Pub Date : 2023-04-24DOI: 10.3102/0013189X231167152
Ran Liu
Using school-month-level learning mode data and high school completion rates across three school years from 429 Wisconsin public high schools, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on high school completion rates, with a focus on socioeconomic disparities. Findings reveal that a longer time in virtual or hybrid learning mode in 2020–21 decreases overall school completion rates and increases the within-school gap in completion rates between economically disadvantaged and non-disadvantaged students. This study provides further evidence of the unequal impact of the pandemic and calls for initiatives to support disadvantaged students during school disruptions.
{"title":"School Disruptions Exacerbated Inequality in High School Completion","authors":"Ran Liu","doi":"10.3102/0013189X231167152","DOIUrl":"https://doi.org/10.3102/0013189X231167152","url":null,"abstract":"Using school-month-level learning mode data and high school completion rates across three school years from 429 Wisconsin public high schools, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on high school completion rates, with a focus on socioeconomic disparities. Findings reveal that a longer time in virtual or hybrid learning mode in 2020–21 decreases overall school completion rates and increases the within-school gap in completion rates between economically disadvantaged and non-disadvantaged students. This study provides further evidence of the unequal impact of the pandemic and calls for initiatives to support disadvantaged students during school disruptions.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"20 1","pages":"394 - 397"},"PeriodicalIF":2.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76647299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.3102/0013189X231167144
M. Lyon
In the Janus v. AFCSME (2018) decision, the U.S. Supreme Court mandated that all public sector workers, including teachers, operate in a Right to Work (RTW) framework. In the years since, teachers’ unions have not experienced the mass exodus that some predicted, but should we expect them to? Using an original, historical data set spanning 1942–2017, I examine the effect of prior RTW policies on teachers’ union membership and school expenditures. I find that RTW policies decrease teachers’ union membership by roughly 43% and reduce educational expenditures by nearly $800 per pupil. Importantly, effects take roughly 10 years to clearly materialize. Additional analyses provide support for the notion that effects on school resources are driven, in part, by effects on union membership.
{"title":"The Effect of Right to Work Laws on Union Membership and School Resources: Evidence from 1942–2017","authors":"M. Lyon","doi":"10.3102/0013189X231167144","DOIUrl":"https://doi.org/10.3102/0013189X231167144","url":null,"abstract":"In the Janus v. AFCSME (2018) decision, the U.S. Supreme Court mandated that all public sector workers, including teachers, operate in a Right to Work (RTW) framework. In the years since, teachers’ unions have not experienced the mass exodus that some predicted, but should we expect them to? Using an original, historical data set spanning 1942–2017, I examine the effect of prior RTW policies on teachers’ union membership and school expenditures. I find that RTW policies decrease teachers’ union membership by roughly 43% and reduce educational expenditures by nearly $800 per pupil. Importantly, effects take roughly 10 years to clearly materialize. Additional analyses provide support for the notion that effects on school resources are driven, in part, by effects on union membership.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"36 1","pages":"339 - 347"},"PeriodicalIF":2.1,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81428364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1007/s13384-023-00627-7
Sante Delle-Vergini, Douglas C. Eacersall, C. Dann, Mustafa A. Ally, Subrata Chakraborty
{"title":"Teaching project management to primary school children: a scoping review","authors":"Sante Delle-Vergini, Douglas C. Eacersall, C. Dann, Mustafa A. Ally, Subrata Chakraborty","doi":"10.1007/s13384-023-00627-7","DOIUrl":"https://doi.org/10.1007/s13384-023-00627-7","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"1 1","pages":"1-28"},"PeriodicalIF":2.1,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44855104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.3102/0013189X231167149
Mildred Boveda, S. Annamma
In this essay, two women of Color researchers examine the intersections of race and disability and ask, “What is the power and purpose of positioning and positionality statements?” Informed by Black feminist theory, and drawing from the DisCrit tenets of intersectional oppressions, historicity, and whiteness and ability as property, the authors focus on researchers’ positioning in relation to how they engage and communicate knowledge about multiply marginalized people. Positionality statements, they argue, must be more than a listing of identities or a claim on authority through the naming of professional proximity to marginalized communities. Recognizing the increasing expectations for education scholars to articulate positionality in their scholarship, the authors offer a three-pronged intersectional framework, with provocations about the onto-epistemic, sociohistoric, and sociocultural elements of positioning. Education researchers interested in conveying how intersectional oppressions effect knowledge production will find this framework useful for crafting positionality statements that consider the multidimensional nature of power, oppression, and research in relation to their field, the literature, and multiply marginalized participants.
