Australian Educational Researcher最新文献

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Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities 麻烦制造者?频繁的教师推荐在扩大种族学科不均衡中的作用

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-06-14 DOI: 10.3102/0013189x231179649

Jing Liu, Emily K. Penner, Wenjing Gao

Teachers’ sensemaking of student behavior determines whether students get in trouble and are formally disciplined. Status categories, such as race, can influence perceptions of student culpability, but the degree to which teachers’ initial identification of student misbehavior exacerbates racial disproportionality in discipline receipt is unknown. This study provides the first systematic documentation of teachers’ use of office discipline referrals (ODRs) in a large, diverse urban school district in California that specifies the identity of both the referred and referring individuals in all ODRs. We identify teachers exhibiting extensive referring behavior, or the top 5% referrers, based on the number of ODRs they make in a given year and evaluate their contributions to disciplinary disparities. We find that “top referrers” effectively double the racial gaps in ODRs for both Black-White and Hispanic-White comparisons. These gaps are mainly driven by higher numbers of ODRs issued for Black and Hispanic students due to interpersonal offences and defiance and also partially convert to racial gaps in suspensions. Both the level and racial compositions of the school sites where top referrers serve and their personal traits seem to explain some of their frequent referring behavior. Targeting supports and interventions to top referrers might afford an important opportunity to reduce racial disciplinary gaps.

教师对学生行为的理解决定了学生是否有问题，是否受到正式的纪律处分。地位类别，如种族，可以影响对学生罪责的看法，但教师对学生不当行为的初步识别在多大程度上加剧了纪律接受中的种族不成比例是未知的。本研究首次系统地记录了加州一个大型、多样化的城市学区的教师使用办公室纪律转介(odr)的情况，明确了所有odr中被转介者和转介个体的身份。我们根据一年中odr的数量来确定表现出广泛推荐行为的教师，或前5%的推荐人，并评估他们对学科差异的贡献。我们发现，在黑人-白人和西班牙裔-白人的比较中，“顶级推荐人”有效地将odr的种族差距扩大了一倍。这些差距主要是由于黑人和西班牙裔学生因人际犯罪和蔑视行为而被发放的odr数量较多造成的，并且部分转化为停学方面的种族差距。顶级推荐人服务的学校网站的级别和种族构成，以及他们的个人特征，似乎都可以解释他们频繁的推荐人行为。针对顶级转诊者的支持和干预可能提供一个减少种族学科差距的重要机会。

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引用次数: 3

Rethinking School Improvement Organizations: Understanding Their Variety, Benefits, Risks, and Future Directions 重新思考学校改善组织:了解他们的种类、利益、风险和未来方向

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-06-12 DOI: 10.3102/0013189X231179116

J. E. Trinidad

School practices and policies are often influenced by various research, nonprofit, for-profit, and philanthropic organizations. To help understand their influence, this article provides a framework accounting for the variety of school improvement organizations (SIOs) and summarizes debates regarding their benefits and risks. I cluster SIOs as providing (a) direct school support, (b) research/advocacy, or (c) funding—each with a continuum of organizations underneath them. Studies highlight how SIOs take innovative risks, create improvement networks, and transform school practices. However, they also emphasize the danger of creating challengers to public institutions, the possibility of state retreat, and loss of community input. The article concludes by suggesting ways to use this framework for future studies, assess SIOs’ outcomes, and address their risks.

学校的实践和政策经常受到各种研究、非营利、营利性和慈善组织的影响。为了帮助理解它们的影响，本文提供了一个对各种学校改进组织(SIOs)进行核算的框架，并总结了关于它们的利益和风险的争论。我将sio归类为提供(a)直接的学校支持，(b)研究/宣传，或(c)资助——每一个组织都有一个连续的组织。研究强调首席信息官如何承担创新风险、创建改进网络和改变学校实践。然而，他们也强调了给公共机构带来挑战的危险，国家撤退的可能性，以及失去社区投入的可能性。文章最后提出了在未来研究中使用该框架的方法，评估sio的结果，并解决其风险。

引用次数: 0

Navigating the transition into higher degree research: an exploration of candidates’ experiences 引导过渡到更高的学位研究:对候选人经历的探索

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-06-09 DOI: 10.1007/s13384-023-00639-3

Cassi L. Liardét

引用次数: 2

Context Variation in U.S. High Schoolers’ Mathematics Orientations 美国高中生数学取向的语境差异

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-06-05 DOI: 10.3102/0013189X231177671

Paul Hanselman, Jenny Buontempo

Educators increasingly recognize the importance of students’ learning orientations, but relatively little is known about how these mindsets vary across and potentially shape educational settings. We use nationally representative data to document contextual variation in mathematics orientations in U.S. high schools. We find systematic variation in orientations between differentiated course levels within school, suggesting orientations are more a feature of proximate instructional contexts than general school climate. Between-course variation in orientations is comparable to analogous sorting on demographic characteristics and not primarily explained by prior achievement. Measures of individual learning orientations at scale hold promise for understanding collective educational contexts.

