发布求助
文献互助 智能选刊 最新文献

Aera Open最新文献

筛选
英文 中文
Cross-National Comparison of the Relative Size of Lower-Tail and Upper-Tail SES Achievement Gaps 下尾与上尾社会经济地位差距相对大小的跨国比较
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-09-05 DOI: 10.1177/23328584241269965
Yuko Nonoyama-Tarumi, Sean F. Reardon
{"title":"Cross-National Comparison of the Relative Size of Lower-Tail and Upper-Tail SES Achievement Gaps","authors":"Yuko Nonoyama-Tarumi, Sean F. Reardon","doi":"10.1177/23328584241269965","DOIUrl":"https://doi.org/10.1177/23328584241269965","url":null,"abstract":"Cross-national studies on socioeconomic status (SES) achievement gaps have focused on the size of the gap and given less attention to where in the SES distribution the achievement gap tends to be relatively large within a society, and whether this location varies across countries. We estimate the relative size of achievement gaps between students at the 50th and 10th percentiles versus the 90th and 50th percentiles of SES distribution within a society, using the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) data. We find OECD countries vary in the size of the ratio of achievement gaps at lower-tail SES and upper-tail SES. Our multivariate analyses show that the ratio is positively associated with within-country patterns of economic inequality, measured by the ratio of income inequality and the ratio of segregation at lower-tail and upper-tail SES. We do not find evidence of an association between the achievement gap ratio and patterns of educational stratification.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"25 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring the Efficacy of Zearn Math in Louisiana 衡量 Zearn Math 在路易斯安那州的成效
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-09-02 DOI: 10.1177/23328584241269825
Shirin Hashim
{"title":"Measuring the Efficacy of Zearn Math in Louisiana","authors":"Shirin Hashim","doi":"10.1177/23328584241269825","DOIUrl":"https://doi.org/10.1177/23328584241269825","url":null,"abstract":"This study examines the impact of an online math learning program on third through fifth grade math achievement in Louisiana. Employing Zearn Math usage metrics and administrative data from the Louisiana Department of Education, the results indicate that grade levels that programmatically used Zearn Math scored, on average, about .03 standard deviation units higher on Louisiana’s statewide math assessment. A placebo test using English-language arts scores and several robustness checks suggests that this may be an underestimate of the true effect. These findings come at a crucial time because pandemic-related school closures have led to a 20-fold increase in public school spending on Zearn-related materials between July 2019 and July 2021, and its presence continues to expand across the nation.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"184 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance 认识单词对学前 DLLS 重要吗？个性化词汇对语音意识表现的影响
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-08-24 DOI: 10.1177/23328584241267929
Kathleen A. Paciga, Christina M. Cassano
{"title":"Does Knowing the Word Matter for Preschool DLLS? Individualized Vocabulary Words on Phonological Awareness Performance","authors":"Kathleen A. Paciga, Christina M. Cassano","doi":"10.1177/23328584241267929","DOIUrl":"https://doi.org/10.1177/23328584241267929","url":null,"abstract":"Early literacy assessment has become commonplace in the preschool years, with phonological awareness constituting one component of emergent literacy targeted by such practices. This within-subjects experimental study examines the role of word familiarity on 93 dual language preschoolers’ performance on phoneme-level awareness tasks in three-phoneme words. A researcher-designed digital tool created individualized test items (foils and target responses) for each child. Half of the items presented target responses that contained familiar words, and half contained unfamiliar words. Results suggest unknown/unfamiliar target words yield lower phonological awareness performance scores.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"64 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities 国际和国内教师的本科生评分实践：来自美国三所大型公立大学的证据
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-08-24 DOI: 10.1177/23328584241267910
Trang Pham, Stephanie Potochnick
