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Research as a Strategy for Equity in Independent Schools 研究作为独立学校公平的策略
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-24 DOI: 10.1177/01614681231208482
Julie Kallio, Marta Filip-Fouser, Allison Finn Yemez, Alison B. Monzo, Denise Labieniec, Sarah Odell
Independent schools are increasingly looking to research as a strategy for building equitable systems and practices, through the creation of an embedded researcher position. This commentary grapples with how independent schools are building internal research capacity find. Using a self-study methodology with interviews, job document review, and educational autobiographies, we examine the practices and positions of researchers at six independent schools—five in the United States and one in Turkey—through the lens of research as a strategy for equity. We that researchers and leaders conceived of the research roles as aligned with equity-focused improvement, yet implementation was contingent on how the role was situated in the organization and the ability of the researcher to negotiate definitions of research and research processes with leaders, teaching faculty, and students. We conclude with theoretical and practical implications of using research and the role of an embedded researcher as a strategy for equity-focused school improvement in independent schools.
通过设立嵌入式研究员职位,私立学校越来越多地将研究作为一种建立公平制度和实践的策略。这篇评论论述了私立学校如何建立内部研究能力。通过访谈、工作文件审查和教育自传的自学方法,我们通过研究作为公平策略的视角,研究了六所独立学校(五所在美国,一所在土耳其)研究人员的实践和职位。我们认为,研究人员和领导者认为研究角色与以公平为中心的改进是一致的,但实施情况取决于该角色在组织中的位置,以及研究人员与领导者、教师和学生协商研究定义和研究过程的能力。最后,我们总结了使用研究的理论和实践意义,以及嵌入式研究人员作为独立学校以公平为重点的学校改进策略的作用。
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引用次数: 0
An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership 亚裔美国女性主义宣言:亚裔美国女性学校校长体现文化响应性学校领导
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-24 DOI: 10.1177/01614681231209589
Lilia Cai
Background: Within more than 1,600 preK–12 member schools in the National Association of Independent Schools (NAIS) in the United States, there were only seven Asian American women heads of schools in 2019, representing 6% of all heads of color, 1% of all women heads, and 0.4% of all heads of schools. There has been limited research on intersectionality in educational leadership, particularly in the context of independent schools. Purpose of Study: This article sets out to address the research gap in current literature as it pertains to examining the intersectional impact of race, gender, culture, and epistemology on the leadership experiences of Asian American women heads of independent schools, and to deconstruct mainstream leadership narratives by unearthing and complicating critical narratives of a small group of educational leaders who are women of color. Research Design: This qualitative study employs intersectionality theory as the conceptual framework, culturally responsive school leadership as the leadership framework, and elements of portraiture, critical Indigenous studies, and critical race theory as the research methodologies and analytical tools. Data Collection and Analysis: A background information survey was emailed to all seven Asian American women heads of schools to collect contextual and demographic information. The goal of the survey was to find commonalities among the heads and their schools so that a portrait of these seven individuals and their schools could be drawn as an intelligible whole before delineating specific experiences of the research participants. Perceptual information was collected via interviews. The interview protocols were designed to gather information around participants’ pathways to leadership, and their epistemological foundation and its impact on their leadership journeys and styles. Elements of portraiture were used to analyze participants’ experiences based on interviews in this qualitative study. Findings: This study connects culture and epistemologies to leadership practices and shines a light on how these Asian American women heads of schools—despite experiencing stereotype threats, microaggressions, and oppositions—negotiate between the transactional nature of independent schools and the transformational power of educational leadership, and make powerful contributions toward reimagining schools as places with radical possibilities. Conclusions: Asian Americans are a historically disadvantaged racial minority group, and Asian American women in education and academia have faced a long history of discrimination grounded in racism, xenophobia, and misogyny. The NAIS leadership team should better understand what challenges Asian American women face on their pathways to leadership and develop a better support system for all women of color aspiring leaders.
