{"title":"A Meta-Analysis on the Effects of the Community of Inquiry Presences on Educational Outcomes in Online and Blended Learning Environments","authors":"Florence Martin","doi":"10.3102/1684113","DOIUrl":"https://doi.org/10.3102/1684113","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131544133","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":"Effectiveness of Self-Regulated Learning Strategies on Academic Achievement in Online and Blended Environments: A Meta-Analysis","authors":"Zhihong Xu","doi":"10.3102/1683512","DOIUrl":"https://doi.org/10.3102/1683512","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126749760","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 this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.
{"title":"Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19","authors":"M. Johnson, John Wachen","doi":"10.51420/REPORT.2020.2","DOIUrl":"https://doi.org/10.51420/REPORT.2020.2","url":null,"abstract":"In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129403412","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 study aims to surface youth perspectives on their own activism, their experiences of age-based power dynamics in activist spaces, and their understandings of adult allyship. Using semistructured interviews and innovative participatory visual methods that invite youth to create and discuss original memes, we investigate these questions from the perspective of 10 youth activists involved in counterhegemonic organizing movements in the United States. Our analysis reveals that youth activists feel fundamentally misunderstood along multiple dimensions, including the practice of activism in online and offline spaces, the meaning of young people’s participation in activism, and their desires or expectations in terms of intergenerational allyship. By highlighting the key frustrations experienced by youth organizers and the solidarity practices that they desire from adult allies, this research contributes to a bottom-up understanding of youth activist praxis in relation to larger cultural discourses and adultist systems, while identifying practical implications for intergenerational support.
{"title":"Youth Activist Perspectives on Intergenerational Dynamics and Adult Solidarity in Youth Movements","authors":"AL Liou, Ioana Literat","doi":"10.3102/1680455","DOIUrl":"https://doi.org/10.3102/1680455","url":null,"abstract":"This study aims to surface youth perspectives on their own activism, their experiences of age-based power dynamics in activist spaces, and their understandings of adult allyship. Using semistructured interviews and innovative participatory visual methods that invite youth to create and discuss original memes, we investigate these questions from the perspective of 10 youth activists involved in counterhegemonic organizing movements in the United States. Our analysis reveals that youth activists feel fundamentally misunderstood along multiple dimensions, including the practice of activism in online and offline spaces, the meaning of young people’s participation in activism, and their desires or expectations in terms of intergenerational allyship. By highlighting the key frustrations experienced by youth organizers and the solidarity practices that they desire from adult allies, this research contributes to a bottom-up understanding of youth activist praxis in relation to larger cultural discourses and adultist systems, while identifying practical implications for intergenerational support.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125295731","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":"Voices of Refugee Youth","authors":"Patricia Trussler","doi":"10.11575/PRISM/38086","DOIUrl":"https://doi.org/10.11575/PRISM/38086","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121613679","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}
English Language Learners (ELL) are the fastest growing population in United States public education and are likely underrepresented in gifted education. This study analyzed a nationally representative sample of the largest school districts (n=311) in the United States accounting for approximately 35% of the total public school enrollment of K12 education. Five pre-registered hypotheses were tested to explore the nature of ELL underrepresentation in gifted education. Eighty-six percent of the schools had ELL relative difference in composition index (RDCI) scores in the large underrepresentation category (< -60), and the pattern of underrepresentation was consistent in all four census regions of the U.S. Underrepresentation in schools with state policy mandates to identify gifted students was no different that ELL underrepresentation in non-mandated policy states. Variables of gifted program inclusiveness (r = .07) and prevalence of ELL student populations (r = .05) were not associated with variation in ELL underrepresentation.
{"title":"Underrepresentation of English-Language Learners in Gifted Education and the Influence of Gifted Education Policy","authors":"Todd Kettler, Y. Laird","doi":"10.31234/osf.io/d5evs","DOIUrl":"https://doi.org/10.31234/osf.io/d5evs","url":null,"abstract":"English Language Learners (ELL) are the fastest growing population in United States public education and are likely underrepresented in gifted education. This study analyzed a nationally representative sample of the largest school districts (n=311) in the United States accounting for approximately 35% of the total public school enrollment of K12 education. Five pre-registered hypotheses were tested to explore the nature of ELL underrepresentation in gifted education. Eighty-six percent of the schools had ELL relative difference in composition index (RDCI) scores in the large underrepresentation category (< -60), and the pattern of underrepresentation was consistent in all four census regions of the U.S. Underrepresentation in schools with state policy mandates to identify gifted students was no different that ELL underrepresentation in non-mandated policy states. Variables of gifted program inclusiveness (r = .07) and prevalence of ELL student populations (r = .05) were not associated with variation in ELL underrepresentation.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114772067","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":"A Discussion-Based Literacy Intervention Using Indigenous Students' Cultural Narratives","authors":"Maung T. Nyeu","doi":"10.3102/1692093","DOIUrl":"https://doi.org/10.3102/1692093","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134493681","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}
S. Levin, Caitlin Scott, Man Yang, Melanie Leung, Kathryn Bradley
{"title":"Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done","authors":"S. Levin, Caitlin Scott, Man Yang, Melanie Leung, Kathryn Bradley","doi":"10.3102/1686983","DOIUrl":"https://doi.org/10.3102/1686983","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132611977","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":"Depictions Versus Reality: Countering the Television Mediated Narratives of Black Teachers in Baltimore","authors":"Sedrick Smith","doi":"10.13016/M2QCPK-SEYJ","DOIUrl":"https://doi.org/10.13016/M2QCPK-SEYJ","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130486553","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":"Female Genital Cutting: A Content Analysis and Need for Change in Caregivers' Attitudes","authors":"K. L. Scott","doi":"10.3102/1690991","DOIUrl":"https://doi.org/10.3102/1690991","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134549728","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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