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Bridging the Gap Between Imagined and Plausible Futures for Refugees: What Students Wish Their Teachers Knew 缩小难民想象中的未来与现实中的未来之间的差距：学生希望他们的老师知道什么
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-08 DOI: 10.1177/23328584241230062
Vidur Chopra, Sarah Dryden-Peterson, Joumana Talhouk, Carmen Geha
{"title":"Bridging the Gap Between Imagined and Plausible Futures for Refugees: What Students Wish Their Teachers Knew","authors":"Vidur Chopra, Sarah Dryden-Peterson, Joumana Talhouk, Carmen Geha","doi":"10.1177/23328584241230062","DOIUrl":"https://doi.org/10.1177/23328584241230062","url":null,"abstract":"There is a gap between the futures that refugee young people imagine will be possible through their education and the plausible futures in exile, where opportunities are truncated by social, economic, and political exclusions. Our study examines how education can narrow this gap. Through interviews with Syrian students in Lebanon, we document fixed and malleable elements of education that refugee students identify as bridging their current education and their futures. Students experience the structures and content of schooling in Lebanon as both exclusionary and immutable, yet their teachers use what we call relational pedagogies rooted in predictability, explaining, fairness, and care to support students’ learning and navigation toward future opportunities. While our research focuses on refugees, it has conceptual implications for educators and school systems in other settings where teachers support their marginalized students to make sense of disconnects between what they imagine is possible through school and their future opportunities.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072144","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
Estimates of Teach for America Effects on Student Test and Nontest Academic Outcomes Over Time 为美国而教 "计划对学生考试和非考试学业成绩的长期影响估计
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-06 DOI: 10.1177/23328584241234874
Ben Backes, Michael Hansen
{"title":"Estimates of Teach for America Effects on Student Test and Nontest Academic Outcomes Over Time","authors":"Ben Backes, Michael Hansen","doi":"10.1177/23328584241234874","DOIUrl":"https://doi.org/10.1177/23328584241234874","url":null,"abstract":"This article examines the impact of Teach for America (TFA) on following-year student test and nontest outcomes in Miami-Dade County Public Schools. Using data from 2010 through 2021, this article measures the extent to which student exposure to TFA is followed by improved outcomes in the future, relative to students with other early-career teachers in the same school. In particular, this article measures days missed due to absences or suspensions, course grades in each core subject, and progression in math courses. We find that students taught by TFA math teachers go on to have higher grades in math courses in the following year and are less likely to miss school due to being absent or suspended. However, while students in TFA classrooms score higher on math and ELA assessments in a given year, these test score gains fade out by the following year.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"28 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140097540","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
Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions 教师在 COVID-19 中断期间使用在线平台支持初中数学自主练习
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-04 DOI: 10.1177/23328584241230054
Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley
{"title":"Teacher Use of an Online Platform to Support Independent Practice in Middle School Mathematics During COVID-19 Disruptions","authors":"Eben B. Witherspoon, Max Pardo, Kirk Walters, Rachel Garrett, Matthew Hilbert, Jennifer Ford, Lisa B. Hsin, Melissa A. Rodgers, Dionisio Garcia Piriz, Lauren Burr, Leslie Thornley","doi":"10.1177/23328584241230054","DOIUrl":"https://doi.org/10.1177/23328584241230054","url":null,"abstract":"Schools experienced unprecedented disruptions to instruction during the COVID-19 pandemic, largely driven by the abrupt transition to online learning in the spring of 2020. Often, this shift created a “black box” around remote learning and instruction. However, data generated by educational technology platforms can provide a window into instruction during this time. Here, we report on the amount and frequency of usage of an online platform for independent practice used by 58 grade 7 math teachers from seven school districts across multiple U.S. states between August 2019 and July 2021, providing insight into instruction just prior to and during COVID-19 disruptions. Results showed an increased proportion of teachers using the platform at least twice a week over the study period, from 22.2% to 44.1%. Further, platform usage was related to teachers’ level of experience and the amount of coach support received, suggesting areas for teacher support during remote instruction.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"22 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037158","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
Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories 美国高中的多重不利因素：对惩罚与成绩轨迹之间相互作用的交叉分析
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-04 DOI: 10.1177/23328584241230971
Jason Jabbari, Odis Johnson
