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“You Can Only Choose From the Things You Know”: Engaging With Students’ Dark and Politicized Funds of Knowledge in the Music Classroom “你只能从你知道的事情中选择”:在音乐课堂中参与学生黑暗和政治化的知识基金
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-13 DOI: 10.1177/00131245221087995
K. Bylica
This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores how these projects served as catalysts for dialogue that challenged unidirectional understandings of knowledge, encouraged dispositional reflection, and amplified the need for dynamic pedagogical practices that seek to connect learning practice with in-the-world experiences.
本文用跨界的镜头来思考中学音乐学生和他们的老师如何利用黑暗和政治化的知识基金。通过音乐创作项目的开发,学生和教育工作者在应对知识和经历中固有的复杂性时,分享、挑战和解决种族、移民和城市身份等问题。本文探讨了这些项目如何成为对话的催化剂,挑战对知识的单向理解,鼓励倾向性反思,并扩大了对动态教学实践的需求,寻求将学习实践与世界经验联系起来。
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引用次数: 1
Equity-Centered Instructional Adaptations in High-Poverty Schools 以公平为中心的高贫困学校教学适应
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-20 DOI: 10.1177/00131245221076088
C. Seeger, Seth A. Parsons, Jenice L. View
This study documented the curricular and pedagogical adaptations of equity-centered teachers in high-poverty secondary schools in the Washington, DC-metro region. The participating teachers provided survey data, audio-recorded interviews, and curricular artifacts to describe adaptations made within unique classroom environments. Thematic analysis of the data suggests that some teachers’ adaptations align with theories such as: thoughtfully adaptive teaching, equity pedagogy, culturally relevant pedagogy, and critical pedagogy. The results contribute real-world examples of equity-centered teaching, and can be used to contextualize discussions about how teachers can create equitable opportunities for students across the content areas.
本研究记录了华盛顿特区都市区高贫困中学中以公平为中心的教师的课程和教学适应情况。参与调查的教师提供了调查数据、录音访谈和课程文物,以描述在独特的课堂环境中所做的适应。对数据的专题分析表明,一些教师的适应与以下理论相一致:深思熟虑的适应性教学、公平教学法、文化相关教学法和批判性教学法。研究结果提供了以公平为中心的教学的真实例子,并可用于讨论教师如何在各个内容领域为学生创造公平的机会。
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引用次数: 1
From Being Figured to Figuring the World: Identity Work in Young Girls’ Aspirations 从被关注到主宰世界:年轻女孩抱负中的身份工作
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-18 DOI: 10.1177/00131245211063881
Reema Mani
This article shows the significance of college-going aspiration in the future identities of young girls and the sources of such influence in their worlds. Using the figured worlds theory, the paper analyzes the process and implications of these young girls’ college-going aspirations. Drawing on interviews and observations with nineteen young girls living in urban India, the study shows that their response to the normative good girl figure gives them a chance of going to college. Their imagined identity is linked to values and communicative competence, and their figuring shows their investment in their own cultural transformation.
这篇文章展示了上大学的愿望对年轻女孩未来身份的意义,以及这种影响在她们的世界中的来源。本文运用图形世界理论,分析了这些年轻女孩的大学志向的形成过程及其影响。根据对19名生活在印度城市的年轻女孩的采访和观察,这项研究表明,她们对标准好女孩身材的反应给了她们上大学的机会。他们想象中的身份与价值观和交际能力有关,他们的形象显示了他们对自己文化转型的投资。
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引用次数: 0
Potential Racial Threat on Student In-School Suspensions in Segregated U.S. Neighborhoods 美国种族隔离社区学生停课的潜在种族威胁
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-10 DOI: 10.1177/00131245221076090
Jin Lee
Persistent disparities in school exclusionary policies by race and ethnicity have long been recognized as a major issue in student disciplinary practices and in unequal opportunities for education. Only limited research has been conducted to provide insight into the varying effects of race and ethnicity on the recently increasing implementation of student discipline. This study examines racial imbalances in in-school suspension rates within school neighborhoods, which are defined as school districts and five-digit zip-code areas. This research provides partial but significant support for the racial threat hypothesis by presenting that racially uneven school districts and communities present smaller differences in in-school suspension rates between African American and White students and between Hispanic or Latinx students and White students.
