Pub Date : 2022-12-22DOI: 10.3102/00028312221140029
Thomas S. Dee, Elizabeth Huffaker, Cheryl Phillips, Eric Sagara
Before the 2020–2021 school year, policymakers and parents confronted the uncertain trade-offs implied by the health, educational, and economic consequences of offering instruction remotely, in per...
{"title":"The Revealed Preferences for School Reopening: Evidence From Public-School Disenrollment","authors":"Thomas S. Dee, Elizabeth Huffaker, Cheryl Phillips, Eric Sagara","doi":"10.3102/00028312221140029","DOIUrl":"https://doi.org/10.3102/00028312221140029","url":null,"abstract":"Before the 2020–2021 school year, policymakers and parents confronted the uncertain trade-offs implied by the health, educational, and economic consequences of offering instruction remotely, in per...","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138543443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.3102/00028312221137798
Emanuele Bardelli, Matthew Ronfeldt, J. Papay
Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in both initial level and early-career growth in teaching effectiveness. We also find that different TPP features explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness.
{"title":"Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness","authors":"Emanuele Bardelli, Matthew Ronfeldt, J. Papay","doi":"10.3102/00028312221137798","DOIUrl":"https://doi.org/10.3102/00028312221137798","url":null,"abstract":"Many prior studies have explored average differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from 2010 to 2018, we find meaningful differences between TPPs in both initial level and early-career growth in teaching effectiveness. We also find that different TPP features explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86127938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.3102/00028312221141981
T. Ambo, Theresa Rocha Beardall
Land acknowledgments are an evolving practice to recognize local Indigenous Peoples as traditional stewards of their homelands. Using a content and discourse analysis, we conduct the first empirical study of U.S. land acknowledgment statements focusing on the 47 land-grab universities created under the 1862 Morrill Act. We find that LGUs tend to adopt statements in urban areas, where federally recognized tribes are present, and at institutions with over 100 enrolled Native American students. Land acknowledgment statements also commonly name local Indigenous Peoples yet often fail to articulate their responsibilities to them, include superficial gestures, and center multicultural language. We offer “rhetorical removal” to describe the tendency of land-grab universities to deploy language that selectively erases Indigenous Peoples and, thus, argue that statements must directly address settler colonial legacies of violence and redistribute material support for Indigenous students and partnerships with Native nations.
{"title":"Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities","authors":"T. Ambo, Theresa Rocha Beardall","doi":"10.3102/00028312221141981","DOIUrl":"https://doi.org/10.3102/00028312221141981","url":null,"abstract":"Land acknowledgments are an evolving practice to recognize local Indigenous Peoples as traditional stewards of their homelands. Using a content and discourse analysis, we conduct the first empirical study of U.S. land acknowledgment statements focusing on the 47 land-grab universities created under the 1862 Morrill Act. We find that LGUs tend to adopt statements in urban areas, where federally recognized tribes are present, and at institutions with over 100 enrolled Native American students. Land acknowledgment statements also commonly name local Indigenous Peoples yet often fail to articulate their responsibilities to them, include superficial gestures, and center multicultural language. We offer “rhetorical removal” to describe the tendency of land-grab universities to deploy language that selectively erases Indigenous Peoples and, thus, argue that statements must directly address settler colonial legacies of violence and redistribute material support for Indigenous students and partnerships with Native nations.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76429947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-05DOI: 10.3102/00028312221136565
Seth Brown, Mengli Song, T. Cook, M. Garet
This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, and estimand. Results indicated that bias generally declined with the number of design elements in an NECGD, that combining all three sufficed to eliminate bias but was not necessary for it, and that this pattern of results was largely replicated across five different replication factors.
{"title":"Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?","authors":"Seth Brown, Mengli Song, T. Cook, M. Garet","doi":"10.3102/00028312221136565","DOIUrl":"https://doi.org/10.3102/00028312221136565","url":null,"abstract":"This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, and estimand. Results indicated that bias generally declined with the number of design elements in an NECGD, that combining all three sufficed to eliminate bias but was not necessary for it, and that this pattern of results was largely replicated across five different replication factors.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77854046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-18DOI: 10.3102/00028312221134771
Ming-Te Wang, Daphne A. Henry, Juan Del Toro
With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links varied by race (n = 941; 54% boys; 63% Black, 37% White). Results revealed that adolescents’ experience of school racial socialization practices (i.e., cultural socialization and promotion of cultural competence) predicted positive changes in their perceptions of school climate and, in turn, promoted better academic performance. School racial socialization was linked to positive school experiences and achievement for both Black and White adolescents.
