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Are Teachers Satisfied With Their Evaluations? The Importance of Teaching Context and Trends Over Time 教师对自己的评价满意吗？教学背景的重要性和随时间变化的趋势

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231221539

Lauren Sartain, Wesley T. Morris

Nationally, teachers have experienced major changes in how their performance is evaluated. Teacher satisfaction with the evaluation system likely influences whether they will use the evaluation data to make instructional improvements, yet we know little about teachers’ perceptions of their evaluations. Using survey data from Chicago Public Schools, we explore teacher satisfaction with the evaluation system and their perceptions of its fairness and accuracy. Sixty percent of teachers reported being satisfied with the district’s reformed teacher evaluation. However, satisfaction declined following the implementation of the district’s more rigorous evaluation system, driven by tenured teachers’ differentially negative impressions. Notably, teacher satisfaction was higher in schools with strong climates, particularly where teachers perceived instructional leadership as effective. These findings underscore the importance of school leaders in the implementation of teacher evaluation policies and suggest that some principals need support fostering school climates focused on instructional improvement and building strong relationships with staff.

在全国范围内，教师的绩效评估方式发生了重大变化。教师对评价体系的满意度可能会影响他们是否会利用评价数据来改进教学，但我们对教师对评价的看法却知之甚少。我们利用芝加哥公立学校的调查数据，探讨了教师对评价系统的满意度以及他们对评价系统公平性和准确性的看法。60%的教师对学区改革后的教师评价表示满意。然而，在该学区实施更严格的评价体系后，满意度有所下降，这主要是由于终身教师对该体系的负面印象不同。值得注意的是，在氛围浓厚的学校，尤其是教师认为教学领导力有效的学校，教师的满意度较高。这些发现强调了学校领导在实施教师评价政策中的重要性，并表明一些校长需要得到支持，以营造注重教学改进和与教职工建立良好关系的学校氛围。

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引用次数: 0

Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators 衡量美国科学家、工程师和教育工作者对跨学科与合作的看法

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231218952

Katherine R. McCance, Margaret Blanchard

Interdisciplinarity has the potential to lead to more innovation and advances in knowledge than are possible from a single discipline. Yet, little is known about interdisciplinary collaborations and the perceptions of those involved. This quantitative study investigated the perceptions of U.S. faculty, staff, postdocs, and graduate students involved in education and science/engineering collaborations. Exploratory factor analysis was conducted for two modified scales, Collaboration Perceptions (CP; n = 117; 17 items; α = .923) and Interdisciplinarity Perceptions (IP; n = 119; 11 items; α = .852). Participants’ perceptions of collaboration and interdisciplinarity were strongly positive and did not significantly differ based on demographic factors (e.g., gender, discipline, role). Perceptions were influenced by collectivist orientation; the high collectivism group had significantly more positive perceptions of collaboration and interdisciplinarity, and collectivist orientation was positively and significantly correlated with CP and IP scores. Implications and recommendations for interdisciplinary collaborations will be discussed.

跨学科有可能带来比单一学科更多的创新和知识进步。然而，人们对跨学科合作以及相关人员的看法却知之甚少。这项定量研究调查了参与教育和科学/工程合作的美国教职员工、博士后和研究生的看法。对两个修订量表进行了探索性因子分析，即 "合作认知"（CP；n = 117；17 个项目；α = .923）和 "跨学科认知"（IP；n = 119；11 个项目；α = .852）。参与者对合作和跨学科性的看法非常积极，并没有因人口统计因素（如性别、学科、角色）的不同而产生显著差异。对合作和跨学科性的看法受到集体主义倾向的影响；高集体主义倾向组对合作和跨学科性的看法明显更积极，集体主义倾向与 CP 和 IP 分数呈显著正相关。将讨论跨学科合作的意义和建议。

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引用次数: 0

The Geography of Principal Internships in North Carolina 北卡罗来纳州校长实习的地理情况

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231219994

Timothy A. Drake, Kevin C. Bastian

Principal preparation programs play an important role in developing future school leaders’ skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on internships by examining the pathways of interns from prior- to post-internship employment. We find that internships are highly localized around interns’ prior- and post-employment schools but not their preparation program, with wide variability in placements between programs. Interns’ demographics do not play a large role in shaping the geography of internship placements. However, we find that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements. We conclude by highlighting the limitations and discussing implications for future research.

