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The Journal of School Administration Research and Development (JSARD) (ISSN: 2470-850X, online; ISSN: 2470-496X, print), is an open-access, peer-reviewed academic journal that supports the development and dissemination of research and scholarship in the area of K-12 school administration and leadership. We are currently seeking manuscript submissions from researchers and practitioners for a special issue that explores current and future grading practices in K-12 schools. Within this special issue, we seek to publish four manuscript types: research articles, literature reviews, best practice articles, and essays/commentaries.
Higher Education worldwide faces the need to improve and strengthen educational processes, pushing to run innovative educational projects or implement institutional initiatives, which aim to solve context-based problems. In this sense, impact measurement plays a relevant role to determine the extent to which these projects or initiatives are achieving the intended objectives, and allowing evidence-based decision-making by its leaders: full professors, administrators, deans, department heads, among others, to strengthen or improve them, or to seek new educational alternatives that provide solutions to the problems raised. Impact measurement is based on a scientific research process whose approach can be quantitative, qualitative, or mixed. Rigor and thoroughness lead to validity, veracity, and robustness of the results, which turns to facilitating decision-making processes. In this vein, the objective is to compile research studies that, using different methodological and theoretical approaches, contribute to the understanding of impact measurement in Higher Education and its relevance in strategic decision making by different stakeholders. Likewise, it is expected that the contributions can shed light and methodological ideas on the scientific community interested in impact measurement. This Research Topic aims to attract contributions in which an impact evaluation has been carried out with methodological and systematic rigor, in which the results obtained serve to strengthen or improve educational processes or initiatives in Higher Education. Methodological approaches can be quantitative, qualitative, or mixed. More precisely, this collection welcomes contributions exploring the following themes: 1) Measuring the Impact of Educational Technology; 2) Measuring the Impact of Innovative Educational Strategies; 3) Measuring the Impact of Educational Initiatives; 4) Measuring Impact on Teacher Training Initiatives; 5) Methodologies for impact measuring 6)Use of technology for data collection and impact measurement.
Artificial intelligence is rapidly transforming many aspects of society, including the field of education research. In particular, the emergence of Foundation Models (FMs) and other Generative AI (GenAI) tools has the potential to significantly impact how research is conducted. This Article Collection will explore the opportunities, challenges, and implications of leveraging GenAI to support and enhance education research. Understanding how GenAI can be effectively applied in education research is critical as these technologies become more ubiquitous and sophisticated. GenAI tools may enable new research methods, improve researcher efficiency, and open up novel lines of inquiry. At the same time, their use raises important questions around research ethics, validity, reproducibility, and responsible AI practices that must be carefully examined. Establishing evidence-based best practices for GenAI use in education research is therefore a key priority. We invite submissions on all aspects of leveraging GenAI tools to support education research, with a focus on the following key areas: Novel applications of GenAI to enable new research methods and designs in education. Case studies and empirical investigations of GenAI use in different stages of the research lifecycle, including research design, data analysis, and writing-up of results. Frameworks, guidelines and best practices for responsible use of GenAI in research. Epistemological, methodological and ethical considerations around GenAI and education research. We welcome a range of article types including original research, systematic reviews, commentaries, and conceptual pieces; however preference will be given to empirical investigations.
Chronic school absence is a growing issue in numerous countries, exacerbated by the COVID-19 pandemic. School absenteeism can be categorized into several types, each influenced by a complex interplay of micro, exo, and macrosystem factors. Among these, emotionally based school avoidance (EBSA) is one of the most complex and rapidly increasing forms of non-attendance. EBSA is predominantly driven by a combination of mental health and school-related factors, with school context conditions playing a crucial role in its development. The link between EBSA and adverse school experiences is significant and well-documented. Experiences such as bullying, discrimination, excessive punishment, and inadequate support for learning or mental health issues can profoundly impact students’ emotional well-being. These negative experiences often exacerbate pre-existing mental health vulnerabilities and intensify feelings of alienation within the school environment. Regardless of the reasons for poor school attendance, high levels of absence are linked to numerous adverse outcomes. These include low academic attainment, school dropout and impaired social functioning in childhood and adolescence, and economic hardship, unemployment, mental and physical health problems, and delinquency later in life. Substantial evidence indicates that students facing socioeconomic or health disadvantages exhibit disproportionately high levels of school absence, exacerbating existing inequalities and perpetuating poor outcomes for the most vulnerable populations. Given the long-term and profound impact of poor attendance, it is crucial to identify individual, family, and school-level factors associated with absenteeism and to develop universal preventative interventions and tailored approaches to address the root causes of absenteeism and support successful reintegration. In this issue, we present novel research that examines the complex, multilevel causes of EBSA and showcases examples of programs and interventions designed to address this issue. Evidence synthesis and primary qualitative and quantitative research focusing on (but not limited to): - Individual, family, and school-level risk factors for emotionally based school avoidance (EBSA); e.g. characteristics of students at higher risk of developing EBSA, including socioeconomic status and mental and physical health status or school-level risk and protective factors for EBSA, such as student-teacher relationships and school culture - Development and evaluation of programs and interventions addressing EBSA - Measures assessing the reasons for school non-attendance
