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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
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
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