{"title":"Multiplying Disadvantages in U.S. High Schools: An Intersectional Analysis of the Interactions Among Punishment and Achievement Trajectories","authors":"Jason Jabbari, Odis Johnson","doi":"10.1177/23328584241230971","DOIUrl":"https://doi.org/10.1177/23328584241230971","url":null,"abstract":"We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative longitudinal study of high school students (HSLS-09), we found that punishment trajectories were influenced by math and vice versa, as well as that these relationships differed across math performance and various aspects of math attitudes, including efficacy, utility, and identity. Furthermore, we found that gender, race, and race-gender groups experienced significantly different relationships. When considering the intersection of punishment and math disadvantages, these differences appear to not only accumulate disadvantages within punishment and math trajectories but also across them for marginalized race-gender groups. This was especially true for Black males. We conclude with a discussion of implications for policy and practice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"54 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037068","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
Methodological Complexity: A Both/And Approach to Address Tool Validity and Reliability for Assessment of Cultural Responsiveness in Indigenous Serving Schools 方法的复杂性：用 "两者兼顾 "的方法解决土著服务学校文化敏感性评估工具的有效性和可靠性问题
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-01 DOI: 10.1177/23328584241232958
Darold H. Joseph, Chesleigh N. Keene, Angelina E. Castagno, Pradeep M. Dass, Crystal Macias
{"title":"Methodological Complexity: A Both/And Approach to Address Tool Validity and Reliability for Assessment of Cultural Responsiveness in Indigenous Serving Schools","authors":"Darold H. Joseph, Chesleigh N. Keene, Angelina E. Castagno, Pradeep M. Dass, Crystal Macias","doi":"10.1177/23328584241232958","DOIUrl":"https://doi.org/10.1177/23328584241232958","url":null,"abstract":"This article presents the first psychometric validation of the Culturally Responsive Assessment of Indigenous Schooling (CRAIS) tool, alongside a call for methodological complexity when engaged in research with and in Indigenous contexts. We examined the 23 culturally responsive schooling (CRS) principles underlying the newly created CRAIS tool in independent samples of curriculum units produced by teachers. Of these, 22 principles loaded into two factors. We further investigated the rationale for all 23 items through a review of the literature and robust discussions about the lived experiences of the authors and the Indigenous teachers with whom we work. We suggest that this both/and approach of quantitative and qualitative analysis results in a richer and more nuanced tool, as compared to what one single method would have rendered. Embracing this methodological complexity allows us to both center Indigenous lived experiences and maintain fidelity to the statistical implications of our work.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"30 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037071","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
Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence 基于彩票的早期教育计划评估：建立下一代证据的机遇与挑战
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-03-01 DOI: 10.1177/23328584241231933
Christina Weiland, Rebecca Unterman, Susan Dynarski, Rachel Abenavoli, Howard Bloom, Breno Braga, Anne-Marie Faria, Erica Greenberg, Brian A. Jacob, Jane Arnold Lincove, Karen Manship, Meghan McCormick, Luke Miratrix, Tomás E. Monarrez, Pamela Morris-Perez, Anna Shapiro, Jon Valant, Lindsay Weixler
{"title":"Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence","authors":"Christina Weiland, Rebecca Unterman, Susan Dynarski, Rachel Abenavoli, Howard Bloom, Breno Braga, Anne-Marie Faria, Erica Greenberg, Brian A. Jacob, Jane Arnold Lincove, Karen Manship, Meghan McCormick, Luke Miratrix, Tomás E. Monarrez, Pamela Morris-Perez, Anna Shapiro, Jon Valant, Lindsay Weixler","doi":"10.1177/23328584241231933","DOIUrl":"https://doi.org/10.1177/23328584241231933","url":null,"abstract":"Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S. early education programs. The authors’ collaborative network of five research teams applying this design in early education settings and methods experts has identified six challenges that need to be carefully considered in this next context: (a) available baseline covariates that may not be very rich; (b) limited data on the counterfactual; (c) limited and inconsistent outcome data; (d) weakened internal validity due to attrition; (e) constrained external validity due to who competes for oversubscribed programs; and (f) difficulties answering site-level questions with child-level randomization. The authors offer potential solutions to these six challenges and concrete recommendations for the design of future lottery-based early education studies.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"21 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140054093","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
Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts 研究与实践合作会议中的话语：不同情境下的条件比较
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-29 DOI: 10.1177/23328584241230051
Enikö Zala-Mezö, Amanda Datnow