校长预备课程在培养未来学校领导者的技能和实践方面发挥着重要作用。实习，或者说为未来领导者提供的以亲身实践、真实方式参与学校领导工作的结构化机会，是校长预备课程最重要的组成部分之一。本研究利用来自北卡罗来纳州 12 个项目的纵向数据，通过考察实习生从实习前到实习后的就业途径，扩展了对实习的研究。我们发现，实习生在实习前和实习后的就业学校高度本地化，而不是他们的准备课程，不同课程之间的实习安排差异很大。实习生的人口统计学特征在影响实习地点的地理分布方面作用不大。然而，我们发现，准备课程类型与实习地点的地理位置密切相关，这表明课程结构的差异可能会影响实习地点。最后，我们强调了研究的局限性，并讨论了对未来研究的影响。

引用次数: 0

A Dakota Cultural Intervention’s Influence on Native Students’ Sense of Belonging: A CBPR Case Study 达科他文化干预对土著学生归属感的影响：CBPR 案例研究

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231221793

Heather J. Peters, Teresa R. Peterson, The Dakota Wicoḣaƞ Community

This community-based participatory research case study demonstrates how Dakota Wicoḣaƞ utilized Indigenous and feminist epistemologies to create, implement, and evaluate a cultural intervention, the Mni Sota Makoce: Dakota Homelands Curriculum, to increase Native 6th- and 10th-grade social studies students’ peoplehood sense of belonging (Tachine et al., 2017). Findings demonstrate Native students liked the curriculum and reported an increase in support and a decrease in invalidation of their sense of belonging. While the curriculum provided a source of racial-ethnic socialization, some European American students criticized the curriculum, which likely negatively impacted 6th-grade students psychological sense of school membership (Goodenow, 1993). Results indicate Indigenous culture, epistemologies, and pedagogies should be infused throughout all curricula, teachers need to be prepared to effectively deal with racist and discriminatory behavior, and Indian education is important to Native students’ belonging. Implications and recommendations for funders, schools, researchers, teacher education programs, and Native communities are discussed.

这项以社区为基础的参与式研究案例展示了达科塔威可（Dakota Wicoḣaƞ）如何利用土著和女权主义认识论来创建、实施和评估一项文化干预措施--"Mni Sota Makoce"：Dakota Homelands Curriculum），以提高原住民六年级和十年级社会研究学生的民族归属感（Tachine 等人，2017 年）。研究结果表明，原住民学生喜欢这门课程，并表示他们的归属感得到了更多支持，无效感有所减少。虽然课程提供了种族-民族社会化的来源，但一些欧洲裔美国学生对课程提出了批评，这可能对六年级学生的学校成员心理产生了负面影响（Goodenow，1993 年）。研究结果表明，土著文化、认识论和教学法应渗透到所有课程中，教师需要做好有效处理种族主义和歧视行为的准备，印第安教育对土著学生的归属感非常重要。本文讨论了对资助者、学校、研究人员、教师教育计划和原住民社区的影响和建议。

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引用次数: 0

Are Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage 法学院是否为提高律师资格考试通过率而 "削尖脑袋"？估算自然减员率和转学率如何影响律师资格考试通过率的多层次回归方法

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231214526

Jason M. Scott, Joshua L. Jackson, Andrea M. Pals

Law schools are held accountable on many fronts to achieve and maintain high bar passage rates. While the course of legal education itself, along with various interventions, is a key driver of bar exam performance, Bahadur et al. (2021) suggests that obscure institutional practices might be inflating institutional bar passage performance. Such practices could include recruitment and admission of transfer students and academic attrition. We examine this hypothesis to assess the influence of both attrition and transfer on law schools’ bar passage differential using fixed-effects and between-within models. We also utilize Poisson regression to explore the effect of geographical proximity to other law schools on transfer rates. We find that, on average, neither attrition nor transfer activity substantively affect bar passage performance, and that although geographic proximity to other schools is related to transfer rates, this relationship does not result in notable differences in bar passage.