背景:在美国全国独立学校协会(NAIS)的1600多所学前至12年级成员学校中,2019年只有7名亚裔美国女性校长,占所有有色人种校长的6%,占所有女性校长的1%,占所有学校校长的0.4%。关于教育领导中的交叉性的研究有限,特别是在独立学校的背景下。研究目的:本文旨在解决当前文献中的研究空白,因为它涉及研究种族,性别,文化和认识论对独立学校亚裔美国女性校长领导经历的交叉影响,并通过挖掘和复杂一小群有色人种女性教育领导者的批判性叙述来解构主流领导叙事。研究设计:本定性研究以交叉性理论为概念框架,以文化响应型学校领导为领导框架,以肖像画、批判性土著研究和批判性种族理论为研究方法和分析工具。数据收集和分析:通过电子邮件向所有七位亚裔美国女性校长发送背景信息调查,以收集背景和人口统计信息。调查的目的是找到校长和他们学校之间的共同点,以便在描述研究参与者的具体经历之前,将这七个人和他们学校的肖像绘制为一个可理解的整体。知觉信息通过访谈收集。访谈协议旨在收集有关参与者的领导途径、他们的认识论基础及其对他们的领导历程和风格的影响的信息。在这个定性研究中,肖像的元素被用来分析参与者的经验,基于访谈。研究结果:本研究将文化和认识论与领导实践联系起来,并揭示了这些亚裔美国女性校长如何在经历刻板印象威胁、微侵犯和反对的情况下,在独立学校的交易性质和教育领导的变革力量之间进行谈判,并为将学校重新构想为具有激进可能性的地方做出了强有力的贡献。结论:亚裔美国人在历史上是一个处于弱势的少数种族群体,亚裔美国女性在教育和学术界长期面临着基于种族主义、仇外心理和厌女症的歧视。NAIS的领导团队应该更好地了解亚裔美国女性在成为领导者的道路上面临的挑战,并为所有有抱负的有色人种女性建立更好的支持体系。
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引用次数: 0
For the Betterment of All: Motivating Factors With Significant Impact on Annual Giving Practices in Independent Schools 为了所有人的改善:对独立学校年度捐赠实践有重大影响的激励因素
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-18 DOI: 10.1177/01614681231206637
Laura Reardon
In an increasingly individualistic society in which the economic forecast has been uncertain for the past several years, independent schools have struggled to understand donors’ motivations for giving. In addition, schools continually examine the way their annual giving campaigns articulate how donors’ gifts align with the schools’ missions and future strategic goals. This case study aims to form an understanding of giving practices for independent schools. Because annual giving is central to the financial sustainability and success of a school, this study’s aim is to fully examine the extent to which school constituents (parents, grandparents, alumni, faculty members, parents of alumni, administration, and students) are involved in the annual giving process and aware of its impact. There is a distinct disparity in the outcome of fundraising efforts of long-standing independent schools and institutions with existing endowments and newer independent schools. The question becomes, How do the latter schools better educate their constituents about the importance of the annual fund? Using qualitative data elicited from survey and interview methods, this study examines the motivating factors that have a significant impact on annual giving practices.
在一个日益个人主义的社会中,过去几年的经济预测一直不确定,私立学校一直难以理解捐赠者的捐赠动机。此外,学校不断检查其年度捐赠活动的方式,清楚地说明捐赠者的捐赠如何与学校的使命和未来的战略目标相一致。本案例研究旨在形成对私立学校教学实践的理解。由于年度捐赠对学校的财务可持续性和成功至关重要,因此本研究的目的是全面检查学校成员(家长、祖父母、校友、教职员工、校友家长、管理人员和学生)参与年度捐赠过程并了解其影响的程度。历史悠久的独立学校和拥有现有捐赠基金的机构与新成立的独立学校的筹款结果存在明显差异。问题变成了,后一种学校如何更好地教育他们的选民关于年度基金的重要性?本研究利用调查和访谈方法获得的定性数据,探讨了对年度捐赠实践产生重大影响的激励因素。
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引用次数: 0
“All in This Together”: Improving Access to Accelerated Learning Through Embedding Honors in Heterogeneously Grouped Classes “一切在一起”:通过在异质分组的班级中嵌入荣誉来提高加速学习的机会
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-25 DOI: 10.1177/01614681231198637
David Nurenberg, Liana Tuller
Background: For the last century, the dominant practice in U.S. high schools has involved sorting students by perceived ability level, yet 40 years of research has yielded consistent evidence that these practices harm the learning of students placed in lower-level classes; evidence is inconsistent about benefits for students in classes designated as higher-level, depending often on the actual pedagogy involved. Sufficient evidence exists to encourage schools to take on the challenge of implementing effective differentiated pedagogy within heterogeneous classrooms. Ideally, such