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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
Racialized Patterns in the Distribution of Congressional Pork: Implications for Postsecondary Equity and Organizational Transformation 国会猪肉分配中的种族模式：对中学后教育公平和组织变革的影响
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-05-04 DOI: 10.1177/23328584241245973
Heather McCambly, Stephanie Aguilar-Smith
{"title":"Racialized Patterns in the Distribution of Congressional Pork: Implications for Postsecondary Equity and Organizational Transformation","authors":"Heather McCambly, Stephanie Aguilar-Smith","doi":"10.1177/23328584241245973","DOIUrl":"https://doi.org/10.1177/23328584241245973","url":null,"abstract":"Troubled by the inequities in competitive grantmaking, we use critical quantitative methods to analyze the FY2023 federal academic earmarks as a potential mechanism for racialized change work. Specifically, we ask: To what extent does Congress distribute academic earmarks in ways that reinforce or weaken the racialized stratification of resources across organizations in the field? Accordingly, we identify distribution patterns of academic earmarks, considering the allocation of dollars and types of earmarks (i.e., general capacity-building versus specialized grants) across colleges and universities, between White-serving institutions and minority-serving institutions (MSIs), and among MSIs. Based on our analysis, Congress favored a racially reproductive funding portfolio, driven by smaller and more restrictive allocations, not fewer earmarks. However, the distribution of earmarks among MSIs defied normed expectations, as Congress did not privilege whiter, more prestigious MSIs, signaling the potential of pork-barrel politics for racially reparative work.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"14 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140885888","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
Equity Intersections: Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic 公平交叉：教师在 COVID-19 大流行期间为学生提供健康支持的经历
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-04-30 DOI: 10.1177/23328584241245385
Kate L. Phillippo, Elizabeth Levine Brown, Linda Galib, Ken A. Fujimoto, Aidyn L. Iachini, Naomi Brown, Crystal Lennix, Audra Parker, Tasha M. Childs
{"title":"Equity Intersections: Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic","authors":"Kate L. Phillippo, Elizabeth Levine Brown, Linda Galib, Ken A. Fujimoto, Aidyn L. Iachini, Naomi Brown, Crystal Lennix, Audra Parker, Tasha M. Childs","doi":"10.1177/23328584241245385","DOIUrl":"https://doi.org/10.1177/23328584241245385","url":null,"abstract":"Teachers often address student wellness concerns such as health and mental health. Yet, this work goes largely unacknowledged and unsupported by professional preparation. COVID-19 intensified these concerns amid disrupted systems of student support and increased student distress. Our national survey (N = 1398) pursued the powerful opportunity present during the pandemic to understand the extent and distribution of demands on teachers to address student wellness and the support they receive for such work. We found that the demand for teachers’ wellness work was inequitably distributed across teachers, varying largely by their schools’ sociodemographic characteristics. Additionally, access to support for this work did not align with demand levels. We discuss these findings’ implications for teacher preparation, support, and workload equity.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"2012 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836594","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
Differential Prediction for Disadvantaged Students and Schools: The Role of High School Characteristics 弱势学生和学校的差异预测：高中特征的作用
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-04-29 DOI: 10.1177/23328584241245088
Preeya P. Mbekeani, Daniel Koretz
{"title":"Differential Prediction for Disadvantaged Students and Schools: The Role of High School Characteristics","authors":"Preeya P. Mbekeani, Daniel Koretz","doi":"10.1177/23328584241245088","DOIUrl":"https://doi.org/10.1177/23328584241245088","url":null,"abstract":"Validity studies of college admissions tests have found that, on average, students who are Black or Hispanic earn lower freshman grade-point averages (FGPAs) than predicted by these test scores. This differential prediction is used as a measure of bias. These studies, however, conflate student and school characteristics. The differential prediction affecting minoritized groups may arise in part because they attended high schools in which college enrollees, regardless of race, perform worse than predicted. Using data on students who graduated from New York City public high schools in 2011 and enrolled in the City University of New York, we examined this using college admissions and high school test scores. There was no differential prediction based on race/ethnicity among students within high schools when school characteristics were accounted for. Instead, overprediction of FGPA was associated with the school proportion of enrolled Black and Hispanic students. Overprediction was larger in models with high school test scores.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140810820","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
From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion 从缺陷到差异：了解 K-12 教师培训与残疾讨论之间的关系
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-04-27 DOI: 10.1177/23328584241245089
Christa S. Bialka, Nicole Hansen, Irene P. Kan, Danielle Mackintosh, Rebecca Jacobson
{"title":"From Deficit to Difference: Understanding the Relationship Between K–12 Teacher Training and Disability Discussion","authors":"Christa S. Bialka, Nicole Hansen, Irene P. Kan, Danielle Mackintosh, Rebecca Jacobson","doi":"10.1177/23328584241245089","DOIUrl":"https://doi.org/10.1177/23328584241245089","url":null,"abstract":"One major responsibility of K–12 teachers in United States public schools is to meet the needs of disabled students. While many preservice and in-service teacher training programs present educators with information related to service delivery as outlined in a student’s Individualized Education Program or 504 plan, they rarely address how to talk about disability with all students. This qualitative study examines 50 in-service teachers’ experiences related to disability training and explores the implications of this training on teachers’ disability discussion practices. Findings reveal that teacher training is primarily focused on compliance and “fixing” disability; training and prior experiences affect how teachers define disability; and training affects the framework that teachers use when discussing disability with their students. Based on the findings of this study, we offer recommendations to help programs reimagine training and view disability as a minoritized identity. Results of this study address a significant gap in preparing teachers for disability discussion.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"101 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140811148","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
Latinx/a/o Senior Leaders in U.S Higher Education: A Systematic Review of the Literature 美国高等教育中的拉丁裔/a/o 高级领导者：文献系统回顾