长期以来,种族和民族在学校排他性政策方面的持续差异一直被认为是学生纪律实践和教育机会不平等的一个主要问题。只有有限的研究进行了深入了解种族和民族对最近越来越多的学生纪律实施的不同影响。这项研究调查了学校社区内学校停学率的种族不平衡,学校社区被定义为学区和五位数邮政编码区域。本研究通过提出种族不均衡的学区和社区在非裔美国学生和白人学生以及西班牙裔或拉丁裔学生和白人学生之间的学校停学率差异较小,为种族威胁假说提供了部分但重要的支持。
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引用次数: 2
Barriers to Increasing Teacher Diversity: The Need to Move Beyond Aspirational Legislation 增加教师多样性的障碍:超越理想立法的必要性
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-09 DOI: 10.1177/00131245221076086
Joanna Smith, Lorna M. Porter, Brandon J. Harrison, Priscilla Wohlstetter
Research has found that teachers of color contribute to better academic, behavioral, and socioemotional outcomes for diverse students. Despite these benefits, the diversity of the teacher workforce in the United States has not kept pace with increases in student diversity. States have adopted aspirational legislation aimed at increasing teaching diversity, but have fallen short of diversity targets. This qualitative study examines barriers to increasing teacher diversity by presenting the efforts to do so at 28 diverse-by-design charter schools across five locales. Despite a range of approaches, these schools struggled to meet teacher diversity targets, suggesting a need for states to adopt alternate policy instruments rather than relying on legislative mandates.
研究发现,有色人种教师有助于不同学生获得更好的学业、行为和社会情感结果。尽管有这些好处,但美国教师队伍的多样性并没有跟上学生多样性的增长。各国通过了旨在增加教学多样性的雄心勃勃的立法,但未能实现多样性目标。这项定性研究通过介绍五个地区28所不同设计的特许学校为提高教师多样性所做的努力,考察了增加教师多样性的障碍。尽管采取了一系列方法,这些学校仍难以实现教师多样性目标,这表明各州需要采用替代政策工具,而不是依赖立法授权。
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引用次数: 3
Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment 社会资本与新生代大学生——导师制与高校招生关系研究
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-04 DOI: 10.1177/00131245221076097
Leah E. Glass
There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student’s likelihood of graduating high school and enrolling on-time in college.
低收入家庭和第一代大学生之间的大学毕业率差距越来越大。研究表明,造成这种差异的主要原因是缺乏获得有关大学过程的信息和知识的途径。第一代学生在他们的社交网络中很少有人上过大学,因此无法帮助他们度过寻找、申请和入学的困难和多步骤的过程。然而,指导已被证明是一种成功的干预措施,可以帮助这些人群在中学后的过程中导航。本文评估了一个以学校为基础的混合型辅导项目,试图衡量导师与纽约市学生如何完成高等教育过程并进入大学之间的关系。研究结果表明,项目课程、匹配的月数和项目外的会面是提高学生高中毕业和按时进入大学的可能性的重要项目因素。
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引用次数: 4
Nuance in “No Excuses”: Unexpected Progressive Pedagogy and Policy “无借口”中的裸体:出乎意料的进步教育学与政策
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-03 DOI: 10.1177/00131245221076096
Monique H. Harrison
“No Excuses” charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers and students to understand the dynamics of pedagogy and discipline in two high-performing charter schools in New York City. Surprisingly, what makes these top “no excuses” schools successful is what distances them from the “no excuses” standard definitions. The schools displayed progressive mathematics pedagogy, reflective and abridged discipline practices, and strong school cultures that retained both students and teachers. These findings suggest that there are more nuances in the “no excuses” model than previously known and which need to be understood before continued replication.
