Australian Educational Researcher最新文献

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How Much Do Teachers Value Compensation Deferred for Retirement? Evidence From Defined Contribution Rate Choices 教师对延迟退休薪酬的重视程度如何?来自固定缴款率选择的证据

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-17 DOI: 10.3102/0013189X21999665

Dan Goldhaber, Kristian L. Holden

How much do teachers value compensation deferred for retirement (CDR)? This question is important because the vast majority of public school teachers are covered by defined benefit pension plans that “backload” a large share of compensation to retirement relative to the compensation structure in the private sector, and there is scant evidence about whether pension structures are consistent with teacher preferences for current compensation versus CDR. This study examines a unique setting in Washington State, where teachers are enrolled in a hybrid pension system that has both defined benefit and defined contribution components. We exploit the fact that teachers have choices over their defined contribution rate to infer their revealed preferences for current versus CDR. We find that teachers on average contribute 7.23% of salary income toward retirement; 62% in fact elect to contribute more than the minimally required contribution of 5%. This suggests that teachers value CDR far more than suggested by prior evidence.

教师对延迟退休补偿(CDR)的重视程度如何?这个问题很重要，因为与私营部门的薪酬结构相比，绝大多数公立学校教师都享有固定收益养老金计划，该计划将很大一部分薪酬“退回”到退休，而且关于养老金结构是否符合教师对当前薪酬与CDR的偏好的证据很少。本研究考察了华盛顿州的一个独特环境，那里的教师参加了一个混合养老金系统，该系统既有固定收益部分，也有固定缴款部分。我们利用教师可以选择固定缴费率的事实来推断他们对当前和CDR的偏好。我们发现，教师平均将工资收入的7.23%用于退休;事实上，62%的人选择的供款额超过了5%的最低要求。这表明教师对CDR的重视程度远远超过之前的证据。

引用次数: 3

Meal Vouchers Matter for Academic Attainment: A Community College Field Experiment 膳食券对学习成绩的影响:一项社区大学实地实验

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-16 DOI: 10.3102/0013189X231153131

Katharine M. Broton, M. Mohebali, Sara Goldrick-Rab

Given growing awareness of the high prevalence of food insecurity among college students, higher education leaders are implementing various food interventions on their campuses. However, there is little research on the efficacy and impact of these initiatives. Using data from a field randomized control trial, we find that a relatively modest financial investment in campus meal cards coupled with proactive outreach by an existing campus office improved community college students’ academic attainment outcomes. Students who were invited to participate in the meal voucher program attempted and completed more credits during their first year of college and were more likely to graduate in 2 years than otherwise similar peers, indicating that a campus meal program can promote college success.

鉴于越来越多的人意识到大学生中普遍存在的食品不安全问题，高等教育领导人正在他们的校园里实施各种食品干预措施。然而，关于这些举措的有效性和影响的研究很少。利用现场随机对照试验的数据，我们发现对校园餐卡进行相对适度的财政投资，加上现有校园办公室的积极推广，可以改善社区大学生的学习成绩。被邀请参加膳食券计划的学生在大学第一年尝试并完成了更多的学分，并且比其他类似的同龄人更有可能在两年内毕业，这表明校园膳食计划可以促进大学的成功。

引用次数: 0

Disrupting Three Prominent Racialized Trauma Tropes 打破三个突出的种族化创伤比喻

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-15 DOI: 10.3102/0013189X231152869

Adam J. Alvarez

School-based actors can uphold racialized systems and White supremacy through the racialized youth trauma narratives they reproduce. With respect to the growing movement to better support trauma-exposed youth inside school contexts, it is imperative that school-based actors avoid perpetuating deficit views of youth of color, who are disproportionately overexposed to traumatic experiences. Drawing on the youth trauma literature and personal experiences with educators, this essay outlines three common trauma tropes: (a) the hearing gunshots trope, (b) the socioeconomic myth trope, and (c) the what happened to them trope. These narratives are viewed as tropes because they function as rhetorical tools that ignite White-racialized ideological responses and perpetuate the racial status quo. In closing, the author shares four recommendations to better support trauma-exposed youth and provides empirical pathways for researchers to further study the race-trauma nexus.