pedagogy would avoid the well-established negative effects of separate-class ability grouping while preserving opportunities for all students to access stimulating and challenging learning opportunities that are both suited to their present readiness level and geared toward pushing them to advance to higher levels of academic capability. Focus of Study: Despite all that is known about the harms of tracking, most studies have focused on the contrast between classes that are tracked by ability level vs. heterogeneously grouped classes. There has been little research on the opportunity to embed an “honors” option within a heterogeneously grouped class. In theory, embedded honors may prove an antidote to some of the challenges presented by separated ability-grouped classes while avoiding the pitfalls of non-differentiated heterogeneous environments. This study examined one school’s change in student placement policy to test whether within-class leveling (within heterogeneously grouped classes) correlated with an increase in the participation of students, particularly from marginalized groups, signing up for “honors” level learning opportunities, as well as with an increase in learning and performance among any populations of students. The study also attempted to examine how students experienced learning in within-class leveling in heterogeneously grouped classes vs. separately grouped, leveled courses, in terms of the various areas identified in the literature. Research Design: This is a multi-methods study combining analysis of existing quantitative and qualitative data, as well as analysis of additional follow-up surveys and qualitative interviews. This case study examines one suburban Massachusetts high school’s experiment with converting seven separated “ability-leveled” courses in English, history, science, and math into heterogeneously grouped courses, in which students could elect whether or not to take the class for “honors” credit while still learning alongside the full spectrum of their peers. The authors examine data collected by the district ( n = 6,995 student data points), as well as from surveys and interviews ( n = 709) to analyze the resulting changes to enrollment and achievement, in the context of existing theory and research around grouping practices. Conclusions: Statistically significant correlational results included: (1) increased participation in Honor
背景:在上个世纪,美国高中的主要做法是根据能力水平对学生进行分类,然而40年的研究已经得出一致的证据,这些做法损害了低水平班级学生的学习;根据实际的教学方法,关于在高水平班级学习的学生是否受益的证据并不一致。有足够的证据鼓励学校接受挑战,在异质教室中实施有效的差异化教学法。理想情况下,这种教学法可以避免分班能力分组的负面影响,同时为所有学生保留机会,使他们能够获得既适合他们目前的准备水平,又能促进他们向更高水平的学术能力前进的刺激和具有挑战性的学习机会。研究重点:尽管大家都知道跟踪的危害,但大多数研究都集中在按能力水平跟踪的班级与不同分组班级之间的对比上。很少有人研究在异构分组的班级中嵌入“荣誉”选项的可能性。从理论上讲,嵌入式荣誉可能被证明是一种解毒剂,可以解决能力分组分开的班级所带来的一些挑战,同时避免非差异化异构环境的陷阱。本研究考察了一所学校对学生分班政策的改变,以测试班级内(在不同分组的班级内)的水平是否与学生(特别是边缘群体)参与“荣誉”级别学习机会的增加有关,以及与任何学生群体的学习和表现的增加有关。该研究还试图根据文献中确定的各个领域,检查学生在异质分组的班级与单独分组的班级内水平课程中的学习体验。研究设计:这是一个多方法的研究,结合现有的定量和定性数据的分析,以及分析额外的随访调查和定性访谈。本案例研究考察了马萨诸塞州郊区一所高中的实验,该实验将英语、历史、科学和数学等七门独立的“能力等级”课程转换为不同的分组课程,学生可以选择是否参加“荣誉”课程,同时仍然与同龄人一起学习。作者检查了该地区收集的数据(n = 6,995个学生数据点),以及调查和访谈(n = 709),以分析在分组实践的现有理论和研究背景下,入学率和成绩的变化。结论:统计上显著的相关结果包括:(1)荣誉1课程的参与增加,特别是来自传统边缘化群体的学生;(2)以前在非荣誉班就读的学生进入荣誉班的门槛较低;(3)所有选择荣誉课程的学生,包括之前选择非荣誉课程的学生,学业成绩都有统计学上的显著提高。此外,学生们报告了(4)那些选择非荣誉课程的学生的耻辱减少了,(5)教室更加多样化,(6)在异质分组的班级中,选择非荣誉课程的学生感受到更大的学术挑战,而选择荣誉课程的学生感受到的挑战减少了。需要注意的是,本实验是在2020 - 2021年疫情引发的远程学习期间进行的;因此,许多其他因素可能影响这些结果。在这项研究中,教师在使用有效的教学方法进行差异化教学方面似乎也不一致。作者讨论了其他地方的学校可以从这个案例研究中学到什么,以提高水平和公平。
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引用次数: 0
Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education 成为学者的不平等:博士教育中的种族、性别和学生与导师的关系
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-25 DOI: 10.1177/01614681231198648
Brooke Dinsmore, Josipa Roksa
Background: Extensive research has documented the importance of faculty advisors for graduate students’ experiences and outcomes. Recent research has begun to provide more nuanced accounts illuminating different dimensions of advisor support as well as attending to inequalities in students’ experiences with advisors. Purpose: We extend the research on graduate student advisor relationships in two important ways. First, building on the concept of social capital, and in particular the work on institutional agents, we illuminate specific benefits associated with student-advisor relationships. Second, we advance prior work on inequality in advisor relationships by examining students’ experiences at the intersection of race and gender. Research Design: To illuminate the nuances of graduate students’ experiences with advisors, this study included interviews with 79 students pursuing PhD’s in biological sciences. Thematic coding revealed several important dimensions of benefits associated with advisor relationships. Corresponding codes were grouped into three categories, describing three groups of students with notably different experiences with advisors. Findings: The data revealed three distinct student-advisor relationship profiles which we term scholars, subordinates, and marginals. The three groups had vastly different experiences with access to knowledge and resources, access to networks, and cultivation of independence. Moreover, the distribution across these three groups was highly unequal with unique patterns observed at the intersection of race and gender. White men benefited from both racial and gender privilege and were notably overrepresented in the scholars group while White women and racial/ethnic minority (REM) students were more likely to be socialized as subordinates. REM men had the least favorable experiences with the majority of them being in the marginal category, along with a substantial proportion of White and REM women. Notably, even experiences of negative relationships with advisors were gendered and raced: REM men’s negative relationships with advisors were characterized by “benign neglect” while women primarily experienced conflictual relationships. Conclusion and Recommendations: The findings illuminate important consequences of student-advisor relationships and pronounced inequalities in who has access to benefits accrued through those relationships. Creating more equitable experiences will necessitate substantial attention to improving mentoring and eliminating gender and racial/ethnic inequalities in faculty support.
背景:广泛的研究已经证明了指导教师对研究生的经历和成果的重要性。最近的研究已经开始提供更细致入微的描述,阐明导师支持的不同维度,以及关注学生与导师经历中的不平等。目的:从两个重要方面对研究生导师关系的研究进行拓展。首先,基于社会资本的概念,特别是关于机构代理人的工作,我们阐明了与学生-顾问关系相关的具体利益。其次,我们通过研究学生在种族和性别交叉点的经历,推进了先前关于导师关系不平等的工作。研究设计:为了阐明研究生与导师经历的细微差别,本研究包括对79名攻读生物科学博士学位的学生的采访。主题编码揭示了与顾问关系相关的几个重要利益维度。相应的代码被分为三类,描述了三组与导师有着明显不同经历的学生。研究结果:数据揭示了三种不同的学生与导师的关系概况,我们称之为学者,下属和边缘。这三个群体在获取知识和资源、获取网络和培养独立性方面有着截然不同的经历。此外,这三个群体之间的分布极不平等,在种族和性别的交叉点上观察到独特的模式。白人男性受益于种族和性别特权,在学者群体中的比例明显过高,而白人女性和种族/少数民族(REM)学生更有可能被社会视为下属。快速眼动期男性的体验最差,他们中的大多数人处于边缘类别,白人和快速眼动期女性也有相当大的比例。值得注意的是,甚至与顾问的消极关系的经历也是性别和种族的:快速眼动期男性与顾问的消极关系的特征是“良性忽视”,而女性主要经历的是冲突关系。结论和建议:研究结果阐明了学生与顾问关系的重要后果,以及谁能从这些关系中获得利益的明显不平等。创造更公平的经验将需要大量关注改善指导和消除教师支持中的性别和种族/民族不平等。
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引用次数: 0
