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“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA “受保护的教学空间”:edTPA教学的机会与限制
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-04-10 DOI: 10.3102/01623737231162112
K. Lohwasser, Caroline C. Long, Soo‐Yean Shim, M. Windschitl
Preservice teacher performance assessments, such as the edTPA, are one of the accountability policies from states and local authorities designed to ensure the quality of beginning teachers and standardize teacher education. We studied experiences of 65 preservice teachers regarding the effect of the edTPA on their learning in field-placement classrooms. These cases revealed that the edTPA created “protected teaching spaces” for participants to experiment with student-centered instructional practices supported in university courses and codified in edTPA rubrics. This was especially impactful for novices who previously had limited opportunities to try out equitable reform-oriented instruction in their placements. In these cases, the edTPA also helped mitigate inequities in learning to teach, an unintended outcome that is important for policymakers to consider when deciding on credentialing requirements.
保护教师绩效评估,如edTPA,是各州和地方当局的问责政策之一,旨在确保初任教师的质量并使教师教育标准化。我们研究了65名职前教师关于edTPA对他们在实地安置教室学习的影响的经验。这些案例表明,edTPA为参与者创造了“受保护的教学空间”,让他们尝试在大学课程中支持并编入edTPA准则的以学生为中心的教学实践。这对那些以前在实习中尝试公平的改革导向教学的机会有限的新手来说尤其有影响。在这些情况下,edTPA也有助于缓解教学中的不公平现象,这是一个意想不到的结果,决策者在决定认证要求时必须考虑这一点。
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引用次数: 0
The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions 坚持纪律的学生的困境:检查飞行常客和办公室纪律转为停职
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-03-13 DOI: 10.3102/01623737231155155
Richard O. Welsh, Luis A. Rodriguez
Racial inequality in exclusionary discipline is a salient educational equity issue. The implications of educators’ discretion in administering discipline and the complexity of repeated office discipline referrals (ODRs) and suspensions are reflected in school discipline policy debates nationwide. This brief uses New York City to learn more about persistently disciplined students. Black students are more likely to be persistently referred than other students. The disparities in the students who are persistently suspended are not as stark as the disparities in the students who are persistently referred. School characteristics play an essential role in predicting persistently disciplined students and the findings reinforce the value of teachers’ diversity and experience and school climate for reducing racial inequality in school discipline.
排斥性学科中的种族不平等是一个突出的教育公平问题。教育工作者在管理纪律方面的自由裁量权以及重复办公室纪律转介(ODR)和停课的复杂性的影响反映在全国范围内的学校纪律政策辩论中。这篇简报利用纽约市来了解更多关于坚持自律的学生的信息。黑人学生比其他学生更有可能被持续推荐。持续停课的学生的差异并不像持续转介的学生那样明显。学校特征在预测持续自律的学生方面发挥着重要作用,研究结果强化了教师多样性、经验和学校氛围对减少学校纪律中种族不平等的价值。
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引用次数: 2
Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention 教师对过去课堂行为的感知影响青少年对归属干预的接受和反应
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-03-06 DOI: 10.3102/01623737231154605
Jaymes Pyne
This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention’s effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., “Disengagers”). These findings suggest that adolescents’ past school experiences with educators may bound the extent to which interventions can promote success in school.
这项研究表明,接受能力和反应能力如何影响干预措施的效果,帮助青少年在艰难过渡到中学后重新评估担忧或不确定性。该干预措施是在六年级公立学区学生的不同样本中大规模实施的,这些学生一直到八年级(N=1180;41%为黑人或拉丁裔;44%为低社会经济地位)。结果表明,干预措施对平均绩点的影响仅限于种族和社会经济多样化的青少年亚组,他们在幼儿园的课堂行为得到了教师的高度评价,但在小学早期有所下降(即“脱离接触者”)。这些发现表明,青少年过去与教育工作者在学校的经历可能决定了干预措施在多大程度上可以促进学校的成功。
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引用次数: 1
Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes 评估教师赋权计划对学生教育成果之影响之课堂内相关性
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-03-01 DOI: 10.3102/01623737221111400
Zuchao Shen, F. Curran, You You, J. Splett, Huibin Zhang
Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested within schools. The results show that intraclass correlations at the school level are relatively stable, and those at the teacher level increase along with grade level. We illustrate the utility of the results by demonstrating how to leverage this information to design more efficient and effective experimental studies.
