Caring for Our Communities of Practice in Educational Development

Our paper names the importance of communities of practice for ourselves as educational developers, inviting us to witness and name: the communities in which we belong; the important functions they engage; who they nurture and how; and what visible and hidden labor is undertaken to sustain these communities. We include narratives from educational developers who share examples of the functional roles and relational meanings from their membership in different communities of practice. Through these stories, we amplify the particularly important role these groups have played in our professional and personal lives during 2020. As these groups are fragile, we end with specific actions we can take to tend to our communities of practice, maintaining them so that they will provide us support and shelter into the future.

Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study

Reflective journal (RJ) writing has been recognized as an effective pedagogical tool for nurturing students’ lifelong learning skills. With the paucity of empirical work on the dimensionality of reflective writing, this research sought to qualitatively analyze students’ RJ writing and design a generic reflection scheme for identifying dimensions of reflective thinking. Drawing on the theoretical scheme, another aim was to design and validate a questionnaire to measure students’ perceptions of their reflective writing experiences. The last aim was to quantitatively measure the link between perceived reflective writing and students’ tendency to use RJs in their future careers and personal lives. This exploratory sequential research included the following steps: First, experts’ review and analysis of 1312 RJ entries were attained. This step led to the design of a theoretical scheme of reflective writing and a 31-item questionnaire, used to gather data from 171 students (second-year pre-service teachers and third-year health managers). Partial Least Squares analysis corroborated the structure suggested by the theoretical scheme: two timelines–reflections regarding the current course assignments and those related to the student’s future development. Students’ tendency to use reflective skills in their future professional lives was highly connected to their long-term reflections, including learning experiences linked to academic, professional, personal, and multicultural development. The current study’s suggested validated generic scheme can be adapted and integrated into different curricula, thereby possibly increasing the potential of infusing RJ instructional strategies into higher education curricula, improving the quality of reflection in student journals, and promoting lifelong learning skills.

Self-Reported Effects of the Covid-19 Pandemic on Stewardship Organizations and Their Activities in Southeast New England, USA

In many communities, regions, or landscapes, there are numerous environmental groups working across different sectors and creating stewardship networks that shape the environment and the benefits people derive from it. The make-up of these networks can vary, but generally include organizations of different sizes and capacities. As the Covid-19 pandemic (2020 to the present) shuts down businesses and nonprofits, catalyzes new initiatives, and generally alters the day-to-day professional and personal lives, it is logical to assume that these stewardship networks and their environmental work are impacted; exactly how, is unknown. In this study, we analyze the self-reported effects of the Covid-19 pandemic on stewardship groups working in southeast New England, USA. Stewardship organizations were surveyed from November 2020 to April 2021 and asked, among other questions, “How is Covid-19 affecting your organization?” We analyzed responses using several qualitative coding approaches. Our analysis revealed group-level impacts including changes in group capacity, challenges in managing access to public green spaces, and altered forms of volunteer engagement. These results provide insights into the varied effects of the Covid-19 pandemic and government responses such as stay-at-home orders and social distancing policies on stewardship that can inform the development of programs to reduce negative outcomes and enhance emerging capacities and innovations.

“I’m Doing the Best I Can”: Teaching General Music in the Time of Covid-19

The purpose of this multiple case study was to examine the experiences of four elementary general music teachers (first year, early-career, mid-career, late-career) during the time of COVID-19. We considered impacts on the participants’ instruction and professional lives from data that were collected throughout the 2020–2021 academic year. Participants reported changes to their teaching environments, schedules, and job responsibilities. They shared the technology resources they implemented and highlighted inequities that emerged for virtual versus in-person students. Participants provided insight into the impacts of the year on their personal lives as well. Our implications include considerations for music teachers, music teacher educators, and school administrators as a result of participants’ experiences.

Searching for New Technology Acceptance Model under Social Context: Analyzing the Determinants of Acceptance of Intelligent Information Technology in Digital Transformation and Implications for the Requisites of Digital Sustainability

Intelligent information technology (IIT) based on AI and intelligent network communication technology is rapidly changing the social structure and the personal lives. However, IIT acceptancefrom various perspectives still requires extensive research. The research question in this paper examines how five factors—psychological, technological, resource, risk perception, and value factors—influence IIT acceptance. Based on an analysis of survey data, it was first found that the acceptance rate of IIT itself was generally very high. Second, in terms of IIT acceptance, among twenty-five predictors, voluntariness (+), positive image of technology (+), performance expectancy (+), relative advantage (+), radical innovation (+), and experience of use (+) were found to have significant effects on the IIT acceptance. Third, in addition to technological factors, psychological factors and risk perception factors also played an important role in individuals’ decisions regarding IIT acceptance.