Learning Improvement Science to Lead: Conditions that Bridge Professional Development to Professional Action 学习改进科学领导:连接专业发展到专业行动的条件
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-22 DOI: 10.1177/01614681231198642
Mary-Louise Leger, Louis M. Gomez, Olivia E. Obeso
Background: As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts. Purpose: The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?” Research Design: The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset. Conclusions/Recommendations: The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their
背景:随着越来越多的教育从业者采用改进科学技术来解决实践问题,对具有领导改进工作的知识和能力的领导者的需求越来越大。为了确保领导者在学习日益普遍的学校改进框架方面得到支持,有必要更好地了解可能影响实践者如何在其学校环境中学习和领导改进科学的背景条件。目的:本研究论文的目的有两个:首先,了解在学习过程中、学习过程中和学习后的环境条件如何影响有抱负的和现任的领导者领导改进科学的努力。其次,该研究旨在探索更广泛的问题,即环境如何影响从业者将新知识转化为行动的能力。研究人员引入了“提高科学流利度”的概念,作为一种方法贡献,明确了有效学习和领导提高科学所需的能力。指导调查的研究问题是:“影响教育领导者提高科学流畅性发展的条件是什么?”研究设计:这项研究的重点是完成了为期10周的科学进步课程的参与者,这是南加州一所大型公立大学教育领导力预备课程的一部分。研究小组对17名学员进行了半结构化访谈,这些学员在毕业后符合在工作中回忆和使用课程概念的纳入标准。访谈录音、转录,并使用加权编码模式进行编码,以评估参与者在指导原则、工具和性格方面的科学流利程度的提高。研究小组对数据进行分析,以确定影响参与者应用和适应改进科学的条件,将其分为课程前的专业经验、课程内的经验和课程后的组织环境条件。对比案例被认为是为了增强分析的鲁棒性,并承认数据集中的潜在变化。结论/建议:研究结果提供了对挑战或支持将改进知识应用于行动的背景因素的见解,为设计和加强学校领导准备计划提供了启示,以培养有效的教育领导者,实现可持续的学校改进。该研究强调,组织角色和懈怠在塑造实践者的权威、实践和应用的机会以及获得持续培训和指导的机会方面发挥着至关重要的作用,最终影响他们在改进科学方面的流利程度。为了有效地支持将改进知识转化为行动,本文建议:(1)激活先验知识,为未来学习做准备;(2)关注学习问题的重要性及其与从业者角色的相关性,通过在专业背景下实践新知识为角色提供支持;(3)处理组织背景,创造有利于创新的环境;(4)通过持续的实践社区提供后续学习机会。该研究的结论是,改变实践不仅仅是意志和技能的问题,还需要在学习经历之前、期间和之后仔细关注更广泛的背景,以有效地支持实践中的创新。
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引用次数: 0
Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces 公民主权:公立学校空间中的本土公民建构
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.1177/01614681231216781
Rachel Talbert
Context: This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools. Research Question: How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)? Research Design: This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data. Conclusions/Recommendations: The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.
背景:本研究探讨美国城市印第安高中学生如何在美国城市公立学校的殖民定居结构中协商其公民身份。研究问题:在教授公民概念的场所,如城市公立高中的美国历史课和原住民青年理事会(Native YC),城市美国印第安学生是如何协商公民身份的?研究设计:这项批判性参与人种学研究考察了 11 名城市土著学生在社会研究课、土著青年理事会和华盛顿州一所教授科技创新课程的学校中对公民身份的协商。研究采用了安全区理论和部落批判性种族理论,通过观察、参与者访谈和焦点小组作为数据,了解学生的经历和他们的故事。结论/建议:研究发现,社会研究课和原住民青年中心是主权区(ZoS),促进了原住民学生的生存和自决。学生们在校内外了解到主权、自决、双重公民身份、部落自治和联邦印第安政策等土著公民建构,所有这些都有助于土著学生的公民身份发展。会议讨论了关于向所有学生传授土著公民建设的建议,作为公立学校批判性民主教学的一部分,将其作为社会研究课和课外活动的组成部分。
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引用次数: 0
Relationships between Organizational Factors and Teachers’ Knowledge and Use of Culturally Relevant Education 组织因素与教师对文化相关教育的了解和使用之间的关系
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.1177/01614681231216522
Hannah Mathews, Rachel Oblath, Elizabeth Bettini, Erica D. McCray, Akash Chopra, Terrance Scott
Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students’ educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that reproduce and uphold white-normed practice (Leonardo & Manning, 2017). The organizational contexts and conditions surrounding teachers’ practice could be a tool for leaders and policy makers to promote the use of CRE in schools. Purpose: The purpose of this study was to explore how three organizational factors—administrative support, school culture, and curricula—may contribute to teachers’ knowledge and enactment of CRE. We framed our analysis using cultural historical activity theory (CHAT) (Cole & Engeström, 1993), a tool for examining how learning is situated in contexts and conditions, and how these contexts and conditions