学校演员可以通过他们再现的种族化的青年创伤叙事来维护种族化的制度和白人至上主义。关于在学校环境中更好地支持遭受创伤的青年的日益增长的运动，学校演员必须避免对有色人种青年的长期错误看法，他们过度暴露于创伤经历中。根据青少年创伤文学和教育工作者的个人经历，本文概述了三种常见的创伤比喻:(a)听到枪声的比喻，(b)社会经济神话的比喻，(c)发生在他们身上的比喻。这些叙述被视为比喻，因为它们作为修辞工具，引发了白人种族化的意识形态反应，使种族现状永久化。最后，作者分享了四项建议，以更好地支持创伤暴露的青年，并为研究人员进一步研究种族-创伤关系提供了经验途径。

引用次数: 0

'Teachers are the guinea pigs': teacher perspectives on a sudden reopening of schools during the COVID-19 pandemic. 教师是小白鼠"：教师对 COVID-19 大流行期间学校突然重新开放的看法。

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-13 DOI: 10.1007/s13384-022-00577-6

Jillian Ryan, Nicole Koehler, Travis Cruickshank, Shane L Rogers, Mandy Stanley

Primary and secondary education systems experienced substantial disruption during the COVID-19 pandemic. However, little is known about how public health policy has affected Australian teachers during the pandemic. This study examines teacher perspectives on a sudden change of policy, whereby schools were abruptly opened to students at the beginning of the pandemic. At the same time, strict social distancing rules applied to the remainder of the population. Qualitative data from 372 Western Australian schoolteachers were analysed using thematic analysis. Results highlight substantial impacts on teachers' workloads and adverse effects on wellbeing. Perceptions that they were acting as guinea pigs and subjected to different social distancing rules than other citizens were particular stressors. Findings highlight substantial consequences of public health policies on the roles and wellbeing of teachers.

在 COVID-19 大流行期间，中小学教育系统受到了严重破坏。然而，人们对公共卫生政策在大流行期间如何影响澳大利亚教师却知之甚少。本研究探讨了教师对政策突变的看法，即在大流行开始时，学校突然向学生开放。与此同时，严格的社会隔离规则也适用于其他人群。我们采用主题分析法对来自 372 名西澳大利亚学校教师的定性数据进行了分析。结果表明，疫情对教师的工作量产生了巨大影响，并对他们的身心健康造成了不良影响。他们认为自己充当了小白鼠，并受到与其他公民不同的社会疏远规则的约束，这些都是特别的压力因素。研究结果凸显了公共卫生政策对教师角色和福祉的重大影响。

引用次数: 0

School Inclusion of Refugee Students: Recent Trends From International Data 难民学生入学:来自国际数据的最新趋势

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-13 DOI: 10.3102/0013189X221149396

North Cooc, G. Kim

As children with refugee backgrounds continue to enroll in schools worldwide, attention to their educational needs and experiences has increased. In this study, we analyze the extent that schools and classrooms provide refugee students with equitable educational opportunities compared to students who are not refugees, and whether their teachers feel prepared for and engaged in culturally responsive instructional practices. Using survey data on 130,803 teachers and 8,054 schools sampled from 41 predominantly distant resettlement host countries in the 2018 Teaching and Learning International Survey, we find lower levels of resources, safety, and social inclusion for refugee students but higher levels of preparation and instructional practices in multicultural education among their teachers. The results have policy implications for supporting students with refugee backgrounds in different school contexts.

随着有难民背景的儿童继续在世界各地的学校入学，对他们的教育需要和经历的关注有所增加。在本研究中，我们分析了与非难民学生相比，学校和教室为难民学生提供公平教育机会的程度，以及他们的教师是否为文化响应性教学实践做好了准备并参与其中。根据2018年《教学与学习国际调查》对41个主要偏远安置东道国的130,803名教师和8,054所学校的调查数据，我们发现难民学生的资源、安全和社会包容水平较低，但他们的教师在多元文化教育方面的准备和教学实践水平较高。研究结果对在不同学校背景下支持难民背景的学生具有政策意义。

引用次数: 1

Identity matters: Aboriginal educational sovereignty and futurity pushing back on the logic of elimination 身份问题：原住民教育主权和未来性对消除逻辑的反击

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-13 DOI: 10.1007/s13384-023-00608-w

Sara Weuffen, K. Lowe, Cathie Burgess

引用次数: 1

Career change teachers in hard-to-staff schools: should I stay or leave? 人员短缺学校的转岗教师：是走是留？

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-13 DOI: 10.1007/s13384-023-00609-9

Babak Dadvand, Jan van Driel, Chris Speldewinde, Merryn Dawborn-Gundlach

Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career change journey. During this period, 'push-and-pull' factors impacted their intentions to stay in the profession. Challenges included inadequate school-level mentorship support, social-geographic isolation in a regional school setting during the COVID-19 remote learning and the more complex working conditions in hard-to-staff schools. The adverse impacts of these challenges were, to some extent, mitigated by the participants' commitment to making a positive difference in the lives of children and young people through the teaching profession, a strong work ethic and support provided by their ITE programme in the form of university-based mentors and adjustment to study requirements. The participants responded to these push-and-pull factors in ways that highlighted their reflexive decision-making and determination to stay in teaching despite challenges. We discuss the implications of these findings for workforce planning strategies aimed at recruiting career change teachers in hard-to-staff schools.

