Aera Open最新文献

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Contextualized High School Performance: Evidence to Inform Equitable Holistic, Test-Optional, and Test-Free Admissions Policies 情境化的高中表现:证据告知公平的整体，可选考试和免考试招生政策

3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231197413

Michael N. Bastedo, Mark Umbricht, Emma Bausch, Bo-Kyung Byun, Yiping Bai

Holistic admissions practices require evaluating an applicant’s credentials in light of the opportunities available in their high school context. High school grades, test scores, and course taking are clearly related to college grades, retention, and graduation. But does performance in high school context also relate to college success? Building a unique dataset of 2.3 million students in a Midwestern state, we find that contextualized indicators of high school grades and standardized tests are strongly associated with student success in college, validating their use in holistic admissions. Contextualized grades have a stronger and more consistent association with college success than contextualized test scores, and may be most helpful at test-optional, test-free, and broader-access colleges that have yet to adopt holistic admissions practices.

整体招生实践需要根据申请人高中环境中的机会来评估申请人的资历。高中成绩、考试成绩和课程学习显然与大学成绩、留校和毕业有关。但高中的表现是否也与大学的成功有关呢?我们在一个中西部州建立了一个包含230万名学生的独特数据集，发现高中成绩和标准化考试的情境化指标与学生在大学中的成功密切相关，验证了它们在整体录取中的作用。情境化成绩比情境化考试成绩与大学成功有着更强、更一致的联系，对于那些尚未采用整体招生实践的可选考试、免考试和录取范围更广的大学来说，情境化成绩可能是最有帮助的。

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 EDUCATION & EDUCATIONAL RESEARCH

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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引用次数: 0

Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language 走向远方：按地理位置、种族/民族、家庭收入和家庭语言划分的高质量学校学前入学差异

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231168867

Meghan McCormick, Mirjana Pralica, Joann Hsueh, C. Weiland, A. Weissman, Anna Shapiro, Samantha Xia, Cullen MacDowell, S. Maves, Anne Taylor, J. Sachs

This study leverages six years of public prekindergarten (pre-K) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS pre-K from 2012–2017 for students from different racial/ethnic, socioeconomic, and linguistic groups. The largest differences in enrollment emerged with respect to race and ethnicity—and for enrollment in programs in higher-quality schools (defined as schools scoring in the top quartile on third-grade standardized tests)—with disparities increasing over time. Although there were no differences across groups in proximity to BPS pre-K programs in general, Black students lived about a quarter of a mile farther than their White peers from the nearest program in a higher-quality school, with gaps widening over time. Closer proximity was associated with a higher likelihood of enrollment in a program in a higher-quality school. Implications for future research and policy are discussed.

本研究利用来自波士顿公立学校(BPS)的6年公立幼儿园(pre-K)和幼儿园数据(N = 22,469)来检查2012-2017年来自不同种族/民族，社会经济和语言群体的BPS pre-K学生的入学情况。入学率的最大差异体现在种族和民族方面，以及高质量学校(定义为在三年级标准化考试中得分最高的学校)的入学率方面，这种差异随着时间的推移而扩大。虽然总体而言，不同群体与BPS学前教育项目的距离没有差异，但黑人学生比白人学生离最近的高质量学校项目的距离要远四分之一英里，而且随着时间的推移，差距会越来越大。距离越近，越有可能进入高质量学校的课程。讨论了对未来研究和政策的影响。

引用次数: 1

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 EDUCATION & EDUCATIONAL RESEARCH

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

Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions 推进“交叉服务”的研究，实践和政策与西班牙裔服务机构

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584221148421

Gina A. Garcia, Marcela G. Cuellar

There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness.

西班牙裔服务机构(hsi)的数量激增，这些机构是授予学位的非营利性高等教育机构，招收至少25%的西班牙裔/拉丁裔/黑人本科生。尽管自2010年左右以来，HSI奖学金急剧增加，但对属于“H”的个体的了解以及HSI本身的多样性仍然存在差距。运用批判理论和批判方法，本专题集中的文章探讨了西班牙裔/拉丁裔/e身份的复杂性，以及hsi在身份交叉点服务学生时所缺乏的各种方式。本引言简要概述了本文集中的八篇文章，并解释了对HSI学术研究采用这种批判性方法的必要性，我们称之为“交叉服务”。我们概述了这八篇文章的贡献，并呼吁从业者、学者、政策中介、资助者和联邦机构在制定决策、推进研究、实施政策和创建资金流时考虑“H”的复杂性，以增强交叉服务。

