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“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
Does Early Elementary Dual Language Instruction Deliver as Promised? 小学低年级双语教学是否如约而至？
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-07-26 DOI: 10.1177/23328584241264513
Natalia Palacios, Natalie L. Bohlmann, Bethany A. Bell, Min Hyun Oh, Yitong Yue
{"title":"Does Early Elementary Dual Language Instruction Deliver as Promised?","authors":"Natalia Palacios, Natalie L. Bohlmann, Bethany A. Bell, Min Hyun Oh, Yitong Yue","doi":"10.1177/23328584241264513","DOIUrl":"https://doi.org/10.1177/23328584241264513","url":null,"abstract":"Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children’s early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785125","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
Inside the Black Box: Detecting and Mitigating Algorithmic Bias Across Racialized Groups in College Student-Success Prediction 黑箱内部：检测和减轻大学生成功预测中不同种族群体的算法偏差
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-07-10 DOI: 10.1177/23328584241258741
Denisa Gándara, Hadis Anahideh, Matthew P. Ison, Lorenzo Picchiarini
{"title":"Inside the Black Box: Detecting and Mitigating Algorithmic Bias Across Racialized Groups in College Student-Success Prediction","authors":"Denisa Gándara, Hadis Anahideh, Matthew P. Ison, Lorenzo Picchiarini","doi":"10.1177/23328584241258741","DOIUrl":"https://doi.org/10.1177/23328584241258741","url":null,"abstract":"Colleges and universities are increasingly turning to algorithms that predict college-student success to inform various decisions, including those related to admissions, budgeting, and student-success interventions. Because predictive algorithms rely on historical data, they capture societal injustices, including racism. In this study, we examine how the accuracy of college student success predictions differs between racialized groups, signaling algorithmic bias. We also evaluate the utility of leading bias-mitigating techniques in addressing this bias. Using nationally representative data from the Education Longitudinal Study of 2002 and various machine learning modeling approaches, we demonstrate how models incorporating commonly used features to predict college-student success are less accurate when predicting success for racially minoritized students. Common approaches to mitigating algorithmic bias are generally ineffective at eliminating disparities in prediction outcomes and accuracy between racialized groups.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"31 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141587348","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 Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms 通用 SEL 能促进学业成功吗？研究一年级教室常规条件下的学习成果
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-06-24 DOI: 10.1177/23328584241262746
Susan Crandall Hart, James C. DiPerna, Pui-Wa Lei, Hui Zhao, Tianying Sun, Xinyue Li, Kyle Husmann
{"title":"Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms","authors":"Susan Crandall Hart, James C. DiPerna, Pui-Wa Lei, Hui Zhao, Tianying Sun, Xinyue Li, Kyle Husmann","doi":"10.1177/23328584241262746","DOIUrl":"https://doi.org/10.1177/23328584241262746","url":null,"abstract":"Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504072","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
Do Teachers Perceive Absent Students Differently? 教师对缺课学生的看法是否有所不同？
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-06-24 DOI: 10.1177/23328584241259398
Michael Gottfried, Phil Kim, Tina L. Fletcher
{"title":"Do Teachers Perceive Absent Students Differently?","authors":"Michael Gottfried, Phil Kim, Tina L. Fletcher","doi":"10.1177/23328584241259398","DOIUrl":"https://doi.org/10.1177/23328584241259398","url":null,"abstract":"When it comes to understanding the consequences of school absenteeism, how missing school might be linked to student-teacher relationships remains relatively unexplored. Our work helps to further detail this context by specifically investigating whether teachers’ perceptions of students are different based on how frequently those students are absent. We explore this in early elementary school—a period marked by high rates of student absenteeism not witnessed again until early adolescence. Using a nationally representative dataset of children in kindergarten through second grade, we found that teachers felt less close with students who had more absences compared to students with fewer absences. Findings also suggested teachers had lower perceptions of absent students’ classroom social skills compared to the perceptions that they held for less-absent students. Finally, teachers had lower ratings of learning approaches as well as lower ratings of language and math abilities for students who were more absent. Recommendations for policy and practice are discussed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"24 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504074","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
Communities as Fraught Spaces 充满危机的社区
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-06-22 DOI: 10.1177/23328584241260737
Michelle Frierson, Victoria Hand, Elizabeth Mendoza, Jihee Yoon