mediate teaching practice (Foot, 2014). Research Design: Guided by the tenets of quantitative critical inquiry (Stage, 2007; Stage & Wells, 2014), we used survey data from 534 teachers in 33 schools in the 2019 school year to explore how three organizational factors (i.e., administrative support, school culture, and curricula) contribute to teachers’ knowledge and enactment of CRE. We collected data in spring 2019 in a high-poverty urban district in the southeastern United States serving predominantly students of color. We used confirmatory factor analysis to test each scale’s dimensionality, accounting for clustering by school, and then used structural equation modeling (SEM) to model relationships among the organizational factors and teachers’ self-reported CRE knowledge and practice. Conclusions/Recommendations: Our analysis indicated that curricular resources for CRE and collective expectations for CRE—an element of school culture—were both positively associated with teachers’ self-reported CRE knowledge. CRE knowledge, curricular resources for CRE, and administrative support were positively associated with teachers’ self-reported CRE practice. Finally, CRE knowledge partially mediated the relationship between curricular resources for CRE and CRE practice. Notably, general curricular resources were negatively associated with CRE practice. Findings suggest that norms and curricula focused on the use of CRE are crucial for enhancing teachers’ knowledge and use of CRE practice; general curricular resources may not foster teachers’ work in providing CRE in their classrooms. Finally, findings suggest that administrators may be uniquely positioned to help teachers transform their practice. We discuss implications for research and practice, in light of present efforts to curtail teachers’ use of CRE in seeking to provide students with meaningful educational opportunities.
背景/语境:文化相关教育(CRE)是改善学生教育经历和成果的有力工具。然而,在美国公共教育系统中,文化相关教育并非常态(Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016),这或许是因为教师被社会化到了复制和维护白人规范实践的系统中(Leonardo & Manning, 2017)。围绕教师实践的组织环境和条件可以成为领导者和政策制定者在学校推广使用 CRE 的工具。目的:本研究旨在探讨行政支持、学校文化和课程这三个组织因素如何促进教师对 CRE 的了解和实施。我们采用文化历史活动理论(CHAT)(Cole & Engeström,1993 年)进行分析,该理论是研究学习如何在环境和条件中进行,以及这些环境和条件如何对教学实践起中介作用的工具(Foot,2014 年)。研究设计:在定量批判性探究原则(Stage, 2007; Stage & Wells, 2014)的指导下,我们使用了2019学年33所学校534名教师的调查数据,以探索三个组织因素(即行政支持、学校文化和课程)如何促进教师对CRE的认识和实施。我们于 2019 年春季在美国东南部一个以有色人种学生为主的高贫困城区收集了数据。我们使用确证因子分析来测试每个量表的维度,并考虑到学校的聚类,然后使用结构方程建模(SEM)来模拟组织因素与教师自我报告的 CRE 知识和实践之间的关系。结论/建议:我们的分析表明,用于 CRE 的课程资源和对 CRE 的集体期望(学校文化的一个要素)都与教师自我报告的 CRE 知识呈正相关。CRE 知识、CRE 课程资源和行政支持与教师自我报告的 CRE 实践呈正相关。最后,CRE 知识在一定程度上调节了 CRE 课程资源与 CRE 实践之间的关系。值得注意的是,一般课程资源与 CRE 实践呈负相关。研究结果表明,以使用 CRE 为重点的规范和课程对于提高教师对 CRE 实践的认识和使用至关重要;一般课程资源可能无法促进教师在课堂上开展 CRE 工作。最后,研究结果表明,管理者在帮助教师转变教学实践方面具有独特的优势。目前,教师在为学生提供有意义的教育机会的过程中,努力减少对 CRE 的使用,有鉴于此,我们讨论了研究和实践的意义。
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引用次数: 0
Accelerating Racial Activism in STEM Higher Education by Institutionalizing Equity Ethics 通过将公平伦理制度化,加速 STEM 高等教育中的种族行动主义
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.1177/01614681231216518
E. McGee, Terrell R. Morton, Devin T. White, Whitney Frierson
