American Educational Research Journal最新文献

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Human Rights Violations Through Structural Violence: A Case Study of Human Rights Education in New York City 透过结构性暴力侵害人权:纽约市人权教育个案研究

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-11-25 DOI: 10.3102/00028312211057307

Diana Rodríguez-Gómez, S. Russell

A major area of critical scholarship within human rights education (HRE) aims to discover HRE’s revolutionary potential by questioning its relationship to the global human rights regime. However, the very concept of “human rights violations” remains underexamined. This article analyzes the use and function of human rights violations as pedagogical devices. Drawing from qualitative data collected in two public high schools in New York City (2014–2015), this study explores the limitations of teaching human rights through the legal definition of human rights violations. In doing so, HRE positions human rights violations primarily as manifestations of direct violence. We argue that to teach human rights violations also as expressions of structural violence can help students cultivate powerful and transformative forms of knowledge.

人权教育(HRE)中一个重要的批判性学术领域旨在通过质疑其与全球人权制度的关系来发现HRE的革命潜力。然而，“侵犯人权”的概念本身仍然没有得到充分审查。本文分析了侵犯人权作为教学手段的使用和功能。根据2014-2015年在纽约市两所公立高中收集的定性数据，本研究通过对侵犯人权行为的法律定义来探讨人权教学的局限性。在这样做时，人权高专办将侵犯人权行为主要视为直接暴力的表现。我们认为，将侵犯人权行为也作为结构性暴力的表现形式来教授，可以帮助学生培养强大和变革的知识形式。

引用次数: 1

Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity 双语作为白人财产:考察中学双语教育计划和拉丁裔平等

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-11-09 DOI: 10.3102/00028312211052508

Laura C. Chávez-Moreno

This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.

这一重要的种族人种学研究了一个中等水平的双语(DL)计划，一种被认为提供拉丁裔教育公平的双语教育模式。根据三阶段递归分析方法，我提出了证据，证明DL计划的政策和实践只重视为拉丁裔青年提供双语教育，只要DL是可用的并且对白人有利——这最终将一些拉丁裔学生排除在双语教育和/或获得其好处之外。当DL延续了种族等级制度并保留了白人种族身份的价值，从而维持了白人不公平的物质积累时，我将DL作为白人财产的理论。我对深度学习的逻辑提出了质疑——强调深度学习具有世界语言教育的精英主义倾向——并评估了深度学习为拉丁美洲人提供教育公平的潜力。

引用次数: 15

How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative 财政改革如何改变教师和学校质量:加州230亿美元的倡议

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-10-29 DOI: 10.3102/00028312211047854

Joonho Lee, Bruce Fuller, S. Rabe-Hesketh

Gains in school spending helped to lift achievement over the past half century. But California’s ambitious effort—progressively distributing $23 billion in yearly funding to poorer districts—has yet to reduce disparities in learning. We theorize how administrators in districts and schools, given organizational habits and labor constraints, may fail to move quality resources to disadvantaged students. We identify the exogenous portion of California’s post-2013 reform, finding that schools receiving progressively targeted funding tended to hire inexperienced teachers and disproportionately assign novices to courses serving English learners. New funding expanded the array of courses in high schools, as access to college-preparatory classes by English learners declined. These unfair mechanisms operated most strongly in high-needs schools serving larger concentrations of poor students.

在过去的半个世纪里，学校支出的增加帮助提高了成绩。但是加州雄心勃勃的努力——每年向贫困地区逐步分配230亿美元的资金——尚未减少学习上的差距。我们的理论是，鉴于组织习惯和劳动力限制，地区和学校的管理人员可能无法将优质资源转移给弱势学生。我们确定了加州2013年后改革的外生部分，发现获得逐步有针对性资金的学校倾向于雇用缺乏经验的教师，并不成比例地将新手分配给为英语学习者服务的课程。随着英语学习者参加大学预科课程的机会减少，新的资金扩大了高中课程的种类。这些不公平的机制在为更多贫困学生提供服务的高需求学校中表现得最为强烈。

引用次数: 4

Public School Teacher Contracts and State-Level Reforms: Assessing Changes to Collective Bargaining Restrictiveness Across Three States 公立学校教师合同和州级改革:评估三个州集体谈判限制的变化

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-10-27 DOI: 10.3102/00028312211048950

Katharine O. Strunk, Joshua M. Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride

In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and after reforms in two states (Michigan and Washington) relative to a state with no statutory changes (California). We show that the state policy reforms lessened the restrictiveness of CBAs, as intended. The results suggest when reforms limit bargaining negotiations, unions are unable to compensate for the substantial reductions in working conditions.

