews with teachers and administrators about youth voice initiatives indicated that bounded rationality illuminates how limiting access to knowledge, a form of power, can impact educator decision-making. In addition, bounded rationality bolsters unilateral power structures and therefore curtails youth voice. However, we also found that building relational power between teachers and students and maneuvering beyond bounded rationality increases opportunities for youth voice.

Parental Agency in Educational Decision Making: A Mexican American Example

2010 ◽  
Vol 112 (12) ◽  
pp. 3074-3101 ◽  
Author(s):  
Margy Mcclain
Keyword(s):  
Decision Making ◽  
Low Income ◽  
Mexican American ◽  
Ethnographic Study ◽  
American Family ◽  
Mexican American Family ◽  
Educational Decision ◽  
Children's Schooling ◽  
Educational Decision Making ◽  
Urban Parents

Background/Context This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son. Relatively little attention has been paid to parents’ beliefs, attitudes, and, in particular, experiences as they actively engage in—and sometimes affect—their children's schooling. Parents’ agency in utilizing various kinds of educational strategizing, especially immigrant and urban working-class parents, has been overlooked. Deficit theories of low-income families have a long history in educational thought. Although more recent scholarship has debunked these theories, they remain pervasive across the country. Educators often do not recognize the many ways in which urban parents may be involved in their children's schooling. Voices of parents themselves speaking to their experiences with schools are just beginning to emerge. Purpose This article offers a rich example of the educational decision-making process of one Mexican American family. I take a phenomenological approach to examine human agency in specific familial decisions about this child's schooling that support the parents’ own vision of education. Here is a story of thoughtful, reflective decision-making that took place over a period of several years, when the parents finally decided to move their son from a transitional bilingual program at a public school to a parochial school taught in English. Research Design This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. It is situated within the frame of an ethnographic study on the educational life worlds of the family. The analysis draws on van Manen's use of phenomenology to examine how parents reflected upon experience to better understand a situation, resulting in “lived experience,” an understanding of the meanings a particular person finds in an event. Conclusions/Recommendations Immigrant and other urban parents may be actively engaged in their children's education, asking important and valid curriculum questions in ways that remain invisible to educators. I suggest alternatives to deficit theories that render parents’ perspectives invisible. Terms usually reserved for teachers can also be applied to parents: “knowledgeable observers” who make “pedagogically thoughtful” decisions about “curriculum.” This perspective would recommend that educational practice and policy use theoretical frameworks stressing parents’ roles as strong, positive, and active agents on behalf of their children and the need to develop dialogue based on respect. Further qualitative research in particular can provide needed depth in our understanding of parents’ struggles to negotiate the boundaries of culture, history and biography as they guide their children through the complex maze of school.

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