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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
Rethinking College Transitions: Legitimate Peripheral Participation as a Pathway to Becoming 反思大学过渡：合法的外围参与是通向成才之路
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-23 DOI: 10.1177/23328584241255631
Dallin George Young, Bryce D. Bunting
{"title":"Rethinking College Transitions: Legitimate Peripheral Participation as a Pathway to Becoming","authors":"Dallin George Young, Bryce D. Bunting","doi":"10.1177/23328584241255631","DOIUrl":"https://doi.org/10.1177/23328584241255631","url":null,"abstract":"This paper’s purpose is to review theoretical explanations of college transitions, offer a critique of their utility, and make an explicit argument that the field of higher education would benefit from a shift from a view of transition as induction or development to transition as becoming. Moreover, we propose that the use of legitimate peripheral participation paired with transition as becoming as an emerging theoretical viewpoint that (1) points toward ways educators can shape environments that support transitions as becoming, (2) more effectively describes the lived experiences of students in transition, and (3) facilitates improved understanding, study, and implementation of student transition programs in the United States.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"57 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153288","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
Head Start Children’s Dual Enrollment in State Pre-K: Prevalence and Child Outcomes 儿童在州立学前班的双重注册：流行率和儿童结果
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-23 DOI: 10.1177/23328584241255612
Ji-Young Choi, Laura C. Betancur, Heather L. Rouse
{"title":"Head Start Children’s Dual Enrollment in State Pre-K: Prevalence and Child Outcomes","authors":"Ji-Young Choi, Laura C. Betancur, Heather L. Rouse","doi":"10.1177/23328584241255612","DOIUrl":"https://doi.org/10.1177/23328584241255612","url":null,"abstract":"The current study investigated the prevalence and outcomes related to Head Start (HS) children’s dual enrollment in state-funded prekindergarten (state Pre-K) using a secondary analysis of a statewide integrated administrative dataset (N = 2,986). It also explored whether a program partnership between HS and the local school district (within the same geographic service area) was associated with HS children’s higher enrollment in Pre-K. Findings showed that over half of the children attending HS additionally participated in Pre-K. Such dual enrollment, which reflects more daily hours of center-based early care and education, predicted higher teacher-reported school readiness skills, including cognitive, language, literacy, math, physical, and social-emotional skills. The rate of HS children’s dual enrollment was higher when their HS grantee had a stronger partnership with the local school district. Our findings highlight the importance of systematic efforts to maximize the utilization of ECE-allocated resources for low-income children.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"10 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141153341","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
Major Selection as Iteration: Observing Gendered Patterns of Major Selection Under Elective Curriculums 作为迭代的专业选择：观察选修课程下专业选择的性别模式
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-18 DOI: 10.1177/23328584241249600
Tobias Dalberg, Kalena E. Cortes, Mitchell L. Stevens
{"title":"Major Selection as Iteration: Observing Gendered Patterns of Major Selection Under Elective Curriculums","authors":"Tobias Dalberg, Kalena E. Cortes, Mitchell L. Stevens","doi":"10.1177/23328584241249600","DOIUrl":"https://doi.org/10.1177/23328584241249600","url":null,"abstract":"Social scientists have long recognized field of study as an important mechanism of gender differentiation and stratification in U.S. higher education, but they have rarely attended to how elective curriculums mediate gender differentiation in major selection. Under elective curriculums, major selection is an iterative process, in which students select courses in stepwise fashion at the beginning of each academic term, and are able to change majors early in their undergraduate careers. We observe how an elective curriculum mediates gendered patterns of major selection, using a novel data set describing 11,730 students at a large public research university. We find (a) gender and intended major are strongly correlated upon college entry; (b) large proportions of students change majors between entry and declaration; (c) because most changes are to academically adjacent fields, gendered patterns in field of study persist through the undergraduate career. Findings suggest the value of an iterative conception of major selection and offer tractable means for intervening in the process through which students select majors.JEL codes: I21, I24, I26, J16.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"51 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141059889","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
Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation 探索教师驻校是否以及如何提供不同类型的准备工作
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-07 DOI: 10.1177/23328584241231937
Matthew Truwit, Matthew Ronfeldt, Emanuele Bardelli
{"title":"Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation","authors":"Matthew Truwit, Matthew Ronfeldt, Emanuele Bardelli","doi":"10.1177/23328584241231937","DOIUrl":"https://doi.org/10.1177/23328584241231937","url":null,"abstract":"The past two decades have seen the rise of the residency model, another nontraditional pathway to certification that offers an intensive, practice-based, context-specific preparation designed to address shortages in hard-to-staff districts. Although advocates call the model innovative, research examining residencies at scale warrants skepticism around whether they truly offer a distinctive preparation. Surveying all programs across Tennessee about their adoption of features that characterize the model, we find that residencies offer a unique pathway to teaching in some expected ways though not all. Specifically, residencies reported longer clinical placements, more financial support for residents, and higher rates of mentor training, though they mostly did not report unique practices of candidate recruitment, district partnership, mentor selection, or curricular design. Moreover, we see that the distinctiveness of the model is in decline, with evidence of its dilution among newer residencies and the spread of its features among traditional programs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"37 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934730","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
Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure 种族平等为导向的社会情感学习实践测量的初步发展
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-06 DOI: 10.1177/23328584241246717
Deborah Rivas-Drake, Jozet Channey, Gina McGovern, Bernardette J. Pinetta
{"title":"Preliminary Development of the Racial Equity-Oriented Social-Emotional Learning Practices Measure","authors":"Deborah Rivas-Drake, Jozet Channey, Gina McGovern, Bernardette J. Pinetta","doi":"10.1177/23328584241246717","DOIUrl":"https://doi.org/10.1177/23328584241246717","url":null,"abstract":"This article delineates the development of a measure to assess teachers’ reported engagement in practices that center on issues of racial equity as part of their SEL instruction. An iterative mixed-method approach included theoretical grounding, literature reviews, content expert evaluation, focus groups, cognitive interviews, and multiple survey administrations. Exploratory and confirmatory factor analyses were conducted using data from three independent samples of fifth- to eighth-grade teachers (N range = 240–260; White = 67–89%; Black = 3–7%; Latinx = 5–23%). Test-retest reliability was assessed in a fourth national sample from the RAND American Education Panels (N = 482; Black/African American = 19.9%, Latino/Hispanic = 16.2%, Asian/Asian American = 2.7%, American Indian/Native American = 1.9%, White = 66.0%, Middle Eastern/North African = 0.6%, and Other = 2.7%). Results suggest (1) evidence of strong internal consistency for the 41-item Racial Equity-oriented Social Emotional Learning (REQSEL) measure; (2) REQSEL scores correlated with multiple relevant measures of teachers’ beliefs and behaviors regarding race, ethnicity, culture, and social justice; and (3) REQSEL scores correlated with teachers’ own ethnic-racial identity beliefs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886098","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
Within-Year Teacher Turnover in Head Start and Children’s School Readiness 启蒙教育中教师的年内翻转与儿童的入学准备情况
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-06 DOI: 10.1177/23328584241245094
Anna J. Markowitz
{"title":"Within-Year Teacher Turnover in Head Start and Children’s School Readiness","authors":"Anna J. Markowitz","doi":"10.1177/23328584241245094","DOIUrl":"https://doi.org/10.1177/23328584241245094","url":null,"abstract":"Teachers in early childhood education (ECE) settings are central to providing children with high-quality experiences that promote both early development and long-term well-being; unfortunately, rates of teacher turnover are high in ECE settings. There are strong theoretical reasons to assume turnover is negatively linked with children’s academic and socioemotional development, but few empirical studies test this hypothesis. Using an econometric fixed effects approach in two waves of data from the nationally representative Head Start Family and Child Experiences Survey, this study provides the first national estimate of the relationship between within-year lead teacher turnover and children’s development in Head Start. I find an annual within-year turnover rate of ~9%, about twice that of K–12, and that turnover is negatively associated with children’s language outcomes alongside suggestive evidence for behavioral outcomes.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"148 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886123","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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