Journal of Interdisciplinary Studies in Education <p>The<em> Journal of Interdisciplinary Studies in Education</em>&nbsp;(Online ISSN 2690-0408, Print ISSN 2166-2681) is published bi-annually by the Center for Excellence in Education at Arkansas State University. JISE publishes interdisciplinary and multidisciplinary theoretical and empirically based-research articles and book reviews related to all aspects of teaching and learning in K-12 and Higher Education. The journal serves as an intellectual platform for the research community.&nbsp;</p> <div class="published">&nbsp;</div> en-US (Amany Saleh) Tue, 01 Dec 2020 00:00:00 +0000 OJS 60 Ambitious and Anxious: <p>Over the recent decade, the United States has witnessed a growing influx of self-funded Chinese international undergraduate students into its university campuses. Mainstream U.S. media accounts have tended to hold unexamined stereotypes about these international students. This essay review of <em>Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education</em>highlights the importance of exploring students’ agency in their pursuit of international education. The article points out that to better understand Chinese international undergraduate students’ ambition and anxiety, we must link their emotional and psychological burdens, their academic and social struggles, as well as their agency, to the changing national and international contexts where these students’ transnational mobility is situated. The essay also calls for the need for further research into the politics of international student mobilities.</p> Shuning Liu Copyright (c) 2020 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Forging the ideal educated girl <p>Shenila Khoja-Moolji’s (2018) <em>Forging the Ideal Educated Girl</em> explores the history of Muslim girls/women in South Asia and their difficulties in acquiring an education. This book piqued my interest because girls’ education is a highly debated topic globally when it comes to the Islamic religion.</p> Taiwo Adenuga Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Going to University <p><em>Going to University: The Influence of Higher Education on the Lives of Young South Africans </em>is a great book written very well by the authors. The use of the&nbsp;narratives gives the book an&nbsp;engaging and readable quality that will make a reader to complete the reading. The authors narrated the interviews conducted with 73 young people six years after they enrolled at one of the urban schools in South Africa. As the book progresses, the authors further introduced us to 20 young people whose stories were narrated in detail.</p> Kehinde Adenuga Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Remote Learning and Foregoing the Dream <p><strong>D</strong>ue to Covid-19, almost all public-school districts across the U.S. suspended in-person learning and shifted overnight to remote learning. I am writing this in May of 2020. The future of the pandemic is unclear. However, we need to think critically how this challenging time informs post-Covid educational policies and curriculum.</p> Stephen Kotok Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 What We Choose to Remember <p>The impacts of the COVID-19 pandemic on educational policies and practices are unprecedented. With the majority of educational institutions forced to limit face-to-face interactions, teaching and learning have rapidly taken on vastly new meanings. Even in the midst of the uncertainties of this pandemic, predictions for the post COVID-19 world have begun to emerge (e.g., Karlgaard, 2020; Kim, 2020). Yet as we move forward, we collectively create the past. That is, historical implications are never objective descriptions of what occurred, but rather collective decisions about how we choose to remember the past (Anderson, 1991; Breuilly, 2016). In this spirit, we ask: <em>As educators imagining education in 2030, through the lens of our COVID-19 experience, what will we choose to remember and what generative impact do we want to take pride in claiming?&nbsp;</em></p> Kimberly Kappler Hewitt, Heidi Carlone, Beverly S. Faircloth, Laura M. Gonzalez, Ye He, Amy Vetter Copyright (c) 2020 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 A Look at Empathy, University Belonging, and Intersectionality <p><span style="font-weight: 400;">The present short essay discusses the impact COVID-19 has had on college students. </span><span style="font-weight: 400;">As universities work to build supportive learning environments during these unprecedented times, it is important for practitioners to consider how mental health and student identity impact student success. </span><span style="font-weight: 400;">The framework proposes that empathy, university belonging, and an intersectional approach to academic support can contribute to a student's mental health, identity, and emotional well-being as they transition back to academic life. </span></p> Shantalea Johns, Stephanie Hawkes Copyright (c) 2020 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Are schools replaceable? <p>Lockdown measures and school closures due to coronavirus have forced governments, schools, and teachers to find new ways to ensure learning continuity. Initiatives differ according to the country’s level of development and the socioeconomic status of students. The situation has exposed and has amplified the relationship between wealth and richer home learning environments and is also evidencing and magnifying the digital divides between students and between schools. Simultaneously, innovation processes seem to be occurring in response to the restriction measures. The purpose of this short essay is to discuss the consequences of COVID-19 on students, pedagogy, and schools, particularly the relationship between socioeconomic conditions and possibilities of innovation in education. Based on Schumpeter’s concept of creative destruction we suggest that while some institutions may have the possibility of reconverting themselves by developing blended models of education, for a vast worldwide majority of students, traditional – face-to-face and disconnected – schools are irreplaceable.</p> Mariano Narodowski, Maria Delfina Campetella Copyright (c) 2020 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Elementary School Size and Differences in Student Progress by Gender: A Texas, Multiyear Statewide Analysis <p>In this investigation, the degree to which student enrollment (i.e., school size) at elementary schools was related to student progress on the State of Texas reading and mathematics state-mandated assessments was examined for boys and for girls.&nbsp; Archival data available on the Texas Academic Performance Report were analyzed for the 2013-2014, 2014-2015, 2016-2017, and 2017-2018 school years.&nbsp; Inferential analyses revealed the presence of statistically significant differences, with below small to small effect sizes.