{"title":"Undergraduate Grading Practices of International and Domestic Faculty: Evidence From Three Large U.S. Public Universities","authors":"Trang Pham, Stephanie Potochnick","doi":"10.1177/23328584241267910","DOIUrl":"https://doi.org/10.1177/23328584241267910","url":null,"abstract":"Given the prominence of international instructors in higher education, understanding their grading practices is essential for informing college grading debates. This first large-scale assessment of undergraduate grading practices highlights how different demographic, classroom and departmental factors shape international instructors’ grading behaviors. Using a unique dataset of over 2,000 randomly selected instructors from three public universities, we examine (a) whether undergraduate-level grading practices differ between domestic and international instructors, (b) what factors contribute to the differences, and (c) whether the differences vary across key subgroups. We find that international instructors grade lower than domestic instructors—about 35% of a standard deviation lower on average. Part of this gap is explained by the concentration of international instructors in particular departments. International instructor grading practices differ across regions of origin, prior U.S. higher education experience, gender, and race. Our results provide insights into U.S. college grading debates and supporting the international instructor workforce.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"73 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142225031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards 无声的盟约和结构性障碍：州立标准委员会与种族入侵性社会研究标准的维持
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-08-10 DOI: 10.1177/23328584241265303
Christopher C. Martell, Lauren McArthur Harris, J’Shon Lee, Jennifer P. Chalmers, Jami Carmichael
{"title":"Silent Covenants and Structural Barriers: State Standards Committees and the Maintenance of Race-Evasive Social Studies Standards","authors":"Christopher C. Martell, Lauren McArthur Harris, J’Shon Lee, Jennifer P. Chalmers, Jami Carmichael","doi":"10.1177/23328584241265303","DOIUrl":"https://doi.org/10.1177/23328584241265303","url":null,"abstract":"In this qualitative study, researchers used critical race theory to examine the experiences of social studies standards committee members in 18 states and the District of Columbia. They found that while many participants articulated goals of increasing the teaching of race and racism in their state’s social studies standards, at least in part, numerous silent covenants and structural barriers existed to maintain the status quo through race-evasive standards. A smaller group of participants generally avoided advocating for race and racism topics altogether due to their perceived controversial or political status, while others did not mention race or racism as a priority. Recommendations are made for both the policy and practice related to state standards creation, and questions are raised about the ability of social studies standards to foster a racially just social studies curriculum.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"72 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City 学校氛围、教师特征和学校纪律：纽约市的证据
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-08-10 DOI: 10.1177/23328584241263860
Luis A. Rodriguez, Richard O. Welsh, Chelsea Daniels
{"title":"School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City","authors":"Luis A. Rodriguez, Richard O. Welsh, Chelsea Daniels","doi":"10.1177/23328584241263860","DOIUrl":"https://doi.org/10.1177/23328584241263860","url":null,"abstract":"School discipline is a salient problem of educational policy and practice. Teachers play an important role in the production and disruption of racial inequities in school discipline, yet there remains a need to disentangle the relationship between teacher characteristics, their perceptions of school climate, and school discipline patterns. This study uses longitudinal data representing over one thousand public middle and high schools in New York City and linear regression methods to examine the relationship between teachers’ perceptions of school climate, teacher characteristics, and the rates of and disparities in suspensions. Overall, results indicate more positive teacher perceptions of school climate, higher years of teaching experience, and a greater share of Black teachers are independently associated with lower rates of office referrals and suspensions, overall and especially for Black and Latinx students. The study concludes by discussing implications for teacher education and on-the-job support as well as school leadership.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"76 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Continuum of Expressions of Hope and the Influence on Leadership Through Times of Crisis 希望的连续表达及其对领导力在危机时刻的影响
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-08-09 DOI: 10.1177/23328584241267785
Patricia Virella