{"title":"Beyond Making a Statement: An Intersectional Framing of the Power and Possibilities of Positioning","authors":"Mildred Boveda, S. Annamma","doi":"10.3102/0013189X231167149","DOIUrl":"https://doi.org/10.3102/0013189X231167149","url":null,"abstract":"In this essay, two women of Color researchers examine the intersections of race and disability and ask, “What is the power and purpose of positioning and positionality statements?” Informed by Black feminist theory, and drawing from the DisCrit tenets of intersectional oppressions, historicity, and whiteness and ability as property, the authors focus on researchers’ positioning in relation to how they engage and communicate knowledge about multiply marginalized people. Positionality statements, they argue, must be more than a listing of identities or a claim on authority through the naming of professional proximity to marginalized communities. Recognizing the increasing expectations for education scholars to articulate positionality in their scholarship, the authors offer a three-pronged intersectional framework, with provocations about the onto-epistemic, sociohistoric, and sociocultural elements of positioning. Education researchers interested in conveying how intersectional oppressions effect knowledge production will find this framework useful for crafting positionality statements that consider the multidimensional nature of power, oppression, and research in relation to their field, the literature, and multiply marginalized participants.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"17 1","pages":"306 - 314"},"PeriodicalIF":2.1,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75022794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1007/s13384-023-00626-8
Shawana Andrews, Odette Mazel, Warwick Padgham
Increasing the numbers of Indigenous people enrolled in research higher degrees in Australia is important for building the Indigenous academic workforce, broadening the scope of knowledge production in academic institutions and ensuring effective research outcomes for Indigenous Australians. While the numbers of Indigenous research higher degree students are increasing, universities still have a lot to do to bring that number up to parity. In this paper, we explore the value of a pre-doctoral program developed for Indigenous people interested in doing a PhD that provides them the information they need to inform their choices about undertaking a doctoral project. As the only program of this kind in Australia, this research contributes to the emerging literature on the factors that have an influence on why Indigenous people choose to undertake PhD programs and the effectiveness of initiatives to support their pathway to higher degree research. The research outcomes build on the evidence base for improving initiatives across the university sector, highlighting the need for tailored, Indigenous-led pre-doctoral support programs for Indigenous students, the value of cohort experiences and the importance of universities that value Indigenous people and their knowledge systems.
{"title":"Enabling higher degree pathways for Aboriginal and Torres Strait Islander students.","authors":"Shawana Andrews, Odette Mazel, Warwick Padgham","doi":"10.1007/s13384-023-00626-8","DOIUrl":"10.1007/s13384-023-00626-8","url":null,"abstract":"<p><p>Increasing the numbers of Indigenous people enrolled in research higher degrees in Australia is important for building the Indigenous academic workforce, broadening the scope of knowledge production in academic institutions and ensuring effective research outcomes for Indigenous Australians. While the numbers of Indigenous research higher degree students are increasing, universities still have a lot to do to bring that number up to parity. In this paper, we explore the value of a pre-doctoral program developed for Indigenous people interested in doing a PhD that provides them the information they need to inform their choices about undertaking a doctoral project. As the only program of this kind in Australia, this research contributes to the emerging literature on the factors that have an influence on why Indigenous people choose to undertake PhD programs and the effectiveness of initiatives to support their pathway to higher degree research. The research outcomes build on the evidence base for improving initiatives across the university sector, highlighting the need for tailored, Indigenous-led pre-doctoral support programs for Indigenous students, the value of cohort experiences and the importance of universities that value Indigenous people and their knowledge systems.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-20"},"PeriodicalIF":2.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10088665/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9711974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1007/s13384-023-00622-y
{"title":"Cross-sector collaborations via Facebook: teachers’ use of social media","authors":"","doi":"10.1007/s13384-023-00622-y","DOIUrl":"https://doi.org/10.1007/s13384-023-00622-y","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1007/s13384-023-00621-z
Scott Eacott
{"title":"The systemic implications of housing affordability for the teacher shortage: the case of New South Wales, Australia","authors":"Scott Eacott","doi":"10.1007/s13384-023-00621-z","DOIUrl":"https://doi.org/10.1007/s13384-023-00621-z","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"1 1","pages":"1-23"},"PeriodicalIF":2.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48611214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.1007/s13384-023-00619-7
Claire Philp-Clark, S. Grieshaber
{"title":"Teacher critical reflection: what can be learned from quality research?","authors":"Claire Philp-Clark, S. Grieshaber","doi":"10.1007/s13384-023-00619-7","DOIUrl":"https://doi.org/10.1007/s13384-023-00619-7","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-21"},"PeriodicalIF":2.1,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43429308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.3102/0013189x221143092
Kathy Hytten, Kurt Stemhagen
In this article, we argue for the value of theorizing antiblackness to educational justice efforts, particularly those aimed at ensuring Black students succeed and thrive in schools. We first define antiblackness and describe how a frame of antiblackness can help to illuminate ongoing dehumanization and violence done to Black people in schools and society. We explain how antiblackness manifests in education before describing the potential of three strategies for dismantling antiblackness: abolishing, renarrativizing, and revaluing. Ultimately, we argue that antiblackness theorizing does critical work that, in combination with other traditions in antiracist scholarship and activism, can contribute to Black liberation and racial justice through education.
{"title":"Abolishing, Renarrativizing, and Revaluing: Dismantling Antiblack Racism in Education","authors":"Kathy Hytten, Kurt Stemhagen","doi":"10.3102/0013189x221143092","DOIUrl":"https://doi.org/10.3102/0013189x221143092","url":null,"abstract":"In this article, we argue for the value of theorizing antiblackness to educational justice efforts, particularly those aimed at ensuring Black students succeed and thrive in schools. We first define antiblackness and describe how a frame of antiblackness can help to illuminate ongoing dehumanization and violence done to Black people in schools and society. We explain how antiblackness manifests in education before describing the potential of three strategies for dismantling antiblackness: abolishing, renarrativizing, and revaluing. Ultimately, we argue that antiblackness theorizing does critical work that, in combination with other traditions in antiracist scholarship and activism, can contribute to Black liberation and racial justice through education.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"31 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85396809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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