在许多学区，管理教学人员的政策是由集体谈判协议(cba)管理的。虽然这些协议的范围受到了重大的政策关注，但关于cba如何随着时间的推移而变化，或者它们是否会随着各州的立法改革而变化的研究相对较少。我们使用三个州的1200多个CBA的面板数据集，比较了两个州(密歇根州和华盛顿州)改革前后的CBA变化，以及没有进行法定变更的州(加利福尼亚州)。我们表明，国家政策改革减少了cba的限制，正如预期的那样。结果表明，当改革限制了讨价还价的谈判时，工会无法弥补工作条件的大幅减少。

引用次数: 6

Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion 压抑的法律主义:高等教育管理者对校园仇恨言论的反应如何破坏了对包容性的关注

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-10-01 DOI: 10.3102/00028312211027586

Liliana M. Garces, B. Johnson, Evelyn Ambriz, Dwuana Bradley

Guided by legal, sociolegal, and higher education concepts, we use an embedded case study of university administrators at a public institution to examine how they negotiate and institutionalize principles of freedom of expression and inclusion in responses to the proliferation of on-campus hate speech following the 2016 U.S. presidential election. Our findings reveal that an institution's legal context and administrators’ interpretations of law and law-related pressures shape their understanding of hate speech–related incidents, and the permissible responses, in ways that make it nearly impossible to consider and implement inclusion-focused practices. We advance the concept of “repressive legalism” to explain these dynamics and discuss implications for policies and practices that support both open, robust expression and inclusion for students of color.

在法律，社会法律和高等教育概念的指导下，我们使用公共机构大学管理人员的嵌入式案例研究来研究他们如何谈判和制度化言论自由和包容原则，以应对2016年美国总统大选后校园仇恨言论的扩散。我们的研究结果表明，一个机构的法律背景和管理者对法律的解释以及与法律相关的压力影响了他们对仇恨言论相关事件的理解，以及可允许的回应，这使得他们几乎不可能考虑和实施以包容为中心的做法。我们提出了“压制性法律主义”的概念来解释这些动态，并讨论了支持开放、有力的表达和包容有色人种学生的政策和实践的影响。

引用次数: 6

Students' Sense Making of Higher Education Policies During the Vertical Transfer Process. 学生在纵向转学过程中对高等教育政策的理解。

IF 3.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

American Educational Research Journal

Pub Date : 2021-10-01 Epub Date: 2021-04-10 DOI: 10.3102/00028312211003050

Lauren Schudde, Huriya Jabbar, Eliza Epstein, Elif Yucel

More than a third of students enter higher education at a community college; most aim to earn a baccalaureate. Drawing on sense-making theory and longitudinal qualitative data, we examined how community college students interpret state transfer policies and how their interpretations influence subsequent behavior. Data from 3 years of interviews revealed how students adjudicate betweenmultiple intersecting policies. The higher education context, where institutions provided competing signals about policies, left students to navigate complex messages to achieve their transfer goals. Students' approaches to understanding transfer policies primarily followed one of two patterns: adopting policy signals as step-by-step procedures or adapting and combining policy signals to create a customized transfer pathway. Both approaches had important implications for students' transfer outcomes.

超过三分之一的学生在社区学院接受高等教育；大多数学生的目标是获得学士学位。利用感性认识理论和纵向定性数据，我们研究了社区大学学生如何解释州转学政策，以及他们的解释如何影响后续行为。3 年的访谈数据揭示了学生如何在多重交叉的政策之间做出判断。在高等教育背景下，各院校提供了相互竞争的政策信号，这使得学生们不得不浏览复杂的信息，以实现他们的转学目标。学生理解转学政策的方法主要遵循两种模式中的一种：将政策信号作为循序渐进的程序加以采用，或将政策信号加以调整和组合，以创建一个量身定制的转学途径。这两种方法对学生的转学结果都有重要影响。

引用次数: 0

The Special Olympics Unified Champion Schools Program and High School Completion 特奥会统一冠军学校计划和高中完成

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-09-22 DOI: 10.3102/00028312211032744

Michelle Yin, Garima Siwach, Yu. O. Belyakova

Despite an increase in special education enrollment, a stark gap in high school completion between students with and without disabilities persists. This study examined the impact of Unified Champion Schools (UCS), a Special Olympics program designed to foster social inclusion through three components—Unified Sports, Inclusive Youth Leadership, and Whole School Engagement—on high school graduation rates. Using a novel dataset and a difference-in-differences design, we found that implementing the UCS program increased the graduation rate by 1.1 percentage points for all students and 1.4 percentage points for students with disabilities. The increase in schooling outcomes for students with disabilities in UCS schools also was found to be positively correlated with perceptions about a more socially inclusive school environment.

