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Public Preschool Predicts Stronger Third-Grade Academic Skills 公立学前班预示三年级学业技能更强
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-19 DOI: 10.1177/23328584231223477
Anna D. Johnson, Anne Partika, Anne Martin, Ian Lyons, Sherri Castle, Deborah A. Phillips
{"title":"Public Preschool Predicts Stronger Third-Grade Academic Skills","authors":"Anna D. Johnson, Anne Partika, Anne Martin, Ian Lyons, Sherri Castle, Deborah A. Phillips","doi":"10.1177/23328584231223477","DOIUrl":"https://doi.org/10.1177/23328584231223477","url":null,"abstract":"Public preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between preschool attendance and an array of repeatedly measured, directly assessed language and math skills; we do this separately for public pre-K and Head Start, the two major publicly funded preschool programs. We draw on a large, racially diverse sample of children from families with low incomes in Tulsa, OK (N = 689, M<jats:sub>age at 3rd</jats:sub> = 8.5 years). Using propensity score weighting, we compare children who attended school-based pre-K or Head Start to those who did not attend preschool. Both school-based pre-K and Head Start attenders outperformed preschool nonattenders on numeracy in third grade. There was weaker evidence of a sustained preschool advantage on language and literacy skills, and no evidence that associations differed by preschool program.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"2017 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952130","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 Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention 评估全校反种族主义课程干预措施的新方法
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-19 DOI: 10.1177/23328584231223476
Jacqueline Cerda-Smith, Paula K.S. Yust, Molly S. Weeks, Steven R. Asher, Kelly Lynn Mulvey
{"title":"A Novel Approach for Evaluating a Schoolwide Antiracist Curriculum Intervention","authors":"Jacqueline Cerda-Smith, Paula K.S. Yust, Molly S. Weeks, Steven R. Asher, Kelly Lynn Mulvey","doi":"10.1177/23328584231223476","DOIUrl":"https://doi.org/10.1177/23328584231223476","url":null,"abstract":"This manuscript describes our effort to apply a novel approach to understanding student outcomes associated with a schoolwide antiracist intervention. We report a multimethod quantitative approach to evaluate a 10-week antiracist intervention designed and implemented by school staff by examining patterns of student intervention engagement and measures of key constructs that connect to antiracism, psychological well-being, and school connectedness. Our novel approach combines schoolwide surveys with smaller samples of daily diary participants, documenting variation in intervention engagement and examining postintervention outcomes. Our findings are limited by high attrition rates, small sample size, and data collection during the COVID-19 pandemic; however, our methods offer a promising transferable approach to evaluate school-based antiracist interventions by examining patterns and predictors of intervention engagement, as well as daily fluctuations in student experience throughout the intervention period.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952166","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
Is It Any Better? A Comparison of PhD Students’ Experiences and Degree Completion Plans Between the Summers of 2020 and 2021 还有更好的吗？2020 年和 2021 年夏季博士生的经历和学位完成计划比较
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-15 DOI: 10.1177/23328584241228222
Rachel A. Smith, Garrett H. Gowen, Rosemary J. Perez, Jennifer A. Tipton, Craig A. Ogilvie, Thomas R. Brooks
{"title":"Is It Any Better? A Comparison of PhD Students’ Experiences and Degree Completion Plans Between the Summers of 2020 and 2021","authors":"Rachel A. Smith, Garrett H. Gowen, Rosemary J. Perez, Jennifer A. Tipton, Craig A. Ogilvie, Thomas R. Brooks","doi":"10.1177/23328584241228222","DOIUrl":"https://doi.org/10.1177/23328584241228222","url":null,"abstract":"PhD students’ experiences in graduate school and associated outcomes vary by field of study, learning environment conditions, and support structures. In the context of the COVID-19 pandemic specifically, PhD students’ individual educational trajectories were potentially rendered more uncertain, as disruptive conditions for learning and research have continued over the past several years. We compared the reports of 422 PhD students at 12 U.S. institutions in terms of their experiences of support or marginalization and educational plans from the summer of 2020 with follow-up data gathered during the summer of 2021. We then examined factors related to PhD students’ changes in their estimated times to degree. We found lower, but still on average moderate, levels of depression symptoms compared to the previous year and continued experiences of emotional, financial, educational, and career stressors. Findings point to the importance of institutional material and psychological structural supports over time.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"83 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956484","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 Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes 不止一种方式：五年级学生不同的数字阅读行为和理解结果
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-12 DOI: 10.1177/23328584241226633
Amanda Yoshiko Shimizu, Michael Havazelet, Amanda P. Goodwin