提高教学效率的项目是提高学生教育成果和缩小学生成绩差距的核心战略。本文汇编了类内相关性的经验值,用于设计有效和高效的实验研究,评估这些程序的效果。1998–1999年幼儿园班幼儿纵向研究(ECLS-K)数据用于估计学生嵌套在学校教师嵌套环境中的经验设计参数值。结果表明,学校层面的组内相关性相对稳定,教师层面的组间相关性随着年级水平的提高而增加。我们通过演示如何利用这些信息来设计更高效、更有效的实验研究来说明结果的实用性。
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引用次数: 0
The Impact of Performance Funding Policy Design on College Access and Selectivity 绩效资助政策设计对大学入学和选择性的影响
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-02-13 DOI: 10.3102/01623737221147905
Kelly Rosinger, Justin C. Ortagus, Robert Kelchen, Junghee Choi
This study draws on a comprehensive performance-based funding (PBF) dataset and up-to-date difference-in-differences econometrics to examine the impacts of specific policy features (e.g., share of institutional revenue at stake and equity metrics) on college access and selectivity. We find suggestive evidence that increases in the share of revenue at stake are associated with decreases in racially minoritized student enrollment. Meanwhile, equity metrics may not be enough to boost enrollment among underserved students. Ultimately, however, our conclusions are limited due to various potential sources of bias, unconvincing pre-trends, and wide confidence intervals. While findings offer limited insight into the impacts of specific design features, they point to limitations of PBF—regardless of design—in expanding access and reducing inequities at 4-year colleges.
本研究利用全面的基于绩效的资助(PBF)数据集和最新的差异中的差异计量经济学来检验特定政策特征(例如,利害关系的机构收入份额和公平指标)对大学入学和选择性的影响。我们发现有启发性的证据表明,收入份额的增加与少数族裔学生入学率的下降有关。与此同时,公平指标可能不足以提高服务不足学生的入学率。然而,由于各种潜在的偏差来源、不令人信服的前趋势和广泛的置信区间,我们的结论是有限的。虽然研究结果对特定设计特征的影响提供了有限的见解,但它们指出了pbf(无论设计如何)在扩大四年制大学入学机会和减少不平等方面的局限性。
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引用次数: 2
Teacher Selection Instruments and Teacher Value-Added: Evidence From Peru 教师选择工具与教师增值:来自秘鲁的证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-02-13 DOI: 10.3102/01623737221149417
Eleonora Bertoni, Gregory Elacqua, Carolina Méndez, Humberto Santos
In this article, we explore whether the evaluation instruments used in the teacher selection process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers and test their relationship with Peru’s results of two rounds of the teacher evaluation (i.e., a centralized national stage and a decentralized stage performed at the school level). Our findings indicate that among the instruments that comprise the national stage of the process, the logical reasoning and curricular and pedagogical knowledge subtests have the strongest relationship with the TVA measure, while the weakest relationship is found with the reading comprehension component. Also, we find that the weighted aggregate score has a higher relationship with estimated TVA than the specific subtests. At the school-level stage, we find no significant relationships with our measures of TVA for math, as well as a nonrobust relationship for the classroom observation and interview evaluation instruments for reading. Moreover, we find relationships between our TVA measure and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts. These results provide lessons for the design and implementation of evaluation instruments in teacher hiring processes around the world.
在这篇文章中,我们探讨了秘鲁教师选拔过程中使用的评估工具是否是教师有效性的良好预测指标。为此,我们估计了公立小学教师的教师增值(TVA)指标,并测试了它们与秘鲁两轮教师评估结果的关系(即国家集中阶段和学校分散阶段)。我们的研究结果表明,在构成该过程国家阶段的工具中,逻辑推理、课程和教学知识子测验与TVA测量的关系最强,而与阅读理解部分的关系最弱。此外,我们发现加权总分与估计TVA的关系比特定子测验更高。在学校层面,我们发现与我们的数学TVA测量没有显著关系,课堂观察和阅读访谈评估工具也存在非稳健关系。此外,我们发现我们的TVA指标与几个教师特征之间存在关系:女教师和工资水平较高的教师的TVA较高,而签订临时合同的教师则较低。这些结果为世界各地教师招聘过程中评估工具的设计和实施提供了经验教训。
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引用次数: 0
Resource for Self-Determination or Perpetuation of Linguistic Imposition: Effects of English Learner Classification Among Alaska Native Students* 自我决定或语言强制延续的资源:阿拉斯加本土学生中英语学习者分类的影响*
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-02-13 DOI: 10.3102/01623737221144320
Ilana M. Umansky, Manuel Vazquez Cano, Lorna M. Porter
Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared with non-Indigenous students. To be EL-eligible, non-Indigenous students are required to have a non-English primary language. Indigenous students, by contrast, can be English-dominant or English monolingual. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find preliminary evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes in the third and fourth grades. Negative impacts are not found for non–Alaska Native students.
与非土著学生相比,联邦法律对土著学生英语学习者(EL)分类资格的定义有所不同。要获得EL资格,非土著学生必须拥有非英语母语。相比之下,土著学生可能以英语为主,也可能只会说英语。因此,一个关键问题是EL分类如何影响土著学生的教育成果。这项研究利用阿拉斯加五个学区的数据,为阿拉斯加原住民学生探讨了这个问题。使用回归不连续性设计,我们发现初步证据表明,在幼儿园成绩接近EL分类阈值的学生中,EL分类对阿拉斯加原住民学生在三年级和四年级的学业成绩有很大的负面影响。未发现对非阿拉斯加原住民学生的负面影响。
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引用次数: 0
Charter Schools and the Segregation of Students by Income 特许学校和学生的收入隔离
1区 教育学 Q1 Social Sciences Pub Date : 2023-02-13 DOI: 10.3102/01623737221137903
Kari Dalane, Dave E. Marcotte
The share of students attending charter schools has been rising. There is evidence that charter school growth has increased socioeconomic segregation of students between schools. In this paper, we assess whether charter school growth affects how students are organized within nearby traditional public schools (TPS). We use administrative data from North Carolina to estimate the impact of charter school openings on segregation by income within nearby TPS. Our models exploit variation in the presence and location of charter schools over time between 2007 and 2014 for students in Grades 3 to 8. We find limited evidence that the segregation of students by income at the classroom level increases when charters open nearby. We find some evidence of increasing segregation in third grade and fourth grade math and third grade ELA classrooms at TPS within 2 miles of new charters in large urban districts schools. Our results vary somewhat depending on how we control for underlying trends and measure segregation. We find no effect of charter school growth on income segregation in higher grades.