Background/Context: The United States invests in STEM education, but this investment is racialized and political. The country wants to maintain global economic domination, but there are also calls to diversify the STEM workforce (Baber, 2015; Basile & Lopez, 2015; Vakil & Ayers, 2019). This context leaves Black and Brown people to navigate racially hostile, toxic, and oppressive STEM learning and working environments (Bullock, 2017; Erete et al., 2020; Wright & Riley, 2021). Purpose/Objective/Research Question/Focus of Study: This conceptual paper offers strategies for institutionalizing equity ethics in STEM higher education. The paper attends to the core components of equity ethics and its possibilities while identifying structural constraints. Equity ethics is an equity-minded perspective that focuses on leveraging the multiple forms of knowledge associated with understanding and engaging the natural world to foster an oppression-free society that specifically enhances the lives of Black and Brown people. We also examine specific cases of STEM education and research scholars and practitioners who are committed to engaging and uplifting racially minoritized communities through the intersection of STEM and justice. Research Design: This conceptual paper takes a qualitative approach. It uses the existing literature to review the current state of diversity in STEM, the major components of an equity ethic, the structural and institutional barriers people of color face in STEM higher education, and how equity ethics may be institutionalized. In particular, we highlight examples of equity ethics in action to provide models for action and policy change. Conclusions/Recommendations: Institutionalized equity ethics at the mid-institutional level (e.g., departments and units) would require all faculty to mentor Black and Brown STEM students through critical transitions. We also recommend revising department- and unit-level policies and practices around access to resources that are critical for STEM achievement and knowledge production. Although expanding and sustaining financial investments in equity-focused endeavors is required, these investments must also come with the power and agency to transform institutional structures around STEM access, learning, and innovation. Transformation of top-level policies and practices could include changes to institutional admissions processes and ensuring that racist gatekeeping mechanisms are removed, while also requiring senior-level administrators to have training in racial justice ideologies and praxes. Building equity ethics into STEM higher education is essential to creating a more just and equitable STEM ecosystem.
背景/语境:美国投资 STEM 教育,但这种投资是种族化和政治化的。美国希望保持全球经济主导地位,但同时也呼吁实现 STEM 劳动力的多元化(Baber,2015 年;Basile & Lopez,2015 年;Vakil & Ayers,2019 年)。在这种背景下,黑人和棕色人种不得不在充满种族敌意、有毒和压迫的 STEM 学习和工作环境中摸爬滚打(Bullock,2017 年;Erete 等人,2020 年;Wright & Riley,2021 年)。目的/目标/研究问题/研究重点:这篇概念性论文提出了在 STEM 高等教育中实现公平伦理制度化的策略。本文探讨了公平伦理的核心内容及其可能性,同时指出了结构性制约因素。公平伦理是一种具有公平意识的观点,它侧重于利用与理解和参与自然世界相关的多种知识形式来促进一个无压迫的社会,特别是提高黑人和棕色人种的生活水平。我们还研究了 STEM 教育和研究学者及从业人员的具体案例,他们致力于通过 STEM 与正义的交汇点来参与和提升少数种族群体。研究设计:本概念性论文采用定性方法。它利用现有文献回顾了 STEM 领域的多样性现状、公平伦理的主要组成部分、有色人种在 STEM 高等教育中面临的结构性和制度性障碍,以及如何将公平伦理制度化。我们特别强调了公平伦理在行动中的实例,为行动和政策变革提供了范例。结论/建议:在机构中层(如院系和单位)将公平伦理制度化,将要求所有教师指导黑人和棕色人种的 STEM 学生完成关键的过渡。我们还建议修订部门和单位层面的政策和做法,以获取对 STEM 成就和知识生产至关重要的资源。尽管需要扩大和维持对以公平为重点的努力的资金投入,但这些投资也必须伴随着改变围绕 STEM 的获取、学习和创新的体制结构的力量和机构。高层政策和实践的变革可以包括改变院校招生程序,确保取消种族主义把关机制,同时还要求高层管理人员接受种族公正思想和实践方面的培训。在 STEM 高等教育中建立公平伦理对于创建一个更加公正和公平的 STEM 生态系统至关重要。
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引用次数: 0
Transforming the Elite: Black Students and the Desegregation of Private Schools 《精英的转变:黑人学生与私立学校的废除种族隔离》
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-29 DOI: 10.1177/01614681231194405
Chinyere Odim
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引用次数: 0
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