{"title":"More Than One Way: Fifth-Graders’ Varied Digital Reading Behaviors and Comprehension Outcomes","authors":"Amanda Yoshiko Shimizu, Michael Havazelet, Amanda P. Goodwin","doi":"10.1177/23328584241226633","DOIUrl":"https://doi.org/10.1177/23328584241226633","url":null,"abstract":"Digital reading is ubiquitous, yet understanding digital reading processes and links to comprehension remains underdeveloped. Guided by new literacies and active reading theories, this study explored the reading behaviors and comprehension of thirteen fifth graders who read static digital texts. We coded for the quantity and quality of digital reading behaviors and employed action path diagrams to connect behaviors to comprehension. We used timescape analyses to visualize how behaviors were orchestrated differently across readers. Findings showed no single behavior was related directly to comprehension, indicating varying pathways to digital reading success. Occasional rereading seemed to support active reading and improved comprehension. Instances of students subverting expected digital tools were observed. Minor distractions like mind-wandering did not link to poor performance. This research deepens our understanding of self-monitoring and active reading in static digital contexts, offering insights for future study of more complex digital reading contexts like reading on the internet.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"45 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956604","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
Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research 批判性定量素养：批判性定量研究的教育基础
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-12 DOI: 10.1177/23328584241228223
Michael B. Frisby
{"title":"Critical Quantitative Literacy: An Educational Foundation for Critical Quantitative Research","authors":"Michael B. Frisby","doi":"10.1177/23328584241228223","DOIUrl":"https://doi.org/10.1177/23328584241228223","url":null,"abstract":"Education research has recently seen the emergence of two distinct frameworks guiding the application of quantitative methods through a more critical and equity-oriented lens. These two frameworks are critical quantitative (CritQuant) studies and quantitative critical race theory (QuantCrit). Although different in their intellectual traditions, they both acknowledge the oppressive history of quantitative methods and the need to improve the criticality of quantitative research in education. For applied quantitative research in education to become more critical, it is imperative that learners of quantitative methodology be made aware of its historical and modern misuses. This directive calls for an important change in the way quantitative methodology is taught in educational classrooms. Critical quantitative literacy (CQL) is introduced in this manuscript as a paradigm for teaching, learning, understanding, and applying quantitative methods in a way that supports the application of CritQuant and QuantCrit frameworks in educational research.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"2017 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952165","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 Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School 种族化的低年级（错误）行为：同种族/族裔教师与小学纪律之间的联系
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-02-06 DOI: 10.1177/23328584231222185
NaYoung Hwang, Patrick Graff, Mark Berends
{"title":"Racialized Early Grade (Mis)Behavior: The Links Between Same-Race/Ethnicity Teachers and Discipline in Elementary School","authors":"NaYoung Hwang, Patrick Graff, Mark Berends","doi":"10.1177/23328584231222185","DOIUrl":"https://doi.org/10.1177/23328584231222185","url":null,"abstract":"Studies persistently show disparities in exclusionary discipline across racial/ethnic groups in U.S. schools. Using administrative data from kindergarteners through fifth graders in Indiana, we examine the effects of student-teacher race/ethnicity matching on disciplinary outcomes. We find that Black students exhibit lower rates of suspension and expulsion when they study with Black teachers—driven mainly by fewer defiance and profanity offenses. By contrast, for Latinx and White students, having a teacher of the same race/ethnicity is not associated with suspension and expulsion. In light of the shortage of Black teachers in the teacher workforce, our findings underscore the vulnerability of Black students to exclusionary discipline in the early stages of schooling.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"4 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139952163","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
Transforming Political Divides: How Student Identities and Campus Contexts Shape Interpartisan Friendships 改变政治分歧：学生身份和校园环境如何塑造跨党派友谊
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-01-30 DOI: 10.1177/23328584231222475
Alyssa N. Rockenbach, Tara D. Hudson
{"title":"Transforming Political Divides: How Student Identities and Campus Contexts Shape Interpartisan Friendships","authors":"Alyssa N. Rockenbach, Tara D. Hudson","doi":"10.1177/23328584231222475","DOIUrl":"https://doi.org/10.1177/23328584231222475","url":null,"abstract":"Recent evidence suggests that only about 1 in 5 U.S. adults has a friend on the political “other side” (Dunn, 2020). Although these interpartisan friendships are uncommon, they play a critical role in catalyzing empathy, reducing prejudice, furthering justice, and even restoring democracy, as suggested by the theory of civic friendship (Goering, 2003; Kahane, 1999; Rawlins, 2009). In the present study, we drew on national data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine the personal and contextual factors that predict interpartisan friendship formation among 5,762 college students attending 118 higher education institutions in the United States. The findings revealed the constellation of individual, social, and institutional contributors to students’ capacities to reach across political differences in their friendships. We offer guidance for how college educators can support the development of these relationships that may open a path toward empathy and healing in our polarized society.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"82 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956391","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
Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators 衡量美国科学家、工程师和教育工作者对跨学科与合作的看法
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-01-01 DOI: 10.1177/23328584231218952
Katherine R. McCance, Margaret Blanchard
{"title":"Measuring the Interdisciplinarity and Collaboration Perceptions of U.S. Scientists, Engineers, and Educators","authors":"Katherine R. McCance, Margaret Blanchard","doi":"10.1177/23328584231218952","DOIUrl":"https://doi.org/10.1177/23328584231218952","url":null,"abstract":"Interdisciplinarity has the potential to lead to more innovation and advances in knowledge than are possible from a single discipline. Yet, little is known about interdisciplinary collaborations and the perceptions of those involved. This quantitative study investigated the perceptions of U.S. faculty, staff, postdocs, and graduate students involved in education and science/engineering collaborations. Exploratory factor analysis was conducted for two modified scales, Collaboration Perceptions (CP; n = 117; 17 items; α = .923) and Interdisciplinarity Perceptions (IP; n = 119; 11 items; α = .852). Participants’ perceptions of collaboration and interdisciplinarity were strongly positive and did not significantly differ based on demographic factors (e.g., gender, discipline, role). Perceptions were influenced by collectivist orientation; the high collectivism group had significantly more positive perceptions of collaboration and interdisciplinarity, and collectivist orientation was positively and significantly correlated with CP and IP scores. Implications and recommendations for interdisciplinary collaborations will be discussed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"23 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456757","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 Geography of Principal Internships in North Carolina 北卡罗来纳州校长实习的地理情况
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-01-01 DOI: 10.1177/23328584231219994
Timothy A. Drake, Kevin C. Bastian
{"title":"The Geography of Principal Internships in North Carolina","authors":"Timothy A. Drake, Kevin C. Bastian","doi":"10.1177/23328584231219994","DOIUrl":"https://doi.org/10.1177/23328584231219994","url":null,"abstract":"Principal preparation programs play an important role in developing future school leaders’ skills and practices. Internships, or structured opportunities for future leaders to engage in the work of school leadership in hands-on, authentic ways, are among the most essential components of principal preparation. Using longitudinal data from 12 programs in North Carolina, this study extends research on internships by examining the pathways of interns from prior- to post-internship employment. We find that internships are highly localized around interns’ prior- and post-employment schools but not their preparation program, with wide variability in placements between programs. Interns’ demographics do not play a large role in shaping the geography of internship placements. However, we find that preparation program type is strongly related to the geography of internship placements, suggesting that differences in program structure may shape internship placements. We conclude by highlighting the limitations and discussing implications for future research.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"42 22","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456228","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 Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage 法学院是否为提高律师资格考试通过率而 "削尖脑袋"？估算自然减员率和转学率如何影响律师资格考试通过率的多层次回归方法
IF 2.8 3区 教育学
Aera Open Pub Date : 2024-01-01 DOI: 10.1177/23328584231214526
Jason M. Scott, Joshua L. Jackson, Andrea M. Pals
{"title":"Are Law Schools Cream-Skimming to Bolster Their Bar Exam Pass Rates? A Multilevel Regression Approach to Estimate How Attrition and Transfer Rates Affect Bar Passage","authors":"Jason M. Scott, Joshua L. Jackson, Andrea M. Pals","doi":"10.1177/23328584231214526","DOIUrl":"https://doi.org/10.1177/23328584231214526","url":null,"abstract":"Law schools are held accountable on many fronts to achieve and maintain high bar passage rates. While the course of legal education itself, along with various interventions, is a key driver of bar exam performance, Bahadur et al. (2021) suggests that obscure institutional practices might be inflating institutional bar passage performance. Such practices could include recruitment and admission of transfer students and academic attrition. We examine this hypothesis to assess the influence of both attrition and transfer on law schools’ bar passage differential using fixed-effects and between-within models. We also utilize Poisson regression to explore the effect of geographical proximity to other law schools on transfer rates. We find that, on average, neither attrition nor transfer activity substantively affect bar passage performance, and that although geographic proximity to other schools is related to transfer rates, this relationship does not result in notable differences in bar passage.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"68 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139454925","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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