就读特许学校的学生比例一直在上升。有证据表明,特许学校的增长加剧了学校之间学生的社会经济隔离。在本文中,我们评估特许学校的增长是否会影响附近传统公立学校(TPS)的学生组织方式。我们使用来自北卡罗来纳州的行政数据来估计特许学校开放对附近TPS内收入隔离的影响。我们的模型利用了特许学校在2007年至2014年间对三年级至八年级学生的存在和位置的变化。我们发现有限的证据表明,当特许学校在附近开设时,学生在课堂上的收入隔离会加剧。我们发现一些证据表明,在距离大城市地区学校新特许学校2英里以内的TPS学校,三年级和四年级数学和三年级ELA教室的种族隔离正在加剧。我们的结果在一定程度上取决于我们如何控制潜在的趋势和衡量隔离。我们发现特许学校的增长对高年级的收入隔离没有影响。
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引用次数: 0
The Efficacy and Implementation of Michigan’s Partnership Model of School and District Turnaround: Mixed-Methods Evidence From the First 2 Years of Reform Implementation 密歇根州学校和地区转型伙伴关系模式的有效性和实施:改革实施前两年的混合方法证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-01-30 DOI: 10.3102/01623737221141415
Jason Burns, Erica Harbatkin, Katharine O. Strunk, Chris Torres, Aliyah Mcilwain, Sandy Frost Waldron
The recent Every Student Succeeds Act (ESSA) requires states to identify and turn around their lowest performing schools, but it breaks somewhat from prior policies by granting states significant autonomy over how they identify and turn around these schools. This mixed-methods study, which draws on administrative, qualitative, and survey data, examines the effectiveness of Michigan’s approach to school turnaround under ESSA. We find that students in turnaround schools experienced significant achievement gains in math and to a lesser extent in English language arts (ELA), with effects concentrated among the lowest achieving students. Analyses of qualitative and survey data suggest that these outcomes were influenced by state-level supports, strategic planning, the threat of accountability for continued low performance, and improved leadership quality in turnaround schools.
最近的《每个学生成功法案》(Every Student success Act, ESSA)要求各州找出并扭转表现最差的学校,但它在某种程度上打破了以往的政策,赋予各州在如何找出和扭转这些学校方面的重大自主权。这项混合方法的研究,利用了行政、定性和调查数据,检验了密歇根州在ESSA下学校转型方法的有效性。我们发现,转型学校的学生在数学方面取得了显著的成就,在英语语言艺术(ELA)方面取得了较小程度的进步,这种影响集中在成绩最差的学生身上。对定性和调查数据的分析表明,这些结果受到国家层面的支持、战略规划、对持续低绩效的问责威胁以及转型学校领导质量的提高的影响。
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引用次数: 2
What Schools Do Families Want (and Why)? Evidence on Revealed Preferences From New Orleans 家庭想要什么学校(为什么)?新奥尔良的偏好证据
IF 3.4 1区 教育学 Q1 Social Sciences Pub Date : 2023-01-20 DOI: 10.3102/01623737221134528
Douglas N. Harris, Matthew F. Larsen
Prior research suggests that families prefer schools with higher test scores, shorter distances from home, and certain student demographics. We build on this using data from New Orleans, a context well suited to identification of parent preferences because of its deferred acceptance algorithm and extensive, standardized, and broadly accessible school information. This allows us to study revealed preferences for a richer set of characteristics. We find that families prefer schools with higher school value-added, more extracurricular activities, and after-school childcare. We also find heterogeneity by family income that is more consistent with income constraints than preference heterogeneity. Finally, we show how methodology and data shape the results.
先前的研究表明,家庭更喜欢考试成绩更高、离家距离更短、学生人口结构特定的学校。我们使用新奥尔良的数据建立在这一基础上,由于其延迟接受算法和广泛、标准化和可广泛获取的学校信息,新奥尔良非常适合确定家长的偏好。这使我们能够研究揭示的偏好,以获得更丰富的特征。我们发现,家庭更喜欢学校附加值更高、课外活动更多、课后托儿的学校。我们还发现,家庭收入的异质性比偏好异质性更符合收入约束。最后,我们展示了方法论和数据是如何影响结果的。
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引用次数: 8
期刊
Educational Evaluation and Policy Analysis
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