为了实现并保持较高的律师资格考试通过率，法学院需要承担多方面的责任。虽然法律教育课程本身以及各种干预措施是律师资格考试成绩的关键驱动因素，但 Bahadur 等人（2021 年）认为，一些不明显的机构做法可能会抬高机构的律师资格通过率。这些做法可能包括转学生的招募和录取以及学术减员。我们研究了这一假设，利用固定效应模型和内部间模型评估了自然减员和转学对法学院律师资格考试通过率差异的影响。我们还利用泊松回归来探讨与其他法学院的地理邻近性对转学率的影响。我们发现，平均而言，自然减员和转学活动都不会对律师资格考试成绩产生实质性影响，虽然与其他学校的地理邻近程度与转学率有关，但这种关系并不会导致律师资格考试成绩的显著差异。

引用次数: 0

On the Interplay of Motivational Characteristics and Academic Achievement: The Role of Need for Cognition 动机特征与学习成绩的相互作用：认知需要的作用

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2024-01-01 DOI: 10.1177/23328584231218961

A. Strobel, Alexander Strobel, F. Preckel, Ricarda Steinmayr

While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering well-established motivational constructs and prior achievement in the prediction of academic achievement across different subjects in a longitudinal approach across two time points in a sample of secondary school students ([Formula: see text] = 271, [Formula: see text] = 255). Correlations of NFC with grades were comparable to those of established predictors. NFC incrementally predicted academic achievement over and above prior achievement and ability self-concept. A mutual influence of NFC and academic achievement was found pointing to skill development as well as self-enhancement processes taking place in this interplay. Consequently, we propose to include NFC in models for the comprehensive explanation of academic achievement in school.

智力和动机变量是学业成绩的既定预测因素，而认知需要（NFC），即参与和享受具有挑战性的智力活动的稳定内在动机，在这一领域尚未得到全面考虑，尤其是纵向考虑。通过应用潜在变化得分建模，我们以中学生为样本（[公式：见正文] = 271，[公式：见正文] = 255），采用两个时间点的纵向方法，在预测不同科目学业成绩时，考虑了成熟的动机建构和先前成就，考察了 NFC 的增量价值。NFC 与成绩的相关性与已有的预测指标相当。在先前成绩和能力自我概念之上，NFC对学业成绩的预测作用不断增强。我们发现，NFC 和学业成绩之间存在相互影响，这表明在这种相互作用中存在技能发展和自我提升的过程。因此，我们建议将 NFC 纳入模型中，以全面解释学业成绩。

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引用次数: 0

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning. COVID-19 的破坏性：课程参与、自我评价和学习的差异。

IF 3.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-06-29 eCollection Date: 2023-01-01 DOI: 10.1177/23328584231177967

Teresa M Ober, Ying Cheng, Matthew F Carter, Cheng Liu

We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (M_age=16.7 years, SD_age=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.

我们调查了在 COVID-19 大流行期间向远程教学的过渡如何影响学生的参与度、自我评价以及高级班（AP）统计学课程的学习情况。参与者包括在2017-2018学年（N=266）、2018-2019学年（N=200）和受大流行影响的2019-2020学年（N=215）选修该课程的681名学生（平均年龄=16.7岁，平均年龄差值=0.90；女性比例=55.4）。与前一年相比，受大流行病影响学年的学生在春季学期的情感参与度有较大提高，但认知参与度有所下降。在受大流行病影响的学年就读的女生在情感和行为参与方面经历了更大的负面变化。与前一年相比，在受大流行病影响的年份入学的学生报告说，他们预期的 AP 考试成绩下降幅度更大，在与 AP 考试一致的模拟考试中获得的分数也更低。虽然学生们在某些方面表现出了顽强的生命力，但他们的自我评价和学习似乎受到了大流行病环境的负面影响。

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引用次数: 0

How Well Do Students Understand “Free Community College”? Promise Programs as Informational Interventions 学生对“免费社区大学”的理解程度如何?承诺项目作为信息干预

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231166948

David B. Monaghan

Given the low price of community college relative to need-based aid, last-dollar “free community college” (i.e., Promise) programs often only marginally reduce students’ real costs. Given this reality, some claim that these programs impact students largely through “messaging”: information conveying the affordability of community college. However, it is unclear how such messaging works in concept or practice. Drawing on a case study, I document the paradoxical ways last-dollar community college Promise programs alter students’ understanding of college affordability. Reflecting program marketing, students typically understood the program as simply “free college,” with little grasp of last-dollar structure or eligibility criteria. Many believed the Promise program paid their tuition, but administrative data showed the program funded very few students. Student misunderstanding of the program is traceable to a baseline conception of college as “expensive” and to a tenuous grasp of need-based aid. Promise programs’ “messaging effects” are predicated upon such prevalent misconceptions. The “message” is a mixture of clarification and misdirection, revealing a factual situation (that community college is often “tuition-free”) through an equivocation (that the Promise program is making it free).