English language education is constantly evolving, with new trends and emerging issues shaping the way we teach and learn. Over the past few years, there has been a growing focus on the psycho-emotional traits of teachers and students in language education. This shift towards understanding their psychological/affective well-being is crucial in creating effective learning environments. In today's fast-paced world, students are under immense pressure to perform academically, leading to high levels of language anxiety. Understanding and addressing positive and negative affect as well as individual's overall functioning is essential in promoting a positive learning experience. As we look towards the future of education, it is clear that a more holistic approach is needed to address the psycho-emotional needs. Futurology in language studies involves predicting future trends which seeks to explore ways in which teachers and students can work towards sustainable development and think creatively and strategically about long-term outcomes within the field of psycho-emotional traits. The central focus of this Research Topic revolves around the exploration of emerging themes in the field of language studies, particularly those related to psycho-emotional traits. By experiencing and incorporating positive affect, mindfulness practices, emotional intelligence training, and stress management techniques into language education, teachers can support students' well-being and enhance their language learning abilities. These characteristics encompass a wide range of factors that play a crucial role in shaping individuals' ability to navigate through stressful and difficult circumstances. The intersection of psycho-emotional traits and language education is a critical area that requires further exploration. A focus on futurology in language studies will be essential in preparing teachers and students for the challenges and opportunities of tomorrow. Research has shown that the emotional/psychological traits of language learners can influence the future of the learning environment and teachers’ professional development. The majority of studies in this field have used traditional, retrospective approaches to explore the interplay between psychological and emotional factors and the process of teaching and learning. Therefore, this Research Topic adopts a prospective approach to assist educators and students to conscientize responsibility and to map their preferred futures with the objective to act for sustainability now and in the future. This Research Topic is excited to receive submissions of high-quality original research papers, case studies, meta-analyses, and systematic reviews on the topic. Researchers have the option to gather data using quantitative, qualitative, or a mix of both methods. Psycho-emotional traits cover a wide range of variables which may include but are not limited to: • Exploring the role of the teachers’/students’ psycho-emotional traits across different aspects of teaching/learning (e.g., digital learning, teacher education, criticality/reflectivity skills, flipped-based instruction, cross-cultural issues, syllabus design/curriculum development, testing/assessment). • Exploring the impact of psycho-emotional characteristics on a wide range of positive and negative teachers’ and learners’ variables which may include but are not confined to: - Autonomous Learning - Boredom - Coping Strategies - Emotion Regulation Strategies - Identity Construction - Intercultural Communication - Language Anxiety - Learning/Teaching Engagement - L2 Grit - Mindfulness - Quality of Teaching - Resilience - Skills Development - Well-Being.
The attacks on DEI efforts on college campuses, the banning of books by Black authors in primary and secondary schools, and the policy actions taken by governors and school boards across America require critical scholars to imagine a liberatory space that challenges organizational hierarchies. This Research Topic provides an opportunity to engage across fields and within the discipline to discuss and strategize how to advance our understanding of racism and organizational change. Educational change often centralizes the individual, which creates situations where change becomes dependent on individual learning. Although individual learning and reflection are important for organizational change, they do not transform organizations, thus limiting organizational change. Both K-12 and higher education scholars have argued that transformative change requires multi-level, multi-stakeholder efforts. However, we assert that the focus on transformative educational change must be rooted in the organizational routines that K-12 schools and higher education universities and colleges enact. We present this call to action using our research studies and experiences working with educators as a mosaic to create a comprehensive understanding of how racial equity functions in various education organizations. Victor Ray’s (2019) bold theoretical assertion that organizations are racialized and coupled with Ladson-Billings and Tate (1995) explanation of how race permeates education should have spurred more research on the necessity for organizations to be the starting point for racial equity, not the individual. In today’s education landscape, equity initiatives are simultaneously ubiquitous and highly contested. While diversity, as a concept, is generally lauded as a necessary component of academic excellence in P-21 education, the sustained and meaningful uptake of racial equity in educational organizations is much less common. We present a call to action for scholars to focus not solely on the leaders tasked with making organizations racially equitable but also on reaching across organizations to learn how to transform P-21 into racially just organizations. We invite submissions that cover various aspects, encompassing both theoretical conceptualizations and empirical studies, and perspectives. We encourage diverse methodologies and critical framing of the issue. We welcome high-quality Original Research articles, Reviews, Mini-Reviews, Systematic Reviews, and more. Key areas of interest include, but are not strictly limited to: • Organizational Learning & Racial Equity/ Anti-racism • Organizational Transforming & Racial Equity/ Anti-racism • Understanding tension and conflicts & Racial Equity/ Anti-racism • District - Level change • System - Level change • Policy • Leadership Efforts with a focus on Organizational Change Efforts