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-04-13 DOI: 10.1177/23328584241242752
Jorge Burmicky, Antonio Duran, Natalie Muñoz
{"title":"Latinx/a/o Senior Leaders in U.S Higher Education: A Systematic Review of the Literature","authors":"Jorge Burmicky, Antonio Duran, Natalie Muñoz","doi":"10.1177/23328584241242752","DOIUrl":"https://doi.org/10.1177/23328584241242752","url":null,"abstract":"Latinx/a/o senior leaders remain underrepresented in the executive ranks, and more research is needed to adequately address equity gaps in higher education leadership. By employing a systematic literature review approach, we examined 57 pieces of scholarship that focused on the experiences of senior Latinx/a/o leaders in postsecondary education. This exploration was aimed at equipping higher education scholars and practitioners with the tools to understand how Latinx/a/o leaders navigate challenges and opportunities in higher education. We identified three major themes: 1) scholarship focusing on individual traits and important identity-based differences; 2) research describing the environmental and structural conditions that shape these leaders’ realities; and 3) literature describing these individuals’ leadership pathways. As an effort to make this body of work more accessible to researchers and decision-makers, we provided implications for research and practice to shape the field of Latinx/a/o leadership in higher education.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"31 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568239","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
It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity? 是时候了，第二部分：时间贫困是否会导致不同性别和种族/族裔的大学教育结果不公平？
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-22 DOI: 10.1177/23328584241237971
Claire Wladis, Alyse C. Hachey, Katherine M. Conway
{"title":"It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity?","authors":"Claire Wladis, Alyse C. Hachey, Katherine M. Conway","doi":"10.1177/23328584241237971","DOIUrl":"https://doi.org/10.1177/23328584241237971","url":null,"abstract":"Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. More time-poor groups also dedicated a larger proportion of their (relatively limited) discretionary time to their education, suggesting that inequitable distributions of time may contribute to other negative outcomes (e.g., reduced time for sleep, exercise, healthcare). This suggests that time poverty is a significant but understudied equity issue in higher education.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"103 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202424","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
Testing a Holistic Framework of Early Care and Education and K–12 Leaders’ Working Conditions and Well-Being 测试早期保育和教育以及 K-12 领导人工作条件和福祉的整体框架
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-15 DOI: 10.1177/23328584241235923
Timothy G. Ford, Kyong-Ah Kwon, Alyson L. Lavigne, Tom McHugh
{"title":"Testing a Holistic Framework of Early Care and Education and K–12 Leaders’ Working Conditions and Well-Being","authors":"Timothy G. Ford, Kyong-Ah Kwon, Alyson L. Lavigne, Tom McHugh","doi":"10.1177/23328584241235923","DOIUrl":"https://doi.org/10.1177/23328584241235923","url":null,"abstract":"The importance of leadership for key educational outcomes is well documented, yet leaders’ working conditions and well-being have received considerably less attention, particularly in the early care and education (ECE) sector. Job-Demands-Resources (JD-R) theory was used to develop a holistic conceptualization of leader well-being for the purpose of examining the associations among various job demands, resources, and well-being (i.e., physical, psychological, and professional well-being) for leaders of birth to 12th grade (B–12). We tested our conceptual model via structural equation modeling (SEM) with over 2,000 ECE and K–12 building leaders across the United States. We found substantially stronger effects between job demands and well-being relative to job resources and well-being, though resources were found to be directly associated with professional well-being. Further, our tested model was similar for both ECE and K–12 leaders. Overall findings suggest that a reduction in demands—not just increased resources—is needed to ensure improved leader well-being.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"99 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154449","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
Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports 社会情感技能报告中的变化只是噪音吗？自我报告纵向差异的预测力
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-13 DOI: 10.1177/23328584241233277
Klint Kanopka, Susana Claro, Susanna Loeb, Martin West, Hans Fricke
{"title":"Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports","authors":"Klint Kanopka, Susana Claro, Susanna Loeb, Martin West, Hans Fricke","doi":"10.1177/23328584241233277","DOIUrl":"https://doi.org/10.1177/23328584241233277","url":null,"abstract":"Prior work has shown that students’ self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual reports on social-emotional measures from one school year to the next predict changes in state math and English language arts test scores and attendance. We show that changes in self-reported social-emotional measures predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"54 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154353","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
How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States 教师如何及为何教授 2020 年美国大选：十二个州的调查反馈分析
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-09 DOI: 10.1177/23328584241234884
Paul G. Fitchett, Brett L. M. Levy, Jeremy D. Stoddard
{"title":"How and Why Teachers Taught About the 2020 U.S. Election: An Analysis of Survey Responses From Twelve States","authors":"Paul G. Fitchett, Brett L. M. Levy, Jeremy D. Stoddard","doi":"10.1177/23328584241234884","DOIUrl":"https://doi.org/10.1177/23328584241234884","url":null,"abstract":"This study explores social studies teachers’ self-reported instruction about teaching the 2020 election in U.S. secondary schools. We analyzed survey responses from 1,723 secondary social studies teachers from 12 states (3 left-leaning, 3 right-leaning, 6 battleground) collected in the weeks after the election, examining self-reported pedagogies, topics taught, and overall frequency of teaching about the election. Respondents reported teaching about the election more frequently if they taught courses in civics or government and/or if they had greater control over their curricula. Analyses indicated that teachers’ demographic characteristics, teaching contexts, and ideologies about civic education were related to the election-related topics they taught and the instructional practices they employed. Our findings have important implications for educators, administrators, policymakers, and others interested in strengthening civic learning.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"23 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072143","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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