{"title":"Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts","authors":"Enikö Zala-Mezö, Amanda Datnow","doi":"10.1177/23328584241230051","DOIUrl":"https://doi.org/10.1177/23328584241230051","url":null,"abstract":"Research-practice partnerships (RPPs) are gaining international attention as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the United States, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative—altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"48 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036987","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
Consequential Intersections: Examining Equity Expressions and Experiences Within Special Education Ecosystems 后果交叉：研究特殊教育生态系统中的公平表达和经验
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-29 DOI: 10.1177/23328584241230056
Catherine Kramarczuk Voulgarides, Sarah L. Woulfin, Natasha Strassfeld, Isabel Meltzer
{"title":"Consequential Intersections: Examining Equity Expressions and Experiences Within Special Education Ecosystems","authors":"Catherine Kramarczuk Voulgarides, Sarah L. Woulfin, Natasha Strassfeld, Isabel Meltzer","doi":"10.1177/23328584241230056","DOIUrl":"https://doi.org/10.1177/23328584241230056","url":null,"abstract":"We employ the metaphor of an educational ecosystem to explain how racial inequity in special education manifests in a midsized urban school district via equity expressions and experiences. We focus on two ecosystems operating at the mesol-evel within school districts:1) special education and 2) equity ecosystems. We show how these educational ecosystems converge and diverge when a state education agency (SEA) cites a local education agency (LEA) via federal disability legislation for racial disparities in special education outcomes—commonly referred to as racial disproportionality. Using document analysis and semistructured interview data, we empirically examine how equity and special education ecosystems converge and diverge and discuss the implications for addressing racialized inequities. We highlight that there was limited equity absorption across the two ecosystems and how racism and ableism are implicated in the convergences and divergences between the two systems. We conclude with recommendations for policy and practice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"20 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037384","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
“Kids Have Taught Me. I Listen to Them”: Principals Legitimizing Student Voice in Their Leadership "孩子们教会了我。我听他们的"：校长让学生的声音在其领导中合法化
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-28 DOI: 10.1177/23328584241232596
Osly J. Flores, Joonkil Ahn
{"title":"“Kids Have Taught Me. I Listen to Them”: Principals Legitimizing Student Voice in Their Leadership","authors":"Osly J. Flores, Joonkil Ahn","doi":"10.1177/23328584241232596","DOIUrl":"https://doi.org/10.1177/23328584241232596","url":null,"abstract":"Few studies have shared insights on how principals invite student voice to enact equitable leadership practice. The purpose of this study was to explore the ways in which principals demonstrated their commitment to equity via advocating for student voice using in-depth interview data from six school principals in the United States. We present three findings that contribute to the field of leadership and student voice: (a) motivation for student voice, (b) desires and concerns for student future, and (c) student voice for authentic learning. This study advances how school leaders develop student democratic agency and critical consciousness through pursuing and welcoming student voice.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"86 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140036875","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 Patterns of Absenteeism from Prekindergarten Through Early Elementary School and Their Associations With Children’s Academic Outcomes 探索从学前班到小学低年级的旷课模式及其与儿童学业成绩的关系
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-21 DOI: 10.1177/23328584241228212
Wendy Wei
{"title":"Exploring Patterns of Absenteeism from Prekindergarten Through Early Elementary School and Their Associations With Children’s Academic Outcomes","authors":"Wendy Wei","doi":"10.1177/23328584241228212","DOIUrl":"https://doi.org/10.1177/23328584241228212","url":null,"abstract":"Using statewide administrative data from a sample of children enrolled in public prekindergarten (pre-K) programs in Massachusetts, I examined heterogeneity in children’s absenteeism patterns from pre-K to Grade 3 and linked these patterns to their Grade 3 academic outcomes. After latent class growth analysis, six absenteeism patterns emerged. The vast majority of children (85%) had consistently low absenteeism, and only a small percentage of children (1%) demonstrated consistently high absenteeism. Four patterns showed variation in absenteeism over time, with two characterized by high absenteeism in only the pre-K year, another with a peak during kindergarten, and a final one with rising absenteeism across grades. Children with always low absenteeism had higher average English language arts and math scores than did children in the other patterns, and children in the two high pre-K absenteeism patterns and peak in kindergarten pattern had higher math scores than those with rising and always high absenteeism patterns.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"255 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139950457","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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