Peabody Journal of Education最新文献

{"title":"Marginalization at the Intersection of Language, Culture, and Disability: Systemic Contradictions Perceived by Special Education Teachers in Serving Culturally and Linguistically Diverse Students with Disabilities in South Korea","authors":"Yehyang Lee, Dosun Ko, Sumin Lim","doi":"10.1080/0161956x.2024.2307800","DOIUrl":"https://doi.org/10.1080/0161956x.2024.2307800","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revealing the Known: The Invisibilized Bias of Commercial Literacy Curricula","authors":"Colleen E. Whittingham, Emily Brown Hoffman","doi":"10.1080/0161956x.2024.2309858","DOIUrl":"https://doi.org/10.1080/0161956x.2024.2309858","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139858172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Participation and Educational Conservatism Among Lower Secondary School Students in a Disadvantaged Neighborhood in Finland: A Request for Visible Pedagogies","authors":"Tiina Luoma, S. Kosunen","doi":"10.1080/0161956x.2024.2307797","DOIUrl":"https://doi.org/10.1080/0161956x.2024.2307797","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139802555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Participation and Educational Conservatism Among Lower Secondary School Students in a Disadvantaged Neighborhood in Finland: A Request for Visible Pedagogies","authors":"Tiina Luoma, S. Kosunen","doi":"10.1080/0161956x.2024.2307797","DOIUrl":"https://doi.org/10.1080/0161956x.2024.2307797","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139862487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Misidentification, Misinformation, and Miseducation: The Experiences of Minoritized Students and Representation in Public Schools Across Three Societies Around the Globe","authors":"Christopher J. Cormier","doi":"10.1080/0161956x.2024.2307792","DOIUrl":"https://doi.org/10.1080/0161956x.2024.2307792","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Carceral and Cathartic by Design: An Anti-Racism Historical Analysis of School Discipline in the U.S.","authors":"John A. Williams","doi":"10.1080/0161956x.2024.2305034","DOIUrl":"https://doi.org/10.1080/0161956x.2024.2305034","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Equity and the Logics of COVID-19: Informing School Leadership Practices in a New Period of Democratic Education","authors":"Joshua Childs, Caitlin Farrell, Ain A. Grooms, April Peters-Hawkins, Eligio Martinez, Terrenda White, Alison Fox Resnick, Paula Arce-Trigatti, Sarah Duran","doi":"10.1080/0161956x.2023.2265774","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2265774","url":null,"abstract":"ABSTRACTThe COVID-19 pandemic created numerous disruptions for schools and districts that are still being dealt with heading into year three of the pandemic. These disruptions significantly impacted approaches and initiatives that were being set in motion prior to the pandemic. However, recent political and social shifts in U.S. society have exacerbated barriers for students and have created unfavorable conditions for school leaders. In this conceptual paper, we argue that school leadership during the ongoing COVID-19 pandemic should incorporate equity-oriented practices and policies at the district level, through collaborative opportunities, and specific equity leadership logics to support students, and advance educational outcomes within this new period of democratic education. Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingFinancial support for this research came from the Wallace Foundation.Notes on contributorsJoshua ChildsJoshua Childs, Ph.D. is an assistant professor in the Educational Policy and Planning program in the Department of Educational Leadership and Policy. His research examines the role of interorganizational networks and cross-sector collaborations to address complex educational issues. He also investigates collaborative approaches involving organizations (local, state, and national) that have the potential to improve academic achievement and opportunities for students in urban and rural schools. This includes ways to improve student engagement and attendance in school, interscholastic athletics, and expanding educational opportunities through concentrated policy design and implementation.Caitlin FarrellCaitlin Farrell, Ph.D. is director of the National Center of Research in Policy and Practice (NCRPP). She specializes in research on policy implementation and K-12 educational reform, with a particular focus on organizational theory. She uses qualitative methods to explore the links between educational policy and the conditions that foster successful reform, e.g., examining evidence use at the classroom, school, and system levels and the implementation and effects of alternate governance structures, such as charter schools and charter management organizations.Ain A. GroomsAin A. Grooms, Ph.D., is an assistant professor in the Educational Leadership and Policy Analysis Department at the University of Wisconsin-Madison. She studies K-12 educational equity, with a particular focus on equity and access for students of color and students from traditionally disenfranchised communities. She uses the intersection of race and place to examine the impact of educational policy on student achievement and associated outcomes. Her current research projects focus on whether and how educational leaders and related stakeholders in schools, districts, and states design and sustain equity-focused policies and practices, with particular emphasis on the retention of educators of color, ","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135665858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Southern Hospitality: Democracy and School Finance Policy Praxis in Racist America","authors":"Davíd G. Martínez, David Osworth, David S. Knight, Julian Vasquez Heilig","doi":"10.1080/0161956x.2023.2261308","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261308","url":null,"abstract":"ABSTRACT Recent evidence suggests school resources are continually segregated from minoritized communities. This funding disparity impacts students’ long-term outcomes in school and in their community. Political discourse has prioritized school defunding, privatization through vouchers and related policies, and tax relief and at the same time greater regulation of curriculum, content, and pedagogy in schools. Southern states in particular have moved to restrict access to a discourse of liberation and are threatening sanctions if schools implement specific content (e.g., race, and oppression). We explore the potential for school finance to create spaces that decrease democratic participation through school funding disparity. We use district-level panel data that combines National Center for Education Statistics and Census data from 2000 to 2018 to explore the patterns of school funding disparity in nine southern states; Alabama, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. We find racial/ethnic make-up interacts with specific funding variables so that districts with higher percentages of minoritized students are at a disadvantage financially. We also find that states may over rely on local and federal funds to maintain funding levels despite increases in cost pressures.