招聘转行教师已成为世界各国政府解决人员短缺学校复杂的教师短缺问题的战略之一。在本文中，我们对两位转行教师进行了个案研究，并追溯了他们在两所师资短缺学校接受初始教师教育（ITE）和从事教师职业的历程。我们在这两位教师转行的头两年对他们进行了访谈。在此期间，"推拉 "因素影响了他们留在教师行业的意愿。这些挑战包括学校层面的指导支持不足、在 COVID-19 远程学习期间在地区学校环境中的社会地理隔离，以及编制困难学校更为复杂的工作条件。这些挑战所带来的不利影响在一定程度上得到了缓解，因为学员们致力于通过教师职业为儿童和青少年的生活带来积极的变化，具有强烈的职业道德，而且他们的 ITE 课程以大学导师的形式提供了支持，并对学习要求进行了调整。参与者对这些 "推拉 "因素的反应，凸显了他们的反思性决策和不畏挑战、坚持从教的决心。我们讨论了这些研究结果对旨在招聘转岗教师的劳动力规划战略的影响。

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引用次数: 0

Toward a Class-Conscious Approach to Cultural Responsiveness 对文化反应的阶级意识方法

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-02-08 DOI: 10.3102/0013189X221149975

Aaron Leo

The last several decades have seen a growth in scholarship and application of culturally responsive and sustaining educational (CRSE) approaches in schools serving youth of color. A growing body of research has shown how CRSE serves as an effective strategy to engage students of color, combat pernicious stereotypes, and improve academic outcomes. Notwithstanding these important contributions, CRSE scholarship and practice have not fully explored the significance of social class, despite its long-standing correlation with academic performance, deep connections to identity, and relationship to race and racialization. Drawing on lessons gleaned from ethnographic research, which has demonstrated the importance of social-class analyses, this essay calls for a greater emphasis on and recognition of class in CRSE methods and application. As one of the most prominent and useful sets of pedagogical strategies used in education today, CRSE stands to benefit from a wider inclusion of social class, an addition that would have important ramifications for practitioners and scholars seeking to effectively educate historically marginalized populations. A deeper understanding of the significance of class could also help educators and scholars avoid perpetuating pernicious cultural stereotypes, such as the model minority myth and the culture of poverty. However, a class-conscious addition to CRSE must also maintain its anti-deficit perspective to avoid essentialist views about working-class youth.

在过去的几十年里，在为有色人种青少年服务的学校中，学术研究和文化响应和持续教育(CRSE)方法的应用有所增长。越来越多的研究表明，CRSE是一种有效的策略，可以吸引有色人种学生，打击有害的刻板印象，提高学业成绩。尽管有这些重要的贡献，CRSE的学术和实践并没有充分探索社会阶层的重要性，尽管它与学业成绩、与身份的深刻联系、与种族和种族化的关系有着长期的相关性。借鉴从民族志研究中收集的经验教训，这已经证明了社会阶级分析的重要性，本文呼吁在CRSE方法和应用中更加强调和承认阶级。作为当今教育中使用的最突出和最有用的教学策略之一，CRSE将受益于更广泛的社会阶层包容，这将对寻求有效教育历史上边缘化人群的从业者和学者产生重要影响。更深入地了解阶级的意义还可以帮助教育工作者和学者避免使有害的文化刻板印象永久化，例如模范少数民族神话和贫困文化。然而，一个有阶级意识的CRSE的补充也必须保持其反赤字的观点，以避免对工人阶级青年的本质主义观点。

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引用次数: 1

Doing decolonisation: cultural reconnection as political resistance in schooling 去殖民化:文化再连接作为学校教育中的政治阻力

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-01-20 DOI: 10.1007/s13384-022-00603-7

Sara Weuffen, K. Lowe, N. Moodie, A. Fricker

引用次数: 2

The Relationship Between Varying Levels of Online Enrollment and Degree Completion 不同在线入学水平与学位完成率的关系

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-01-20 DOI: 10.3102/0013189X221147522

Justin C. Ortagus

This study examines the influence of varying levels of online enrollment on community college students’ likelihood of degree completion, with a particular focus on completion outcomes among traditionally underserved subgroups of students. Using institutional transcript data from a high-enrollment community college and a propensity score weighting approach, I find that lower levels of online enrollment have a positive relationship with the likelihood of degree completion for Black, Hispanic, and low-income community college students, but enrolling in all online courses has a negative influence on the likelihood of degree completion across subgroups of community college students.

本研究考察了不同程度的在线招生对社区大学生学位完成可能性的影响，特别关注传统上服务不足的学生亚群体的完成结果。使用来自高入学率社区大学的机构成绩单数据和倾向得分加权方法，我发现较低水平的在线入学率与黑人、西班牙裔和低收入社区大学学生的学位完成可能性呈正相关，但参加所有在线课程对社区大学学生亚组的学位完成可能性有负面影响。

引用次数: 0

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