尽管特殊教育的招生人数有所增加，但残疾学生和非残疾学生在高中学业完成率方面仍然存在明显差距。这项研究考察了统一冠军学校(UCS)对高中毕业率的影响。UCS是一项特殊奥运会项目，旨在通过统一体育、包容性青年领导和全校参与这三个组成部分促进社会包容。使用一个新颖的数据集和差异中的差异设计，我们发现实施UCS计划使所有学生的毕业率提高了1.1个百分点，残疾学生的毕业率提高了1.4个百分点。研究还发现，在加州大学洛杉矶分校的学校里，残疾学生学业成绩的提高与对更具社会包容性的学校环境的看法呈正相关。

引用次数: 1

How Do Parents Evaluate and Select Schools? Evidence From a Survey Experiment 家长如何评估和选择学校?调查实验的证据

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-09-18 DOI: 10.3102/00028312211046360

S. Haderlein

As parents are increasingly given flexibility to enroll their children in a school of their choice, understanding parents’ preferences for school qualities is essential. Using a randomized survey experiment, this study adds to the existing literature by assessing parents’ preferences in a controlled environment, where they can be isolated from information asymmetries and constraints. Results suggest that achievement matters to parents but status matters more when evaluating quality and growth matters more when choosing between schools. Additionally, student demographics affect both parents’ perception of school quality and their likelihood of selecting into a school. This article has important implications for the theory and practice of accountability as it offers new insights on parents’ latent preferences for school qualities.

随着家长越来越多地获得让孩子进入自己选择的学校的灵活性，了解家长对学校质量的偏好是至关重要的。通过随机调查实验，本研究增加了现有文献，通过评估父母在受控环境中的偏好，在受控环境中，他们可以远离信息不对称和约束。结果表明，成绩对父母来说更重要，但在评估质量时地位更重要，在选择学校时成长更重要。此外，学生的人口统计数据会影响家长对学校质量的看法和他们选择进入学校的可能性。这篇文章对问责制的理论和实践具有重要的意义，因为它为家长对学校质量的潜在偏好提供了新的见解。

引用次数: 4

A Replicable Identity-Based Intervention Reduces the Black-White Suspension Gap at Scale 一个可复制的基于身份的干预在规模上减少了黑人和白人的悬架差距

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-09-18 DOI: 10.3102/00028312211042251

Geoffrey D. Borman, Jaymes Pyne, Christopher S. Rozek, Alex Schmidt

Nationally, educators suspend Black students at greater rates than any other group. This disproportionality is fueled by stereotypes casting Black students as “troublemakers”—a label students too often internalize as part of their identities. Across two independent double-blind randomized field trials involving over 2,000 seventh graders in 11 middle schools, we tested the efficacy of a brief intervention to buffer students from stereotypes and mitigate the racial suspension gap. The self-affirmation intervention helps students access positive aspects of their identities less associated with troublemaking in school. Confirmed in both trials, treatment effects cut Black-White suspension and office disciplinary referral gaps during seventh and eighth grade by approximately two thirds, with even greater impacts for Black students with prior infractions.

在全国范围内，教育工作者停学黑人学生的比例高于其他任何群体。将黑人学生视为“麻烦制造者”的刻板印象助长了这种不成比例的现象——学生们常常将这个标签内化为他们身份的一部分。通过两项独立的双盲随机实地试验，涉及11所中学的2000多名七年级学生，我们测试了简短干预对缓冲学生刻板印象和减轻种族停职差距的效果。自我肯定干预帮助学生接触到他们身份的积极方面，而不是在学校制造麻烦。两项试验都证实，治疗效果将七年级和八年级的黑人-白人停学和办公室纪律转介差距缩小了大约三分之二，对有前科的黑人学生的影响更大。

引用次数: 4

Can Teacher Evaluation Systems Produce High-Quality Feedback? An Administrator Training Field Experiment 教师评价系统能产生高质量的反馈吗?管理人员培训现场实验

IF 3.6 1区教育学 Q1 Social Sciences

American Educational Research Journal

Pub Date : 2021-07-20 DOI: 10.3102/00028312211024603

M. Kraft, A. Christian

A core motivation for the widespread teacher evaluation reforms of the past decade was the belief that these new systems would promote teacher development through high-quality feedback. We examine this theory by studying teachers’ perceptions of evaluation feedback in Boston Public Schools and evaluating the district's efforts to improve feedback through an administrator training program. Teachers generally reported that evaluators were trustworthy, fair, and accurate but that they struggled to provide high-quality feedback. We find little evidence that the training program improved perceived feedback quality, classroom instruction, teacher self-efficacy, or student achievement. Our results illustrate the challenges of using evaluation systems as engines for professional growth when administrators lack the time and skill necessary to provide frequent, high-quality feedback.

过去十年中广泛进行的教师评价改革的核心动机是相信这些新系统将通过高质量的反馈促进教师的发展。我们通过研究波士顿公立学校教师对评估反馈的看法，并评估该地区通过管理人员培训计划改善反馈的努力，来检验这一理论。教师们普遍表示，评估人员值得信赖、公平、准确，但他们难以提供高质量的反馈。我们发现很少有证据表明培训计划提高了感知反馈质量、课堂教学、教师自我效能或学生成绩。我们的研究结果表明，当管理员缺乏时间和技能来提供频繁的、高质量的反馈时，使用评估系统作为专业成长引擎所面临的挑战。

引用次数: 17

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