鉴于社区大学相对于基于需求的资助而言价格低廉，最后一美元的“免费社区大学”(即Promise)项目往往只能略微降低学生的实际成本。鉴于这一现实，一些人声称，这些项目主要是通过“传递信息”来影响学生的:传递社区大学的负担能力的信息。然而，目前尚不清楚这种消息传递在概念或实践中是如何工作的。通过一个案例研究，我记录了最后一美元社区大学承诺项目改变学生对大学负担能力的理解的矛盾方式。作为项目营销的反映，学生们通常将该项目理解为简单的“免费大学”，很少掌握最后一美元的结构或资格标准。许多人认为承诺计划支付了他们的学费，但行政数据显示，该计划资助的学生很少。学生对这个项目的误解可以追溯到大学是“昂贵”的基本概念，以及对基于需求的援助的薄弱把握。承诺项目的“信息传递效应”是基于这种普遍的误解。“信息”是澄清和误导的混合物，通过含糊其辞(承诺项目使其免费)揭示了一个事实情况(社区大学通常是“免学费的”)。

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引用次数: 0

U.S. Ninth Graders' Math Course Placement at the Intersection of Learning Disability Status, Race, and Socioeconomic Status. 美国九年级学生在学习障碍、种族和社会经济地位的交叉点上的数学课程安排

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2023-01-01 Epub Date: 2023-07-25 DOI: 10.1177/23328584231186612

Dara Shifrer

This study integrates an intersectional framework with data on 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009 to investigate differences in ninth-grade math course placement at the intersection of adolescents' learning disability status, race, and socioeconomic status (SES). Descriptive results support an increased liability perspective, with the negative relationship between a learning disability and math course placement larger for adolescents more privileged in terms of their race and/or SES. Adjusted results suggest that the lower math course placements of youth with learning disabilities are due to cumulative disadvantage rather than disability-related inequities in the transition to high school for youth of diverse racial and socioeconomic backgrounds. In addition to demonstrating the importance of intersectional perspectives, this study provides a roadmap for future studies by introducing the new perspective of increased liability to be used in conjunction with the widely employed perspective of multiple marginalization.

这项研究将一个跨部门框架与2009年高中纵向研究中15000名美国九年级学生的数据相结合，以调查九年级数学课程安排在青少年学习障碍状况、种族和社会经济地位（SES）交叉点上的差异。描述性结果支持增加责任的观点，对于在种族和/或社会经济地位方面享有特权的青少年来说，学习障碍和数学课程安排之间的负面关系更大。调整后的结果表明，学习障碍青年的数学课程安排较低是由于不同种族和社会经济背景的青年在向高中过渡过程中的累积劣势，而不是与残疾相关的不平等。除了证明跨部门视角的重要性外，本研究还通过引入增加责任的新视角，结合广泛使用的多重边缘化视角，为未来的研究提供了路线图。

引用次数: 0

Unsettling Experiences: Factors That Discourage International Students From Desiring Research and Teaching Careers 令人不安的经历:阻碍国际学生渴望研究和教学事业的因素

IF 2.8 3区教育学 Q1 Social Sciences

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231164407

Shinji Katsumoto, N. Stroup, Cassie L. Barnhardt

It is estimated that one-third of students completing their doctoral study in the United States are international. This is notable because the higher education socialization processes for international students are uniquely challenging, yet little scholarship has addressed how these challenges influence doctoral students’ pursuits of faculty careers. Employing multi-institutional data from the U.S. research-intensive universities, this study examined how interpersonal socialization difficulties (based in linguistic challenges, cultural differences, and identity-based bias/discrimination) with peers, faculty, and staff were associated with declined interest in pursuing faculty positions at research-oriented universities and teaching-oriented universities. The results indicated that international doctoral students who experienced interpersonal challenges due to cultural conflicts were more likely to lose interest in faculty positions. U.S. higher education is recommended to help both international doctoral students and people around them to minimize communication difficulties of cultural differences to retain international talents who can be future international faculty.

据估计，在美国完成博士学业的学生中有三分之一是国际学生。这一点值得注意，因为国际学生的高等教育社会化过程具有独特的挑战性，但很少有学术研究涉及这些挑战如何影响博士生对教师职业的追求。本研究采用来自美国研究型大学的多机构数据，研究了与同伴、教职员工的人际社会化困难(基于语言挑战、文化差异和基于身份的偏见/歧视)如何与研究型大学和教学型大学追求教师职位的兴趣下降有关。结果表明，由于文化冲突而经历人际关系挑战的国际博士生更容易对教师职位失去兴趣。建议美国高等教育帮助国际博士生和他们周围的人，尽量减少文化差异带来的交流困难，以留住可以成为未来国际教师的国际人才。

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