{"title":"Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence","authors":"Ming-Te Wang, Daphne A. Henry, Juan Del Toro","doi":"10.3102/00028312221134771","DOIUrl":"https://doi.org/10.3102/00028312221134771","url":null,"abstract":"With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links varied by race (n = 941; 54% boys; 63% Black, 37% White). Results revealed that adolescents’ experience of school racial socialization practices (i.e., cultural socialization and promotion of cultural competence) predicted positive changes in their perceptions of school climate and, in turn, promoted better academic performance. School racial socialization was linked to positive school experiences and achievement for both Black and White adolescents.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83123424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.3102/00028312221126096
Zachary W. Oberfield, Bruce D. Baker
This article contributes to our understanding of American education politics by exploring when and why states redistribute K–12 education dollars to poorer schools. It does so by examining three explanations for intrastate changes in progressivity: court-ordered finance reforms, political trends, and demographic changes. Using state-level data from 1995 to 2016, we find mixed evidence that progressivity increased following a court-ordered school-finance overhaul. Rather, we show that changes in progressivity were most consistently tied to changes in student demography: As students became poorer, or more racially diverse, lawmakers created less progressive finance systems. The article concludes by discussing what these findings mean for advocates seeking to protect and advance gains in education-spending progressivity.
{"title":"The Politics of Progressivity: Court-Ordered Reforms, Racial Difference, and School Finance Fairness","authors":"Zachary W. Oberfield, Bruce D. Baker","doi":"10.3102/00028312221126096","DOIUrl":"https://doi.org/10.3102/00028312221126096","url":null,"abstract":"This article contributes to our understanding of American education politics by exploring when and why states redistribute K–12 education dollars to poorer schools. It does so by examining three explanations for intrastate changes in progressivity: court-ordered finance reforms, political trends, and demographic changes. Using state-level data from 1995 to 2016, we find mixed evidence that progressivity increased following a court-ordered school-finance overhaul. Rather, we show that changes in progressivity were most consistently tied to changes in student demography: As students became poorer, or more racially diverse, lawmakers created less progressive finance systems. The article concludes by discussing what these findings mean for advocates seeking to protect and advance gains in education-spending progressivity.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90382419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.3102/00028312221129247
J. Krajcik, Barbara Schneider, Emily Miller, I. Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science Standards (NGSS Lead States, 2013). The intervention was evaluated with a cluster randomized control trial in 46 Michigan schools with 2,371 students. Results show that students who received the intervention had higher scores on a standardized science test (0.277 standard deviation) and reported higher levels of self-reflection and collaboration when involved in science activities.
本研究旨在探讨多元素养在项目式学习科学干预下对三年级学生学业、社会和情感学习的影响。该干预包括四个科学单元和材料、专业学习和单元后评估;项目式学习的特点;三维学习(国家研究委员会，2012);以及下一代科学标准的绩效期望(NGSS Lead States, 2013)。在密歇根州46所学校的2371名学生中进行了随机对照试验，对干预措施进行了评估。结果表明，接受干预的学生在标准化科学测试中得分更高(0.277标准偏差)，并且在参与科学活动时报告了更高的自我反思和合作水平。
{"title":"Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools","authors":"J. Krajcik, Barbara Schneider, Emily Miller, I. Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown","doi":"10.3102/00028312221129247","DOIUrl":"https://doi.org/10.3102/00028312221129247","url":null,"abstract":"This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science Standards (NGSS Lead States, 2013). The intervention was evaluated with a cluster randomized control trial in 46 Michigan schools with 2,371 students. Results show that students who received the intervention had higher scores on a standardized science test (0.277 standard deviation) and reported higher levels of self-reflection and collaboration when involved in science activities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82311942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.3102/00028312221132533
Juan Del Toro, Ming-Te Wang
Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth’s school engagement. Results showed that youth with police encounters reported lower school engagement. Parental cultural socialization conferred protection in one study, while school cultural socialization was a protective factor in both studies. The implications of this work stand to benefit those working to reduce the negative links between policing and African American youth’s school engagement.
{"title":"Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents","authors":"Juan Del Toro, Ming-Te Wang","doi":"10.3102/00028312221132533","DOIUrl":"https://doi.org/10.3102/00028312221132533","url":null,"abstract":"Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth’s school engagement. Results showed that youth with police encounters reported lower school engagement. Parental cultural socialization conferred protection in one study, while school cultural socialization was a protective factor in both studies. The implications of this work stand to benefit those working to reduce the negative links between policing and African American youth’s school engagement.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81139617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.3102/00028312221130706
E. Kazemi, A. Resnick, Lynsey Gibbons
Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by using it to make sense of one elementary principal’s practice in leading her school for instructional transformation in mathematics. Our analysis contributes to how leadership efforts to transform instruction might be studied and ultimately supported.
{"title":"Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters","authors":"E. Kazemi, A. Resnick, Lynsey Gibbons","doi":"10.3102/00028312221130706","DOIUrl":"https://doi.org/10.3102/00028312221130706","url":null,"abstract":"Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by using it to make sense of one elementary principal’s practice in leading her school for instructional transformation in mathematics. Our analysis contributes to how leadership efforts to transform instruction might be studied and ultimately supported.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82407957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.3102/00028312221096455
Luis A. Leyva, R. McNeill, B. Balmer, Brittany L. Marshall, V. E. King, Zander Alley
Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students’ STEM experiences of invisibility. Findings inform implications for education research, practice, and policy.
{"title":"Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space","authors":"Luis A. Leyva, R. McNeill, B. Balmer, Brittany L. Marshall, V. E. King, Zander Alley","doi":"10.3102/00028312221096455","DOIUrl":"https://doi.org/10.3102/00028312221096455","url":null,"abstract":"Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students’ STEM experiences of invisibility. Findings inform implications for education research, practice, and policy.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83344235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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