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引用次数: 1

A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights 伦理领导研究的文献计量学回顾:转移焦点和理论见解

3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231209266

Chuan-Chung Hsieh, Shao-En Tai, Hui-Chieh Li

This study used bibliographic data from Web of Science and employed various bibliometric analysis tools to present a systematic review of ethical leadership research from a board perspective. Theoretical evolutions underpinning how ethical leaders influence their followers are also detailed. Results identify the key documents, frequent keywords, and the most used theories in the field of ethical leadership. Results show that not only are there few newcomers to the field, the knowledge on ethical leadership, dominated by a minority few, has not diffused to a broader community. Results also show that although the focus of ethical leadership research in recent years shifted to employee creativity and knowledge sharing, the theories applied in the investigations remain the dominant social exchange theory and social learning theory. The results provide useful references for future studies, avoiding repetitive research while identifying possible knowledge gaps.

本研究使用Web of Science的文献资料，并运用多种文献计量分析工具，从董事会的角度对伦理领导研究进行系统回顾。关于道德领袖如何影响其追随者的理论演变也很详细。结果确定了伦理领导领域的关键文献、频繁关键词和最常用理论。结果表明，不仅这个领域的新人很少，而且由少数人主导的伦理领导知识也没有传播到更广泛的社区。研究结果还表明，尽管近年来伦理型领导研究的重点转向了员工创造力和知识共享，但调查中应用的理论仍以社会交换理论和社会学习理论为主。研究结果为未来的研究提供了有用的参考，避免了重复研究，同时发现了可能的知识空白。

引用次数: 0

"Everything That's Hard Got Harder": Preservice Teachers' Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic. “一切都变得更难”:职前教师在COVID大流行期间的教学排练中进行严格和响应性教学的尝试

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584221139774

David Stroupe, Julie Christensen

At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers' (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to their preparation, we examined how PSTs viewed macroteaching and their evolving participation in the teaching rehearsal. Using a situative perspective, we collected multiple forms of data. We found that although PSTs wanted to enact rigorous and responsive instruction, their participation was deeply affected by the sudden shift to an online setting. Our analysis of video-recorded lessons confirmed PSTs' observations that their instruction became less rigorous and responsive over time. We conclude with questions about teacher preparation during the pandemic.

在2019冠状病毒病大流行开始时，我们的教师培训计划转向在线环境，破坏了基于实践的教师培训的一个关键特征:职前科学教师(pst)在延长的教学排练期间近似于严格和响应性的教学，称为宏观教学。鉴于这种对他们准备工作的意外冲击，我们研究了pst如何看待宏观教学以及他们在教学排练中的不断发展的参与。使用情境视角，我们收集了多种形式的数据。我们发现，尽管pst想要制定严格和响应性的教学，但他们的参与受到突然转向在线环境的深刻影响。我们对录像课程的分析证实了PSTs的观察，即随着时间的推移，他们的教学变得不那么严格和反应迅速。最后，我们提出了关于大流行期间教师准备工作的问题。

引用次数: 0

The Interplay Between Fiscal Institutions and the Great Recession: Evidence From U.S. School Districts 财政制度与大衰退之间的互动：来自美国学区的证据

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231189176

Christian Buerger, Michelle L. Lofton

Recessions may disproportionally affect school districts, especially with established fiscal institutions and policies including balanced budget requirements, tax and expenditure limitations, and school finance reforms. Analyzing the Great Recession and school districts in the United States between 2003 and 2016, we estimated difference-in-differences models leveraging variation in state recession severity to evaluate revenue and expenditure impacts as well as to measure differential recession effects for districts exposed to and not exposed to fiscal institutions and policies. Although revenues and expenditures increased relative to pre-recession levels in all districts, increases were much larger in school districts with less severe than more severe recessions. Balanced budget requirements exacerbated recession effects for low-income districts, and local tax and expenditure limitations intensified recession effects for high-income districts. School finance reforms worsened recession effects for all districts. Our findings can aid districts in understanding potential recessionary impacts, given their prior established fiscal policies and institutions.