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135665653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“We Don’t Teach Critical Race Theory Here”: A Sentiment Analysis of K-12 School and District Social Media Statements","authors":"Emily M. Hodge, Joshua M. Rosenberg, Francesca A. López","doi":"10.1080/0161956x.2023.2261318","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261318","url":null,"abstract":"ABSTRACTConservative activism around the purported influence of Critical Race Theory (CRT) on K-12 education has swept the country in recent years. While others have documented the sources of these messages, how school districts have responded to these critiques has not yet been investigated. Drawing on research on how social media algorithms elevate polarizing information and activate emotions, we analyze public social media posts on school/district Facebook pages mentioning the phrase “critical race” to examine how educators address the claim of teaching CRT and how the local community responds. We use sentiment analysis to examine the emotions of these posts and how they are distributed across states. We also explore the sentiment of subsequent community reactions reflected in the comments of each post, including negative emotions such as anger and fear, and positive emotions such as trust. This study has implications for how school districts can help to stop cycles of fearful rhetoric and engage with stakeholders in ways that unite a school community around shared priorities. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 We realized that querying “CRT” yielded greater false positives in the form of posts that were not about “Critical Race Theory” but about “classroom reduction teachers” or televisions with “cathode ray tubes” being allowed in school electronic waste drives. Similarly, querying “Critical Race Theory” did not yield an appreciable increase in relevant posts, while requiring the word “theory” as part of the query resulted in some false negatives in which relevant posts were excluded.2 Demographic information and other district statistics for both Westfield, MA and Springboro, OH are from the National Center for Education Statistics accessed in June 2022.Additional informationNotes on contributorsEmily M. HodgeEmily M. Hodge is an associate professor of educational leadership at Montclair State University. Her research uses qualitative methods and social network analysis to understand curriculum politics and the intended and unintended consequences of education policy.Joshua M. RosenbergJoshua M. Rosenberg is an associate professor of STEM Education at the University of Tennessee, Knoxville. His interests are at the intersection of data science and education, including the application of data science methods in educational research contexts, and supporting K-12 students to work with data as a part of their learning.Francesca A. LópezFrancesca A. López is the Waterbury Chair in Equity Pedagogy at Penn State University. The overarching goal of her program of research is to inform policymakers, school leaders, and teacher educators about policies and classroom practices that can mitigate racial/ethnic inequality and social stratification.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Good Citizenship and the “True and Inspiring Story of America”: A Critical Policy Analysis of the South Dakota Civics and History Initiative","authors":"Alison Wilson, Kristina F. Brezicha","doi":"10.1080/0161956x.2023.2261311","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261311","url":null,"abstract":"ABSTRACTIn the aftermath of the Capitol Insurrection, many states sought to bolster civic education through efforts such as the South Dakota Civics and History Initiative (SDCHI). This study examined the SDCHI through a Critical Policy Analysis and Critical Race Theory lens to understand how the initiative and related rhetoric reflected, protected, and perpetuated Whiteness as property. To answer this question, we conducted an inductive content analysis of 40 policy documents. Our analysis generated a microhistory and two thematic findings that underscored the contradictions in policy rhetoric, rationales, and implementation to reveal how the SDCHI perpetuated White supremacy by reinforcing a single-narrative master script of American history and identity. Collectively the findings pointed to the ways that Whiteness as property functioned to thwart efforts toward socially just and culturally responsive education. By critically examining these policy mechanisms, this study seeks to inform the responses of educators and policymakers committed to emancipatory, democratic, and socially just approaches to civic education. Disclosure statementNo potential conflict of interest was reported by the authors.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/0161956X.2023.2261311.Additional informationNotes on contributorsAlison WilsonAlison Wilson is an Assistant Professor of Practice and Educational Leadership Program Coordinator at the University of Arkansas. Her research examines how educators and policymakers can more equitably support student belonging, well-being, and success in PK-12 schools. She employs an interdisciplinary, multilevel, systems understanding to critically examine the school structures, norms, policies, and practices that contribute to disparate student experiences and outcomes. Her research has been published in Social Science Research, American Journal of Education, and Journal of Education for Students Placed at Risk, among others. She was formerly a secondary language arts teacher and department head in a large public school district.Kristina F. BrezichaKristina F. Brezicha is an associate professor in the Educational Policy Studies department at Georgia State University. Her research considers schools as both a site of political development for youth and as a public and political space that reflects and creates democratic possibilities. Her work takes an interdisciplinary and ecological approach that recognizes the situated nature of schooling and how policies, schools, and individuals continuously interact to shape the democratic possibilities of schooling. Her research has been published in Educational Administration Quarterly, Journal of School Leadership, and Urban Education among others. Previously she taught elementary special education students in New York City.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135596562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}