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
The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation STEM教师队伍的前端：早期职业STEM教师的实地经验和准备观念
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231190372
Dan Goldhaber, Roddy Theobald, K. Choate, Nate Brown
{"title":"The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation","authors":"Dan Goldhaber, Roddy Theobald, K. Choate, Nate Brown","doi":"10.1177/23328584231190372","DOIUrl":"https://doi.org/10.1177/23328584231190372","url":null,"abstract":"A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We used data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation were related to student teaching placements and current classroom environment. We found evidence that the composition of students in student teaching classrooms was predictive of STEM teachers’ perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English language learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190173","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
Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information 教学增加了加拿大学生对横向阅读策略的偏好和使用，以核实在线信息的事实
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231192106
Jessica E. Brodsky, P. J. Brooks, Dimitrios Pavlounis, Jessica Leigh Johnston
{"title":"Instruction Increases Canadian Students’ Preference for and Use of Lateral Reading Strategies to Fact-Check Online Information","authors":"Jessica E. Brodsky, P. J. Brooks, Dimitrios Pavlounis, Jessica Leigh Johnston","doi":"10.1177/23328584231192106","DOIUrl":"https://doi.org/10.1177/23328584231192106","url":null,"abstract":"Canadian middle and high school students (N = 2,278) completed a “CTRL-F” curriculum teaching them how to evaluate online information by reading laterally to investigate sources, check claims, and trace information to original contexts. A subset of CTRL-F students (N = 316) were in classes with teacher-matched control groups (N = 287). Some CTRL-F students (N = 994) completed a delayed posttest. At pretest, students indicated preference for some lateral reading strategies, but preference rarely translated into use. Following instruction, CTRL-F students showed greater preference for and use of lateral reading than controls and greater alignment between preference and use. The curriculum’s impact varied by demographic factors but not by differences in implementation. Gains were maintained from posttest to delayed posttest. Direct instruction and practice in lateral reading appear to strengthen connections between students’ preferences and utilization of these strategies to evaluate online content relevant to academic and personal life.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41463980","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: 1
The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19. 新冠肺炎背景下三种教育技术对代数理解的影响
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231165919
Lauren E Decker-Woodrow, Craig A Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu, Shihfen Tu
{"title":"The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19.","authors":"Lauren E Decker-Woodrow,&nbsp;Craig A Mason,&nbsp;Ji-Eun Lee,&nbsp;Jenny Yun-Chen Chan,&nbsp;Adam Sales,&nbsp;Allison Liu,&nbsp;Shihfen Tu","doi":"10.1177/23328584231165919","DOIUrl":"https://doi.org/10.1177/23328584231165919","url":null,"abstract":"<p><p>The current study investigated the effectiveness of three distinct educational technologies-two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning.</p>","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"9 ","pages":"23328584231165919"},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/01/c2/10.1177_23328584231165919.PMC10125888.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9761428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits 校长和教师共享种族和性别交叉点:教师流动，工作条件和金钱利益
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221148156
Samantha Viano, Luis A. Rodriguez, Seth B. Hunter
{"title":"Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits","authors":"Samantha Viano, Luis A. Rodriguez, Seth B. Hunter","doi":"10.1177/23328584221148156","DOIUrl":"https://doi.org/10.1177/23328584221148156","url":null,"abstract":"Recruiting racially minoritized principals is one suggested strategy to increase the racial diversity of teachers, who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of race-gender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compared similar teachers in the same school who are and are not race-gender congruent with their principal. We found that better discretionary workplace benefits were concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals, who reported workplace supports almost half a standard deviation higher than did similar non-Black female teachers in their school. Male teachers earned up to $2,890 more supplemental income with male, racially congruent principals; female teachers earned up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094633","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
bELonging: Do Students Classified as English Learners Feel Included? bELonging：被归类为英语学习者的学生感觉被包容了吗？
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231179171
Rachel S. White, J. Schneider, Madeline Mavrogordato
{"title":"bELonging: Do Students Classified as English Learners Feel Included?","authors":"Rachel S. White, J. Schneider, Madeline Mavrogordato","doi":"10.1177/23328584231179171","DOIUrl":"https://doi.org/10.1177/23328584231179171","url":null,"abstract":"In this article, we analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs). Students classified as ELs in our study, overall, felt a similar sense of belonging, or slightly higher sense of belonging than their never and formerly EL-classified peers; however, within the sense of belonging constructs, students classified as ELs varied in their perceptions of school climate. Additionally, current EL-classified students who took the survey in English were more positive than those who took the survey in another language; however, once student demographics and school contexts were held constant, survey language was weakly related to our outcome measures. We conclude by discussing how our findings can guide K–12 education policies, practices, and research to foster inclusive educational environments.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48517439","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
What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services ESL对她来说意味着什么?有色人种女性退出教育服务的尝试分析
3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231195878
Maneka Deanna Brooks
