Pub Date : 2024-03-15DOI: 10.1177/23328584241235923
Timothy G. Ford, Kyong-Ah Kwon, Alyson L. Lavigne, Tom McHugh
The importance of leadership for key educational outcomes is well documented, yet leaders’ working conditions and well-being have received considerably less attention, particularly in the early care and education (ECE) sector. Job-Demands-Resources (JD-R) theory was used to develop a holistic conceptualization of leader well-being for the purpose of examining the associations among various job demands, resources, and well-being (i.e., physical, psychological, and professional well-being) for leaders of birth to 12th grade (B–12). We tested our conceptual model via structural equation modeling (SEM) with over 2,000 ECE and K–12 building leaders across the United States. We found substantially stronger effects between job demands and well-being relative to job resources and well-being, though resources were found to be directly associated with professional well-being. Further, our tested model was similar for both ECE and K–12 leaders. Overall findings suggest that a reduction in demands—not just increased resources—is needed to ensure improved leader well-being.
{"title":"Testing a Holistic Framework of Early Care and Education and K–12 Leaders’ Working Conditions and Well-Being","authors":"Timothy G. Ford, Kyong-Ah Kwon, Alyson L. Lavigne, Tom McHugh","doi":"10.1177/23328584241235923","DOIUrl":"https://doi.org/10.1177/23328584241235923","url":null,"abstract":"The importance of leadership for key educational outcomes is well documented, yet leaders’ working conditions and well-being have received considerably less attention, particularly in the early care and education (ECE) sector. Job-Demands-Resources (JD-R) theory was used to develop a holistic conceptualization of leader well-being for the purpose of examining the associations among various job demands, resources, and well-being (i.e., physical, psychological, and professional well-being) for leaders of birth to 12th grade (B–12). We tested our conceptual model via structural equation modeling (SEM) with over 2,000 ECE and K–12 building leaders across the United States. We found substantially stronger effects between job demands and well-being relative to job resources and well-being, though resources were found to be directly associated with professional well-being. Further, our tested model was similar for both ECE and K–12 leaders. Overall findings suggest that a reduction in demands—not just increased resources—is needed to ensure improved leader well-being.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"99 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1177/23328584241233277
Klint Kanopka, Susana Claro, Susanna Loeb, Martin West, Hans Fricke
Prior work has shown that students’ self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual reports on social-emotional measures from one school year to the next predict changes in state math and English language arts test scores and attendance. We show that changes in self-reported social-emotional measures predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.
{"title":"Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports","authors":"Klint Kanopka, Susana Claro, Susanna Loeb, Martin West, Hans Fricke","doi":"10.1177/23328584241233277","DOIUrl":"https://doi.org/10.1177/23328584241233277","url":null,"abstract":"Prior work has shown that students’ self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual reports on social-emotional measures from one school year to the next predict changes in state math and English language arts test scores and attendance. We show that changes in self-reported social-emotional measures predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"54 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-09DOI: 10.1177/23328584241234884
Paul G. Fitchett, Brett L. M. Levy, Jeremy D. Stoddard
This study explores social studies teachers’ self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about the election. Respondents reported teaching about the election more frequently if they taught courses in civics or government and/or if they had greater control over their curricula. Analyses indicated that teachers’ demographic characteristics, teaching contexts, and ideologies about civic education were related to the election-related topics they taught and the instructional practices they employed. Our findings have important implications for educators, administrators, policymakers, and others interested in strengthening civic learning.
{"title":"How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States","authors":"Paul G. Fitchett, Brett L. M. Levy, Jeremy D. Stoddard","doi":"10.1177/23328584241234884","DOIUrl":"https://doi.org/10.1177/23328584241234884","url":null,"abstract":"This study explores social studies teachers’ self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about the election. Respondents reported teaching about the election more frequently if they taught courses in civics or government and/or if they had greater control over their curricula. Analyses indicated that teachers’ demographic characteristics, teaching contexts, and ideologies about civic education were related to the election-related topics they taught and the instructional practices they employed. Our findings have important implications for educators, administrators, policymakers, and others interested in strengthening civic learning.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"23 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/23328584241230062
Vidur Chopra, Sarah Dryden-Peterson, Joumana Talhouk, Carmen Geha
There is a gap between the futures that refugee young people imagine will be possible through their education and the plausible futures in exile, where opportunities are truncated by social, economic, and political exclusions. Our study examines how education can narrow this gap. Through interviews with Syrian students in Lebanon, we document fixed and malleable elements of education that refugee students identify as bridging their current education and their futures. Students experience the structures and content of schooling in Lebanon as both exclusionary and immutable, yet their teachers use what we call relational pedagogies rooted in predictability, explaining, fairness, and care to support students’ learning and navigation toward future opportunities. While our research focuses on refugees, it has conceptual implications for educators and school systems in other settings where teachers support their marginalized students to make sense of disconnects between what they imagine is possible through school and their future opportunities.
{"title":"Bridging the Gap Between Imagined and Plausible Futures for Refugees: What Students Wish Their Teachers Knew","authors":"Vidur Chopra, Sarah Dryden-Peterson, Joumana Talhouk, Carmen Geha","doi":"10.1177/23328584241230062","DOIUrl":"https://doi.org/10.1177/23328584241230062","url":null,"abstract":"There is a gap between the futures that refugee young people imagine will be possible through their education and the plausible futures in exile, where opportunities are truncated by social, economic, and political exclusions. Our study examines how education can narrow this gap. Through interviews with Syrian students in Lebanon, we document fixed and malleable elements of education that refugee students identify as bridging their current education and their futures. Students experience the structures and content of schooling in Lebanon as both exclusionary and immutable, yet their teachers use what we call relational pedagogies rooted in predictability, explaining, fairness, and care to support students’ learning and navigation toward future opportunities. While our research focuses on refugees, it has conceptual implications for educators and school systems in other settings where teachers support their marginalized students to make sense of disconnects between what they imagine is possible through school and their future opportunities.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/23328584241234874
Ben Backes, Michael Hansen
This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career teachers in the same school. In particular, this article measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.