{"title":"A Continuum of Expressions of Hope and the Influence on Leadership Through Times of Crisis","authors":"Patricia Virella","doi":"10.1177/23328584241267785","DOIUrl":"https://doi.org/10.1177/23328584241267785","url":null,"abstract":"Given today’s crisis-laden context filled with educational challenges, it is critical to understand how principals express hope through their leadership to navigate these challenges. Through an extensive qualitative research study conducted in 2019–2022, I examined how 50 principals expressed and used hope in varying degrees to hinder or facilitate increased outcomes, inclusivity, and stable recovery post-crisis to design a better future for their school communities. In so doing, I describe (a) how the context in which principals lead lends itself to expressing high- or low-hope leadership attributes; (b) principals’ expressions of high-hope leadership during and post-crisis; and (c) principals’ expressions of low-hope leadership during and post-crisis. Identifying expressions of hope leadership practices with the potential to cultivate inclusive, equitable school climates proves vital, given the complexity of leadership today and the myriad crises leaders face.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"303 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Protest and Resistance: Conceptualizing a Blackamerican Institutional Schema and the Contemporary Relevance of Pre-Brown Educators 抗议与抵抗：黑人制度模式的概念化和棕色前教育者的当代意义
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-08-07 DOI: 10.1177/23328584241269812
James Wright, Jennifer Karnopp
{"title":"Protest and Resistance: Conceptualizing a Blackamerican Institutional Schema and the Contemporary Relevance of Pre-Brown Educators","authors":"James Wright, Jennifer Karnopp","doi":"10.1177/23328584241269812","DOIUrl":"https://doi.org/10.1177/23328584241269812","url":null,"abstract":"In the century following emancipation, Blackamericans developed robust and effective schools despite limited resources. Unfortunately, their successes and contributions to the education system are often overlooked. This interdisciplinary theoretical paper draws on historiographies of segregated school systems, examining the struggles of Blackamerican educators within segregated education systems through the lenses of coloniality and institutional work. This examination reveals a distinct Blackamerican institutional schema rooted in community, guiding educators in navigating structural and systemic dynamics that shape educational opportunities and successfully challenge dominant white education standards. We discuss the coloniality of schooling, a structural framework, and a mindset that continues to undergird our contemporary education system and then draw attention to an alternative perspective. Our goal is to work toward more inclusive and equitable education systems by recognizing and acknowledging the protest and resistance of Blackamerican educators, their contributions to alternative epistemologies, and the mindsets that guided their actions.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"191 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“We Still Have a Long Way to Go”: How State Education Leaders’ Understanding and Engagement Shapes English Learner Identification of Indigenous Students "我们还有很长的路要走"：州教育领导者的理解和参与如何影响对土著学生英语学习者的识别
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-07-31 DOI: 10.1177/23328584241263849
Ilana M. Umansky, Taiyo Itoh
{"title":"“We Still Have a Long Way to Go”: How State Education Leaders’ Understanding and Engagement Shapes English Learner Identification of Indigenous Students","authors":"Ilana M. Umansky, Taiyo Itoh","doi":"10.1177/23328584241263849","DOIUrl":"https://doi.org/10.1177/23328584241263849","url":null,"abstract":"Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders’ knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students’ access to heritage language and culturally-sustaining programs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"51 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141870179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse 解析教练实践：描述教练话语的系统框架
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-07-26 DOI: 10.1177/23328584241263861
Arielle Boguslav
{"title":"Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse","authors":"Arielle Boguslav","doi":"10.1177/23328584241263861","DOIUrl":"https://doi.org/10.1177/23328584241263861","url":null,"abstract":"Despite the common title of “coach,” definitions of high-quality coaching vary tremendously across models and programs. Yet few studies make comparisons between different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with many options and little evidence-based direction. This is exacerbated by the literature’s focus on more abstract features of coaching practice (e.g., building trust), leaving practitioners to figure out what concrete discourse strategies support these goals. This article begins to address these challenges by introducing a taxonomy of coaching “moves,” parsing the concrete details of coach discourse. While the taxonomy is informed by the literature, it highlights conceptual possibilities rather than providing a list of empirically grounded or “evidence-based” strategies. In doing so, this taxonomy may serve as a common language to guide future work exploring how coach discourse shapes teacher development, synthesizing across studies, and supporting coach practice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"24 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141771015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信