The Lived Experiences of Queer* Teachers in İstanbul within the Scope of Institutionalized Heteronormativity and Neoliberal School Policies

Even though the challenges that Queer* employees face in the workplace because of their intersecting identities of gender, sexuality, race, and class continue to be one of the rarely studied topics in social sciences, there has been a resurgence of interest in recent years, concerning how Queer* teachers experience the conflation of their sexual and professional identities. Informed by the recognition that schools are one of the most representative prototypes of gendered organizations with their ever-adapting regimes of inequality, this study is motivated by the question of how Queer* teachers in İstanbul deal with the enduring institutionalized homophobia, which has only got worse in terms of its silencing and pathologizing mechanisms. Claiming one of the fundamental functions of schools to establish strictly heteronormative spaces of learning, where any form of gender nonconformity or sexual dissidence stands before disciplinary punishment or reprimand from other students and teachers, I have examined the current working conditions of Queer* teachers in İstanbul within the contexts of schools, which compel Queer* teachers to abide by their institutionalized rules and norms of compulsory heterosexuality. This study attempts to learn what kind of experiences Queer* teachers in İstanbul articulate regarding the conundrum of being forced into presenting themselves as non-sexualized and non-gendered professional figures, as neoliberal policies and capitalist expectations of a rigid separation between professional identities and personal lives of workers continue to negatively affect the occupational well-being of Queer* teachers. A careful analysis of the interviews has revealed that the Queer* teachers in İstanbul are burdened with the aesthetic labor they are constantly expected to perform due to the emergent neoliberal schemes of professionalism and that they suffer under closely monitoring mechanisms of heteronormative school policies and work climates.

Social Struggles and Treatment Seeking Behaviors of Infertile Women among Different Classes in the Urban Areas of Bangladesh

Background: Infertility is considered a taboo in the society of Bangladesh and is negated in reproductive health programs as well as in the research setting. Yet it is crucial and endemic for social and public health sectors. In Bangladesh, infertile women have to bear the drudgery of dishonor and shame because of their childlessness. The childless women have to shoulder most of the burden of ill-treatment for impotence regardless of who is at fault. Like other social stigmas, this also intersects across class, gender and setting barriers. Objective: The aim of the study is to understand the social struggles, stigmatization and treatment seeking behavior of infertile women of different classes in the urban context of Bangladesh. Methodology: A descriptive qualitative research methodology with in-depth interviews was used to collect data from 20 childless urban women aged between 18 to 45 years. They were urban residents for at least ten years and were aware of their infertile condition for at least one year. Results: The research results showed that childless women, irrespective of their class identities, always live with stigma, accusations and fear of abandonment in their personal lives. It also initiates an arena of violence. Many infertile women face physical and mental abuse due to their childlessness. The treatment seeking behaviors also vary based on financial conditions and the formality of the services among infertile women of different social classes. Conclusion: Infertility is a critical component of reproductive health. When a woman’s worth is measured by her reproductive functions, the childless woman faces humiliation and even abandonment. Attitude towards them is changed due to the societal norms and patriarchal social structures. This affects their treatment seeking behaviors as well. A proper understanding of the social condition of infertile women will facilitate the improved quality of women’s reproductive health care services. J Shaheed Suhrawardy Med Coll 2020; 12(2): 82-86

“The Pragmatics of Autofiction”

The aim of this chapter is to compare the pragmatics of autofiction in Ben Lerner’s 10:04 and Siri Hustvedt’s Memories of the Future, two authors who, in dissimilar but also very similar ways, use autofictional strategies to refer to their personal lives and background without playing the autobiographical game “by the rules.” Focusing on how pragmatically they both create a sense of autofiction, a distinction will be established between primary criteria and secondary ones, essential signals without which an autofictional text cannot be identified as such and “enhancers” meant to strengthen the necessary ambiguity inherent in autofictional readings.

Navigating the New Normal: An S-O-R Perspective on Student Experiences of Environmental, Psychological, and Behavioral Changes During the COVID-19 Pandemic

Although higher education has weathered many past challenges, none can compare with the magnitude and velocity of the coronavirus disease 2019 (COVID-19) pandemic. Although students continued their academic careers despite hardships, as yet little is known about how they experienced and adapted to various pandemic-induced changes to their academic and personal lives. We address this gap through a qualitative exploration of student experiences of navigating the new normal which they were abruptly thrust into near the end of the Spring 2020 semester. Using a guided introspection methodology and a Stimulus-Organism-Response (S-O-R) framework, we unearth a dynamic process of psychological and behavioral changes that students experienced in response to the environmental changes brought about by the pandemic. We theorize that environmental dissolution and displacement trigger psychological reorientation, causing students to undertake behavioral practices of restructuration and reconfiguration that, over time, result in a degree of psychological revaluation. Our overall framework represents a fluid conceptualization that is not only more descriptive of real-world student progress but also more parsimonious in its account of key dimensions of student experience during the pandemic. We conclude by noting the implications of our framework for marketing educators and administrators, especially given the growing popularity of remote working.

Profile of Problems Faced by Students Attending Counseling Services at Yogyakarta State University

Students often face problems during their higher education experience. This study aimed to identify problems experienced by students seen at the Technical Implementation Unit of the Guidance and Counseling Services at Yogyakarta State University (UPT LBK UNY). This study’s sample was 313 students who attended counseling during the past year at UPT LBK UNY. Purposive sampling was used. This was quantitative research, and the data were collected through documentation review and interviews. Quantitative descriptive techniques were used to analyze the data. The results showed that 45.05% of students had problems in their personal lives. Only 0.96% had career problems. Two students had problems in the personal-sociallearning-career fields simultaneously. Recommendations are provided for the university on developing the right strategies to overcome the problems experienced by students. Keywords: student problems; guidance and counseling; counseling services