{"title":"Estimates of Teach for America Effects on Student Test and Nontest Academic Outcomes Over Time","authors":"Ben Backes, Michael Hansen","doi":"10.1177/23328584241234874","DOIUrl":"https://doi.org/10.1177/23328584241234874","url":null,"abstract":"This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career teachers in the same school. In particular, this article measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"28 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140097540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/23328584241230054
Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley
Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a “black box” around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers’ level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.
{"title":"Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions","authors":"Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley","doi":"10.1177/23328584241230054","DOIUrl":"https://doi.org/10.1177/23328584241230054","url":null,"abstract":"Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a “black box” around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers’ level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"22 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/23328584241230971
Jason Jabbari, Odis Johnson
We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice.
{"title":"Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories","authors":"Jason Jabbari, Odis Johnson","doi":"10.1177/23328584241230971","DOIUrl":"https://doi.org/10.1177/23328584241230971","url":null,"abstract":"We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"54 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/23328584241232958
Darold H. Joseph, Chesleigh N. Keene, Angelina E. Castagno, Pradeep M. Dass, Crystal Macias
This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in independent samples of curriculum units produced by teachers. Of these, 22 principles loaded into two factors. We further investigated the rationale for all 23 items through a review of the literature and robust discussions about the lived experiences of the authors and the Indigenous teachers with whom we work. We suggest that this both/and approach of quantitative and qualitative analysis results in a richer and more nuanced tool, as compared to what one single method would have rendered. Embracing this methodological complexity allows us to both center Indigenous lived experiences and maintain fidelity to the statistical implications of our work.
{"title":"Methodological Complexity: A Both/And Approach to Address Tool Validity and Reliability for Assessment of Cultural Responsiveness in Indigenous Serving Schools","authors":"Darold H. Joseph, Chesleigh N. Keene, Angelina E. Castagno, Pradeep M. Dass, Crystal Macias","doi":"10.1177/23328584241232958","DOIUrl":"https://doi.org/10.1177/23328584241232958","url":null,"abstract":"This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in independent samples of curriculum units produced by teachers. Of these, 22 principles loaded into two factors. We further investigated the rationale for all 23 items through a review of the literature and robust discussions about the lived experiences of the authors and the Indigenous teachers with whom we work. We suggest that this both/and approach of quantitative and qualitative analysis results in a richer and more nuanced tool, as compared to what one single method would have rendered. Embracing this methodological complexity allows us to both center Indigenous lived experiences and maintain fidelity to the statistical implications of our work.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"30 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/23328584241231933
Christina Weiland, Rebecca Unterman, Susan Dynarski, Rachel Abenavoli, Howard Bloom, Breno Braga, Anne-Marie Faria, Erica Greenberg, Brian A. Jacob, Jane Arnold Lincove, Karen Manship, Meghan McCormick, Luke Miratrix, Tomás E. Monarrez, Pamela Morris-Perez, Anna Shapiro, Jon Valant, Lindsay Weixler
Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S. early education programs. The authors’ collaborative network of five research teams applying this design in early education settings and methods experts has identified six challenges that need to be carefully considered in this next context: (a) available baseline covariates that may not be very rich; (b) limited data on the counterfactual; (c) limited and inconsistent outcome data; (d) weakened internal validity due to attrition; (e) constrained external validity due to who competes for oversubscribed programs; and (f) difficulties answering site-level questions with child-level randomization. The authors offer potential solutions to these six challenges and concrete recommendations for the design of future lottery-based early education studies.
{"title":"Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence","authors":"Christina Weiland, Rebecca Unterman, Susan Dynarski, Rachel Abenavoli, Howard Bloom, Breno Braga, Anne-Marie Faria, Erica Greenberg, Brian A. Jacob, Jane Arnold Lincove, Karen Manship, Meghan McCormick, Luke Miratrix, Tomás E. Monarrez, Pamela Morris-Perez, Anna Shapiro, Jon Valant, Lindsay Weixler","doi":"10.1177/23328584241231933","DOIUrl":"https://doi.org/10.1177/23328584241231933","url":null,"abstract":"Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S. early education programs. The authors’ collaborative network of five research teams applying this design in early education settings and methods experts has identified six challenges that need to be carefully considered in this next context: (a) available baseline covariates that may not be very rich; (b) limited data on the counterfactual; (c) limited and inconsistent outcome data; (d) weakened internal validity due to attrition; (e) constrained external validity due to who competes for oversubscribed programs; and (f) difficulties answering site-level questions with child-level randomization. The authors offer potential solutions to these six challenges and concrete recommendations for the design of future lottery-based early education studies.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"21 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/23328584241230051
Enikö Zala-Mezö, Amanda Datnow
Research-practice partnerships (RPPs) are gaining international attention as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the United States, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative—altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.
{"title":"Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts","authors":"Enikö Zala-Mezö, Amanda Datnow","doi":"10.1177/23328584241230051","DOIUrl":"https://doi.org/10.1177/23328584241230051","url":null,"abstract":"Research-practice partnerships (RPPs) are gaining international attention as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the United States, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative—altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"48 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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