{"title":"Communities as Fraught Spaces","authors":"Michelle Frierson, Victoria Hand, Elizabeth Mendoza, Jihee Yoon","doi":"10.1177/23328584241260737","DOIUrl":"https://doi.org/10.1177/23328584241260737","url":null,"abstract":"Collaborations between education stakeholders are increasingly prevalent due to the need for diverse perspectives on issues of justice in education. Less is known, however, about how stakeholders form heterogeneous communities where people from different backgrounds learn and take action together. This study examined the contours of a community that emerged from a three-year partnership between mathematics teachers, community educators, and university scholars. This racially- and gender-diverse community was marked by contention and affirmation, which illuminates the complex and politicized nature of the joint work. This study illuminates tensions across dimensions of the community including spaces as affirming and fraught, goals as shared and contested, belonging as ebbing and flowing, relationships as personal and political, and roles as imposed and amorphous.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"11 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504075","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 Holistic Capital Model: Time and Body Capital as Sources of Inequity 整体资本模型：时间资本和身体资本是不公平的根源
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-27 DOI: 10.1177/23328584241255626
Claire Wladis, Maggie P. Fay, Alyse C. Hachey
{"title":"The Holistic Capital Model: Time and Body Capital as Sources of Inequity","authors":"Claire Wladis, Maggie P. Fay, Alyse C. Hachey","doi":"10.1177/23328584241255626","DOIUrl":"https://doi.org/10.1177/23328584241255626","url":null,"abstract":"We present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and also (often hidden) sources of inequity, (b) identify commonalities across diverse empirical and theoretical research strands, and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields. Then, we describe how students may have different amounts and types of time and body capital, as well as different drains on capital, and how this may lead to educational inequities. We close by describing the affordances of using this theory as a lens for analyzing existing educational structures, policies and practices.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"145 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171902","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
“More About the Neighborhood Than the School”: Leveraging “Don’t Know” Survey Responses to Probe Parental Evaluations of School Safety "与其说是学校，不如说是社区"：利用 "不知道 "的调查回答来探究家长对学校安全的评价
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-24 DOI: 10.1177/23328584241253562
Chase M. Billingham, Shelley M. Kimelberg, Matthew O. Hunt
{"title":"“More About the Neighborhood Than the School”: Leveraging “Don’t Know” Survey Responses to Probe Parental Evaluations of School Safety","authors":"Chase M. Billingham, Shelley M. Kimelberg, Matthew O. Hunt","doi":"10.1177/23328584241253562","DOIUrl":"https://doi.org/10.1177/23328584241253562","url":null,"abstract":"We utilize original survey data to examine factors influencing parental assessment of schools. When asked a series of questions about their evaluation of hypothetical schools in a survey experiment, respondents were given the option to select “don’t know” and explain in their own words what additional information they would want to know about the school in order to make their decision. Respondents were especially likely to answer “don’t know” in response to a question about school safety. We explore patterns of “don’t know” responses through analysis of the open-ended answers that respondents provided. Rather than focusing solely on school characteristics, open-ended responses reveal that parents tend to worry about crime and safety issues in the neighborhoods surrounding schools. We discuss the implications of these findings for education policy, school practice, and education research methods.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"222 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153344","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
Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis 揭示农村科学教师之间的联系：社会网络分析
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-23 DOI: 10.1177/23328584241253821
Tracy Poulsen, Heather Leary, Alan Daly, Rebecca Sansom
{"title":"Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis","authors":"Tracy Poulsen, Heather Leary, Alan Daly, Rebecca Sansom","doi":"10.1177/23328584241253821","DOIUrl":"https://doi.org/10.1177/23328584241253821","url":null,"abstract":"Using social network analysis, we sought to characterize the professional collaboration and advice networks among rural science teachers. Furthermore, we explored how the characteristics of individual teachers and distance between teachers affected the likelihood of forming connections. Science teachers in publicly funded rural schools were asked whom they collaborate with and seek advice from and the mode and frequency of their communications. Results were analyzed using UCINET to calculate statistical significance of tie formation. Ties among rural teachers were sparse, with a quarter of teachers having no connections within the bounded network. In contrast to other social network studies, characteristics of individual teachers were not a significant predictor of tie formation in our population, but geographic proximity was a strong predictor. Our findings suggest that districts can support teachers in forming supportive ties by providing time, funding, and/or technology tools and training.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"47 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153342","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
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