经济衰退可能会对学区产生不成比例的影响，尤其是在已有财政机构和政策的情况下，包括平衡预算要求、税收和支出限制以及学校财政改革。通过分析2003年至2016年间美国的大衰退和学区，我们估计了差异模型，该模型利用州衰退严重程度的变化来评估收入和支出影响，并衡量暴露于和未暴露于财政机构和政策的地区的差异衰退影响。尽管所有地区的收入和支出都比衰退前的水平有所增长，但衰退程度较轻的学区的增长幅度要大得多。平衡的预算要求加剧了低收入地区的衰退影响，地方税收和支出限制加剧了高收入地区的经济衰退影响。学校财政改革加剧了所有地区的经济衰退影响。鉴于各地区先前制定的财政政策和体制，我们的研究结果可以帮助它们了解潜在的衰退影响。

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引用次数: 0

Career and Technical Education at Community Colleges: A Review of the Literature 社区大学的职业与技术教育:文献综述

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231186618

A. Soliz

I review the literature evaluating sub-baccalaureate career and technical education (CTE) at community colleges. The goal of this study is to review the evidence describing how earning these types of credentials affects students’ outcomes, as well as which program characteristics contribute to student success. The research suggests that, on average, there are significant labor-market returns to obtaining short, technical credentials, although the returns vary across locations and fields of study. Researchers examining career pathway programs, sectoral partnerships, and apprenticeships have found mixed effects of participating in these programs, although so far, the literature is largely limited to short-term outcomes. More research is needed that ties program characteristics to student outcomes to develop our understanding of how to increase the probability of success for students enrolling in postsecondary CTE. We also need more studies examining the long-term outcomes for students graduating from these programs.

本文回顾了评估社区大学副学士学位职业与技术教育(CTE)的文献。本研究的目的是回顾描述获得这些类型的证书如何影响学生的结果的证据，以及哪些项目特征有助于学生的成功。研究表明，平均而言，获得短期技术证书会带来显著的劳动力市场回报，尽管回报因地点和学习领域而异。研究人员研究了职业路径项目、部门合作伙伴关系和学徒制，发现参加这些项目的效果好坏参半，尽管到目前为止，文献主要局限于短期结果。需要更多的研究将项目特点与学生成绩联系起来，以加深我们对如何增加学生参加高等教育CTE的成功概率的理解。我们还需要更多的研究来检验从这些项目毕业的学生的长期结果。

引用次数: 0

Do Teachers Feel Valued in Society? Occupational Value of the Teaching Profession in OECD Countries 教师在社会中感到有价值吗?经合组织国家教师职业的职业价值

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open

Pub Date : 2023-01-01 DOI: 10.1177/23328584231179184

Motoko Akiba, Soo-yong Byun, Xiao-yan Jiang, K. Kim, Alexander Moran

Teacher accountability reforms implemented around the globe have heightened a sense that teachers are losing the support of policymakers and the general public. To examine the global pattern in teachers’ perception of occupational value and identify possible outcomes and predictors, we analyzed the 2018 Teaching and Learning International Survey (TALIS) data. We found an overwhelming majority of teachers feel undervalued in almost all OECD countries. In addition, teachers who feel undervalued reported less collective teacher effort for school improvement and job dissatisfaction consistently in four countries of comparison with different policy contexts—the United States, Australia, Finland, and Korea. However, the relationships between three working conditions impacted by accountability reforms—compensation, classroom autonomy, and involvement in school decision-making—and perceived occupational value varied across these four countries. Specifically, these working conditions seem to matter more in the United States, where the teacher policy context produces greater disparities across schools in teacher qualifications, distribution of qualified teachers, and degree of professional control.

全球实施的教师问责制改革加剧了一种感觉，即教师正在失去政策制定者和公众的支持。为了研究教师职业价值感知的全球格局，并确定可能的结果和预测因素，我们分析了2018年教学与学习国际调查(TALIS)数据。我们发现，几乎所有经合组织国家的绝大多数教师都觉得自己被低估了。此外，在美国、澳大利亚、芬兰和韩国这四个政策背景不同的国家中，感到被低估的教师报告说，他们在学校改进方面的集体努力较少，对工作的不满也持续减少。然而，受问责制改革影响的三种工作条件(薪酬、课堂自主权和参与学校决策)与感知职业价值之间的关系在这四个国家有所不同。具体来说，在美国，这些工作条件似乎更重要，在美国，教师政策背景在教师资格、合格教师的分布和专业控制程度方面产生了更大的差异。

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