{"title":"What Does ESL Mean to Her? An Analysis of Women of Color Recounting Their Attempts to Exit EL Instructional Services","authors":"Maneka Deanna Brooks","doi":"10.1177/23328584231195878","DOIUrl":"https://doi.org/10.1177/23328584231195878","url":null,"abstract":"A portion of EL-identified youth want to exit the EL instructional services to which they are legally entitled. Moreover, institutionalized adultism within EL policy does not provide youths a role in decision-making about these services. As a result, little is known about how individuals who attempt unsanctioned exits conceptualize EL instructional services. This study uses an intersectional anti-adultism conceptual lens to analyze the retrospective interviews of 35 women of color who attempted to exit EL instructional services during their K–12 schooling. The findings highlight three dominant themes in participants’ conceptualizations of EL instructional services: they were academically limiting, socially isolating, and that placement in these services was a product of racism. Moreover, this detailed analysis evidenced how schooling transitions impacted participants’ conceptualization of EL instructional services. These findings have implications for how research, policy, and practice can center EL-identified youths’ decision-making and disrupt their experiences of marginalization.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135402214","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
The “Good” Schools: Academic Performance Data, School Choice, and Segregation “好”学校:学业成绩数据、择校和种族隔离
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231177666
David M. Houston, J. Henig
{"title":"The “Good” Schools: Academic Performance Data, School Choice, and Segregation","authors":"David M. Houston, J. Henig","doi":"10.1177/23328584231177666","DOIUrl":"https://doi.org/10.1177/23328584231177666","url":null,"abstract":"We examine the effects of disseminating school-level academic performance data—achievement status, achievement growth, or both—on parents’ school choices and their implications for racial, ethnic, and economic segregation. Many researchers consider growth to be a superior (if still imperfect) measure of school effectiveness relative to status. Moreover, compared to status, growth has weaker relationships with schools’ demographic compositions. We conduct an online survey experiment featuring a nationally representative sample of parents and caretakers of children ages 0–12. Participants choose between three randomly sampled elementary schools drawn from the same school district. The provision of status information guides participants toward schools with higher achievement status and fewer Black, Hispanic, and economically disadvantaged students. The provision of growth information and the provision of both types of academic performance data guide participants toward higher growth schools. However, only growth information—alone, and not in concert with status information—tends to elicit choices with desegregating consequences.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375550","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: 4
Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in “Racial Paradise” 没有追踪的课堂隔离：“种族天堂”中的偶然性、合法性和神话
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231176456
Josh Leung-Gagné
{"title":"Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in “Racial Paradise”","authors":"Josh Leung-Gagné","doi":"10.1177/23328584231176456","DOIUrl":"https://doi.org/10.1177/23328584231176456","url":null,"abstract":"Though schools do not track in Brazil, I find that racial classroom segregation in Brazil is on par with recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does racial classroom segregation occur without tracking, and in a supposed “racial paradise,” no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with segregation by chance in which (1) schools initially segregate students by using effectively random classrooms assignment practices and (2) schools choose to move forward with these initial assignments, even when they are highly segregating, rather than make race-conscious adjustments. This is consistent with the myth of racial democracy, a prominent colorblind ideology in Brazil that promotes the legitimacy of de facto racial segregation and undermines the legitimacy of race-conscious desegregation.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47881078","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: 1
Earning to Learn: Working While Enrolled in Tennessee Colleges and Universities 赚钱学习：在田纳西州的学院和大学工作
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584221140410
Walter G. Ecton, Carolyn J. Heinrich, Celeste K. Carruthers
{"title":"Earning to Learn: Working While Enrolled in Tennessee Colleges and Universities","authors":"Walter G. Ecton, Carolyn J. Heinrich, Celeste K. Carruthers","doi":"10.1177/23328584221140410","DOIUrl":"https://doi.org/10.1177/23328584221140410","url":null,"abstract":"Although some students choose to work while enrolled in college, others may have no choice but to work, even if work may be detrimental to their chances of succeeding in college. Leveraging 17 years of statewide student-level records from Tennessee, the authors examine the relationship between working while enrolled and degree completion, time to degree, credit accumulation, and grade point average. The authors aim to increase understanding of how the timing and intensity of work relate to student outcomes and to explore how these relationships differ by college sector, industry of employment, and student characteristics. The authors find consistent negative associations between work and academic success, especially at higher levels of work intensity. Working students attempt and earn fewer credits and are 4 to 7 percentage points less likely to complete college. Among completers, working students take longer to graduate, even though they earn similar grade point averages and complete their attempted credits at similar rates to nonworking students.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46646426","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: 2
Civic Online Reasoning Across the Curriculum: Developing and Testing the Efficacy of Digital Literacy Lessons 跨课程的公民在线推理：开发和测试数字素养课程的有效性
IF 2.8 3区 教育学
Aera Open Pub Date : 2023-01-01 DOI: 10.1177/23328584231176451
Sarah McGrew, Joel Breakstone
{"title":"Civic Online Reasoning Across the Curriculum: Developing and Testing the Efficacy of Digital Literacy Lessons","authors":"Sarah McGrew, Joel Breakstone","doi":"10.1177/23328584231176451","DOIUrl":"https://doi.org/10.1177/23328584231176451","url":null,"abstract":"Given the current threat posed by toxic digital content, preparing students to evaluate online sources cannot be relegated to a single subject area—this instruction should happen across the curriculum. This article focuses on materials designed to teach students to evaluate online information across subject areas. ninth-grade biology and world geography teachers taught a series of curriculum-embedded lessons based on the following design principles: (a) Focus on a core question and strategy; (b) engage students in evaluating real online content; (c) feature cognitive apprenticeship and formative assessment; and (d) support teacher learning. We examine whether these lessons helped students become more skilled evaluators of online content. Pretest/posttest data (N =574) showed statistically significant growth in students’ ability to evaluate the credibility of online content. We analyze the role played by the curriculum design principles in this interdisciplinary intervention and explore implications for future initiatives.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46476734","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: 1
首页 上一页
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