&nbsp; Large-size schools had statistically significantly higher progress rates in reading than Small-size schools for boys and for girls.&nbsp; Large-size schools also had statistically significantly higher progress rates in mathematics for boys than Small-size schools.&nbsp; Results for progress rates in mathematics for girls was varied.&nbsp; Implications for policy and practice, as well as recommendations for future research, are provided.</p> <p>&nbsp;</p> Amy C. Busby, Cynthia Martinez-Garcia, John R. Slate Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Teachers Acceptance of the Use of Smartboard in Riyadh Region, Saudi Arabia <p>This study aimed to validate an extended Unified Theory of Acceptance and Use of Technology (UTAUT) based on the data derived from mathematics teachers of Riyadh Region, Saudi Arabia. Taking into account perceived enjoyment, anxiety, and self-efficacy in using smartboard, the study extended the original UTAUT model. It assessed the effect<span style="text-decoration: line-through;">s</span> of these three main factors on the teachers' behavioural intention to use smartboard. The study evaluated computer training-invariant of the causal structure of the hypothesized model. The data were collected from a self-reported questionnaire administered to 150 female mathematics teachers in the Saudi intermediate public schools in Riyadh. The results of structural equation modeling supported the adequacy of the hypothesized interrelationships. Moreover, computer training groups appeared to moderate the structural relationships among the constructs of the extended model</p> Eman Mohammed Alturki, Sulaiman Hashim, Mohamad Sahari Nordin Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 What Makes Teachers Well? <p><em>Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.</em></p> Harriet B. Fox, Elizabeth D. Tuckwiller, Elisabeth L. Kutscher, Heather L. Walter Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Challenges Faced by Indian International Students in the US <p><em>Transiting to an unfamiliar academic culture poses several challenges for students. These challenges are more profound for international students who leave their home country to come to the host country in pursuit of higher studies. The purpose of the present study is to explore such challenges that hindered the adjustment of six Indian international students studying in a US university, using the phenomenological methodology. The data analysis generated five themes related to the challenges encountered: (1) living away from family and friends, (2) difficulty in expressing, (3) multitasking, (4) difficulty in fitting in, and (5) lack of positive attitude. Findings have implications for US universities. Higher educational institutions can play an essential role in addressing the challenges to facilitate a positive academic experience for international students. </em></p> Prashanti Chennamsetti Copyright (c) 2020 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 How to Improve the Validity and Reliability of a Case Study Approach? <p><em>The case study is a widely used method in qualitative research. Although defining the case study can be simple, it is complex to develop its strategy. Furthermore, it is still often not considered to be a sufficiently robust research strategy in the education field because it does not offer well-defined and use well-structured protocols. One of the most frequent criticisms associated with the case study approach is its low validity and reliability. In this sense, this study aims to concisely explore the main difficulties inherent to the process of developing a case study, also attempting to suggest some practices that can increase its reliability, construct validity, internal and external validity.</em></p> Cátia Quintão, Pedro Andrade, Fernando Almeida Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Transcultural Practices of International Students as Identity Performances in Digital Settings <p>Guided by an interdisciplinary approach, this study seeks to illustrate the digital practices of international speakers on social media. The practices of international users are especially valuable due to the presence of various audiences in their networks, some rarely researched. For this purpose, the study examines the social media practices of 16 international graduate students (IGSs), who experience a transnational mobility in the United States. The data is collected through semi-structured interviews with participants and their social media data. The analysis includes quantitative assessment of participants’ social media activities and qualitative analyses of interviews and digital practices. The findings of the study illustrate how individuals with transborder experiences engage in identity work by sharing transcultural content with a multitude of audiences in their networks. The study concludes that digital practices involving the transcultural flow of content present opportunities for IGSs to work and realign various facets of their identities.</p> Osman Solmaz Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 International students’ experiences with changing policy <p class="p1">This qualitative study utilizes seventeen international students’ experiences in the U.S. Specifically, we examine the aspects of immigration regulations and policies regarding international students and the students’ reactions to those policies—from becoming a legal alien, to maintaining lawful status, to job planning after graduation. This research suggests the current United States administration has created a moral panic over immigration, or the threat of immigration. As a result, these political rhetoric impact a negative feeling to F-1 international students as well as decision making after graduation.</p> Phattra Marbang, Ashleigh E. McKinzie, Jackie Eller, Ida F Leggett Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000 Student Learning in Interdisciplinary Team-Taught Courses Centered on a “Big Idea” <p>The increased demand for more integrative curricular opportunities for post-secondary students has resulted in the exploration of new curricular approaches which center on approaching today’s ‘big ideas’ or ‘grand challenges’ from multiple disciplinary viewpoints. This article documents one such course designed to promote interdisciplinary approaches using a team teaching co-convening model at the University of Arizona’s Honors College. Results indicate that students affirm the value of interdisciplinary education and perceive this collaborative and co-instructed model as beneficial to their learning. This curricular model was found to have positive implications for the roll of collaborative classroom pedagogies for bolstering learner interest, fostering perspective-taking behaviors, and creating a classroom environment in which students perceive their intellectual contributions as valued.</p> Megan Baker, John Pollard Copyright (c) 2021 Journal of Interdisciplinary Studies in Education Sun, 21 Feb 2021 00:00:00 +0000