The field of Comparative International Education trains new professionals every year who engage in work in diverse countries around the world, especially global South countries, influencing policy decisions. At the same time, the decolonization framework points out the epistemic dominance of the North, which faces the ‘other’ as an object of study rather than a subject capable of also producing knowledge. This study aims to use the framework of modernity/coloniality/decoloniality to understand the profile diversity of the authors used within the training of Comparative International Education (CIE) professionals in the Global North. It presents a bibliometric analysis of the syllabi of three offerings of the basic requirement course of the International Educational Development program at Teachers College Columbia University for the academic year of 2019-2020, evaluating the presence of Global South authors. Using basic descriptive statistics and social network analysis, this study investigates the geographic representation of the canons in the field by tracing the authorship of course readings. The findings demonstrate that research produced within the Global North is dominant in the basic training of CIE students, whereas Global South authors are present almost five times less than their Global North counterparts. While ways of addressing this disparity have already been set in motion, more can be done to further decolonial and ecology of knowledge frameworks in the future.
{"title":"Global South Perspectives: A Curriculum Analysis of a Global North Comparative International Education Graduate Program","authors":"Mariana Casellato","doi":"10.3102/1891136","DOIUrl":"https://doi.org/10.3102/1891136","url":null,"abstract":"The field of Comparative International Education trains new professionals every year who engage in work in diverse countries around the world, especially global South countries, influencing policy decisions. At the same time, the decolonization framework points out the epistemic dominance of the North, which faces the ‘other’ as an object of study rather than a subject capable of also producing knowledge. This study aims to use the framework of modernity/coloniality/decoloniality to understand the profile diversity of the authors used within the training of Comparative International Education (CIE) professionals in the Global North. It presents a bibliometric analysis of the syllabi of three offerings of the basic requirement course of the International Educational Development program at Teachers College Columbia University for the academic year of 2019-2020, evaluating the presence of Global South authors. Using basic descriptive statistics and social network analysis, this study investigates the geographic representation of the canons in the field by tracing the authorship of course readings. The findings demonstrate that research produced within the Global North is dominant in the basic training of CIE students, whereas Global South authors are present almost five times less than their Global North counterparts. While ways of addressing this disparity have already been set in motion, more can be done to further decolonial and ecology of knowledge frameworks in the future.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126226563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students’ achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.
{"title":"A Modeling Approach to Identify Academically Resilient Students: Evidence From PIRLS 2016","authors":"Stefan Johansson, Kajsa Yang Hansen, C. Thorsen","doi":"10.3102/1889384","DOIUrl":"https://doi.org/10.3102/1889384","url":null,"abstract":"In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students’ achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.\u0000","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125859119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002–2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.
{"title":"Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research","authors":"Zid Mancenido","doi":"10.3102/1883286","DOIUrl":"https://doi.org/10.3102/1883286","url":null,"abstract":"Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002–2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126150255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Spending at Baccalaureate-Granting Community Colleges: A Focus on Institutional Aid","authors":"Jeremy Wright-Kim","doi":"10.3102/1892154","DOIUrl":"https://doi.org/10.3102/1892154","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129926852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups were employed as data. This study, examines data from a larger study and finds the studied school was vital as a civic site for these negotiations and a Zone of Sovereignty forwarding survivance and self-determination for Indigenous students.
{"title":"\"To Know There's Other Indigenous People in Your School Is Nice\": Urban Indigenous Civic Identity","authors":"Rachel Talbert","doi":"10.3102/1895219","DOIUrl":"https://doi.org/10.3102/1895219","url":null,"abstract":"This critical participatory ethnographic study examines the negotiation of civic identity by eight Indigenous students in an urban public high school. Using Tribal Critical Race Theory to understand the experiences of students, stories from observations, participant interviews, and focus groups were employed as data. This study, examines data from a larger study and finds the studied school was vital as a civic site for these negotiations and a Zone of Sovereignty forwarding survivance and self-determination for Indigenous students.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132949412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jenni Conrad, Abby Reisman, T. Patterson, L. Jay, Avi Kaplan, J. Eisman, W. Chan
{"title":"White Preservice Teachers Facilitating African American History Discussions: Tensions of Identity in Practice","authors":"Jenni Conrad, Abby Reisman, T. Patterson, L. Jay, Avi Kaplan, J. Eisman, W. Chan","doi":"10.3102/1884200","DOIUrl":"https://doi.org/10.3102/1884200","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131370722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Counter-Spaces as Sites of Fostering and Amplifying Community College Latinas' Resistance Narratives in STEM","authors":"Y. Choi","doi":"10.3102/1895144","DOIUrl":"https://doi.org/10.3102/1895144","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128726756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nicole E. Larsen, A. Pyle, Erica Danniels, Marsha Marzouca, Raadiyah Nazeem
{"title":"Kindergarten Teachers' Facilitation of Social and Emotional Learning in Classroom Play Contexts","authors":"Nicole E. Larsen, A. Pyle, Erica Danniels, Marsha Marzouca, Raadiyah Nazeem","doi":"10.3102/1882874","DOIUrl":"https://doi.org/10.3102/1882874","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"82 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126067384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inclusive sports have emerged as a potential tool for building social inclusion within diverse populations. The Special Olympics Unified Sports programs are an example of inclusion initiatives specific to students with intellectual disability and sports that can be reevaluated with new understandings of inclusion. This systematic mixed studies review aimed to capture athlete Unified Sports experiences and identify what athletes reported about their participation. The systematic review identified nine original studies conducted by six unrelated research groups. Results across the studies are synthesized and suggestions for future research are presented. Athletes in all nine studies reviewed reported positive experiences with Unified Sports leading to increased social inclusion and/or self-concepts.
{"title":"Unified Sports, Social Inclusion, and Athlete-Reported Experiences: A Systematic Mixed-Studies Review","authors":"Hind Alharbi","doi":"10.3102/1881253","DOIUrl":"https://doi.org/10.3102/1881253","url":null,"abstract":"Inclusive sports have emerged as a potential tool for building social inclusion within diverse populations. The Special Olympics Unified Sports programs are an example of inclusion initiatives specific to students with intellectual disability and sports that can be reevaluated with new understandings of inclusion. This systematic mixed studies review aimed to capture athlete Unified Sports experiences and identify what athletes reported about their participation. The systematic review identified nine original studies conducted by six unrelated research groups. Results across the studies are synthesized and suggestions for future research are presented. Athletes in all nine studies reviewed reported positive experiences with Unified Sports leading to increased social inclusion and/or self-concepts.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126277861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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