“无借口”特许学校是教育政策中许多争论的中心。首先,是什么解释了他们的考试成功、良好的学习环境还是仅仅是考试准备?其次,严格的行为政策是创造高效学习环境所必需的,还是对学生及其驾驭权威的能力有害?这项研究使用课堂观察、学生调查以及对管理人员、教师和学生的采访来了解纽约市两所表现优异的特许学校的教育学和学科动态。令人惊讶的是,这些顶尖的“无借口”学校之所以成功,是因为它们与“无理由”标准定义之间的距离。这些学校展示了进步的数学教学法、反思和精简的学科实践,以及留住学生和教师的强大学校文化。这些发现表明,“无借口”模型中有比以前已知的更多的细微差别,在继续复制之前需要了解这些细微差别。
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引用次数: 0
Implementation of Trauma-Informed Care in a Urban School District 城市学区创伤知情护理的实施
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-02 DOI: 10.1177/00131245221076100
Teressa Williams
The purpose of this study was to examine faculty, staff, and administrative perceptions regarding implementation of trauma-informed care (TIC) in a small suburban school district. All employees of the district were invited to participate, with 91 submitting completed surveys. Participants completed the ARTIC-35 to measure perceptions of TIC. While no significant differences were found for the total or subscale scores, findings indicated the staff, as a whole, had positive perceptions of the program. Based on these findings, it appears that professional development before and during the program helped staff become more responsive to students who had experienced trauma.
本研究的目的是调查教师、工作人员和行政部门对郊区小学区实施创伤知情护理(TIC)的看法。该地区的所有员工都被邀请参加,其中91人提交了完整的调查。参与者完成了ARTIC-35,以衡量对TIC的看法。虽然总分或分量表得分没有发现显著差异,但调查结果表明,员工总体上对该项目有积极的看法。基于这些发现,似乎在该项目之前和期间的专业发展帮助工作人员对经历过创伤的学生更有反应。
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引用次数: 0
The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator 校长分布式领导行为对教师多元文化态度的影响:社会正义领导的中介作用
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-02 DOI: 10.1177/00131245221076095
E. Sonmez, Tuba Gokmenoglu
With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals’ distributed leadership behaviors and teachers’ social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers’ social justice leadership behaviors mediate the relationships between the principals’ distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers’ support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper.
随着跨国移民和人口流动的增加,不同的文化在学校中得到了更多的体现。多元文化背景下教育领导者的行为模式及其影响因素一直是人们讨论和研究的主题。本研究旨在探讨校长分布式领导行为与教师社会正义领导及多元文化态度的关系。通过上述变量的整合方法,建立了一个结构模型并进行了测试。研究结果部分证实了教师社会公正领导行为在校长分布式领导行为与校长多元文化态度之间的中介作用。在学校领导角色共享的结构中,教师可以表现出更多的社会正义领导行为;他们对多元文化的态度变得更加积极。分布式领导增加了教师的支持、批判意识和包容行为。本文还讨论了对实践、理论和政策的启示。
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引用次数: 5
Safety and Inner City Neighborhood Change: Student and Teacher Perspectives. 安全与内城邻里变化:学生与教师的视角。
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-01 Epub Date: 2021-05-22 DOI: 10.1177/00131245211004553
Sejal Patel, Miad Ranjbar, Tawnya C Cummins, Natalie M Cummins

The introduction of mixed-income communities in public housing neighborhoods is a common revitalization strategy in metropolitan areas in North America. This study investigates student and teacher perspectives on safety in a Canadian inner city and marginalized neighborhood undergoing revitalization, alongside the redesign of a local school. The displacement of families and students, tied to housing relocation and student school mobility, resulted in increased concern around bullying, school safety, and displacement of place-based familiarity and social bonds. While most students felt safe at school, they were acutely aware of community level violence, criminal and gang activity in the neighborhood, and racial stereotyping. Students were also generally skeptical that revitalization would address the root causes of violence. The findings support the importance of including children's voices when planning, implementing, and evaluating policy initiatives that directly affect their lives.

在公共住房社区引入混合收入社区是北美大都市地区常见的振兴战略。本研究调查了学生和教师对加拿大内城和边缘化社区安全的看法,并对当地一所学校进行了重新设计。家庭和学生的流离失所,与住房搬迁和学生学校流动有关,导致对欺凌、学校安全以及基于地点的熟悉和社会联系的流离失所的担忧增加。虽然大多数学生在学校感到安全,但他们敏锐地意识到社区暴力、邻里犯罪和帮派活动以及种族刻板印象。学生们也普遍怀疑振兴运动能否解决暴力的根本原因。研究结果表明,在规划、实施和评估直接影响儿童生活的政策举措时,必须纳入儿童的声音。
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引用次数: 2
期刊
Education and Urban Society
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