教育工作者越来越认识到学生学习取向的重要性，但相对而言，人们对这些心态在不同的教育环境中是如何变化的，以及它们对教育环境的潜在影响，却知之甚少。我们使用具有全国代表性的数据来记录美国高中数学取向的上下文差异。我们发现学校内不同课程水平之间的取向存在系统性差异，这表明取向更多地是邻近教学环境的特征，而不是一般学校气候。课程间取向的变化与人口统计学特征的类似排序相当，并不能主要用先前的成就来解释。大规模的个人学习取向测量有助于理解集体教育背景。

引用次数: 0

Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools 教师不是柠檬:教师从扭亏为盈的学校转移时溢出效应的检验

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-06-01 DOI: 10.3102/0013189X231175148

L. D. Pham

Under the Every Student Succeeds Act, whole-school reforms will continue to be a prominent strategy for improving student outcomes in low-performing schools. As reform models have proliferated, so has research evaluating the impact in reform schools. However, previous evaluations have rarely examined unintended spillover effects in nonreform schools. With data from Tennessee, this study uses difference-in-differences models to estimate spillover effects from teachers who transfer when their school begins implementing turnaround reforms. Results show that teachers who transfer tend to be less effective than teachers who stay, and they tend to move into nearby schools that are themselves low-performing. However, after transferring, these teachers produce modest positive spillover effects on student test scores in nonreform schools, which is likely explained by improvements in their effectiveness. Moreover, I find that working with more effective peers is a likely mechanism to explain improved teacher effectiveness after they transfer. Overall, this study draws attention to the need for future educational policy evaluations that quantify both intended and unintended spillover effects.

根据《每个学生都能成功法案》，全校改革将继续成为改善表现不佳学校学生成绩的重要策略。随着改革模式的激增，评估改革对学校影响的研究也越来越多。然而，以前的评估很少检查非改造学校的意外溢出效应。利用田纳西州的数据，本研究使用差异中差异模型来估计学校开始实施转型改革时教师转移的溢出效应。结果显示，与留下来的教师相比，转学的教师往往效率更低，而且他们往往会转到附近表现不佳的学校。然而，在转移后，这些教师对非改革学校的学生考试成绩产生了适度的积极溢出效应，这可能是由于他们的有效性得到了改善。此外，我发现与更有效的同伴一起工作可能是解释教师迁移后效率提高的机制。总体而言，本研究提请人们注意，未来需要对有意和无意的溢出效应进行量化的教育政策评估。

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引用次数: 0

When Race Becomes Capital: Diversity, Faculty Hiring, and the Entrenchment of Racial Capitalism in Higher Education 当种族成为资本:多样性、教师招聘和高等教育中种族资本主义的壕沟

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-05-26 DOI: 10.3102/0013189X231175359

Aireale J. Rodgers, Román Liera

Faculty hiring is an important dimension of diversity efforts across many postsecondary institutions. Many U.S. colleges and universities have released faculty job announcements establishing a demonstrated commitment to diversity, equity, and inclusion as a necessary criterion for applicants. This move is significant because it entrenches diversity as a commodity—an exchangeable good that universities value and are willing to pay for. This conceptual paper explores how underlying racialized cultures in academia incentivize People of Color to commodify their racial identity when participating in the faculty job market. By interrogating the racial character of capitalist exploitation, we expose how diversity imperatives shape the faculty hiring process at historically white institutions in ways that commodify, exploit, and devalue People of Color.

教师招聘是许多高等教育机构多元化努力的一个重要方面。许多美国学院和大学都发布了教职招聘公告，将多样性、公平性和包容性作为申请者的必要标准。这一举措意义重大，因为它巩固了多样性作为一种商品的地位——一种大学珍视并愿意为之付费的可交换商品。这篇概念性的论文探讨了学术界潜在的种族化文化如何激励有色人种在参与教职员工就业市场时将他们的种族身份商品化。通过质疑资本主义剥削的种族特征，我们揭示了多样性的必要性如何以商品化、剥削和贬低有色人种的方式塑造了传统白人机构的教师招聘过程。

引用次数: 1

Australian teachers' views on how primary science education can be improved. 澳大利亚教师对如何改进初等科学教育的看法。

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-05-25 DOI: 10.1007/s13384-023-00638-4

James Deehan, Amy MacDonald

Teachers are crucial to bridging the theory-praxis divide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers' beliefs about how primary science education could be improved. A sample of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.

教师通过利用循证教学实践来改善学习者的成绩，对于弥合科学教育中的理论与实践鸿沟至关重要。然而，很少有人将小学教师的观点放在特定的专业发展计划之外加以考虑。本文旨在探讨澳大利亚小学教师对如何改善小学科学教育的看法。165名小学教育工作者对一项开放式数字调查做出了回应。结果显示，教师认为自己和同事是改善小学科学教育的核心，最突出的主题是专业发展（47.27%）、资金资源（37.58%）、课堂实践（21.82%）和个人教师改善（21.21%），这表明参与者可能对大学对基础科学教育的影响持中立观点。这些发现应该成为未来研究和小学教师参与的催化剂。大学可以扩大其在与一群小学教师建立关系和为他们提供可获得的专业发展方面的作用，这些教师理所当然地认为自己是改善小学科学教育的关键。

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引用次数: 1

Navigating the paradox of excellence and equity in school leadership 驾驭学校领导中的卓越与公平悖论

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-05-25 DOI: 10.1007/s13384-023-00637-5

B. Dadvand

引用次数: 0

Fairness perceptions of educational inequality: the effects of self-interest and neoliberal orientations 教育不平等的公平观：利己主义和新自由主义取向的影响

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-05-25 DOI: 10.1007/s13384-023-00636-6

Jung‐Sook Lee, M. Stacey

引用次数: 0

The role of Aboriginal education officers in the context of settler colonial schooling: challenges and possibilities 移民殖民教育背景下原住民教育官员的角色:挑战与可能性

IF 2.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australian Educational Researcher

Pub Date : 2023-05-25 DOI: 10.1007/s13384-023-00634-8

Danielle Armour, Jodie Miller

引用次数: 0

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