Peabody Journal of Education最新文献

{"title":"Who Should Control Education Now? Revisiting Preferences for Local Control in Educational Decision Making","authors":"Cameron J. Arnzen, David M. Houston","doi":"10.1080/0161956x.2023.2261315","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261315","url":null,"abstract":"ABSTRACTDespite a long history of local control of schools, educational issues have become increasingly contested at higher levels of government as battles are fought in state and federal venues and along partisan lines. In light of this change as well as recent battles over school responses to COVID-19 and schools’ roles in combating systemic racism, we explore how the shifting politics of education have affected public attitudes toward localism in education. We demonstrate that the public’s preference for local control is not as deeply held as conventional wisdom suggests. Local government is never the public’s most preferred option when asked about the optimal distribution of education funding or decision-making authority across all three levels of government. Our results also show that preferences for local control have remained relatively stable and exhibit only narrowly increasing partisan differences; however, the increase in the partisan divide is larger among parents. We note that Democrats have adjusted their preferences over the last few years, shifting modestly in favor of local decision-making when Republicans control the Presidency and Congress. Finally, we observe some evidence that prompting individuals to consider schools’ responses to the COVID-19 pandemic causes them to gravitate toward local control of education. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 “Parents” naturally includes non-parental caregivers as well as adults who assume few childcare responsibilities for the minors in their household, while “non-parents” include individuals who play a large role in the upbringing of children outside their home.2 Note that there is limited variation with respect to partisan control during this era, restricting our examination to a subset of possible configurations.Additional informationNotes on contributorsCameron J. ArnzenCameron J. Arnzen is a Ph.D. candidate in the Politics & Education program at Teachers College, Columbia University. He studies the relationship between schools and democracy, concentrating both on how education shapes political participation as well as how political participation subsequently shapes schools.David M. HoustonDavid M. Houston is an Assistant Professor of Education at George Mason University. He studies education politics, governance, and public opinion.","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":"135590504","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":"When White Parents Aren’t so Nice: The Politics of Anti-CRT and Anti-equity Policy in Post-pandemic America","authors":"Ann LoBue, Sonya Douglass","doi":"10.1080/0161956x.2023.2261324","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261324","url":null,"abstract":"ABSTRACTIn the run-up to the U.S. 2022 midterm elections, Republicans brought their fight to regain control of Congress to school districts across the country. Deploying a national disinformation campaign regarding how issues of race and racism are taught in K-12 public schools, astroturfFootnote11 Astroturf organizations maintain a facade that creates an impression of grassroots support and hides their elite origins and backing. conservative advocacy organizations mobilized activists to descend on school board meetings and upend school board elections nationwide demanding an end to indoctrination of children with critical race theory (CRT). These efforts created a chilling effect among superintendents and school board members committed to advancing equity, anti-racism, and social justice. In this descriptive, conceptual paper, we portray and analyze the national campaign against CRT and equity in schools, how it played out at the local school district level, and its implications for superintendents and school board members leading for equity. Tenets of critical policy analysis are used to frame and organize our analysis of the national disinformation campaign to include policy documents, blog posts, news coverage, and related materials that illustrate its impact on local school districts. We conclude with a discussion of how superintendents and school board members committed to equity leadership must understand how the politics of race and effective use of political spectacle can undermine local efforts to advance equity and social justice in schools, and consider the far-reaching consequences for the future of public education in the U.S. Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 Astroturf organizations maintain a facade that creates an impression of grassroots support and hides their elite origins and backing.2 This was not the first time White parents in Loudoun County organized against students of color in their schools. Loudoun County’s school system was the last in Virginia, and among the last in the nation, to desegregate following Brown v. Board. In 2020, the district officially apologized to the Black community for their treatment during this era and even afterward.3 These rejected notions are supposedly found in practices such as restorative justice, affinity groups, and culturally responsive teaching and more broadly in anything labeled anti-racist or equitable (Manhattan Institute, Citation2021).4 A bill to extend the restrictions in Florida through 12th grade was passed in April 2023.Additional informationNotes on contributorsAnn LoBueAnn LoBue is a Doctoral Candidate in the Education Policy program at Teachers College, Columbia University. Her research interests include K-12 school leadership for equity and district governance, especially school boards, and she is a former school board president. Her research has been published in Journal of Educational Administration and History.Sonya","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739316","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":"Political Neutrality as Ideal, Right-wing Pedagogy in Practice: Hegemony and Civic Learning Opportunities in Predominantly White Schools","authors":"Dinorah Sánchez Loza","doi":"10.1080/0161956x.2023.2261327","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261327","url":null,"abstract":"While schools are necessary spaces for democratic education, more analyses are needed that unpack their limits. Drawing from ethnographic research in U.S. Government classrooms in two predominantly White schools in politically conservative communities in central Ohio, findings show that teachers and students idealize a politically neutral pedagogy, yet in practice, teachers engage in discursive and pedagogical moves that reify right-wing politics in implicit and explicit ways. Ideas that deviate from “neutrality”—those deemed “racial” or left-leaning—are viewed as “political” and avoided. Drawing on the concept of hegemonic power and situating this amidst conversations of the White normative trappings of civic and social studies education, this paper offers insights into the political ideologies and pedagogical choices that shape right-wing civic learning opportunities in politically and racially homogenous schools.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135695547","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":"The Trans*Phonics of Policy","authors":"Z Nicolazzo","doi":"10.1080/0161956x.2023.2261304","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261304","url":null,"abstract":"ABSTRACT As agentic documents, anti-trans policies express a yearning for the queer, the trans, the black, exist through a poetics of silence. In this conceptual manuscript, I discuss voice as a trans woman phenomenon, a phonic movement through which trans women reorganize themselves to the world. The annihilation of trans women’s voice, then, is a realization of transmisogyny, which animates and orients the schooling process. I argue what is needed is not more policy, but a solidarity of the marooned beyond, outside of, and underneath policies that (fore)tell trans girls and women being (in schools).","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739298","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":"Political Polarization of Educational Politics and its Implications for Democratic Education","authors":"Kristina F. Brezicha, Cameron J. Arnzen, Ann LoBue, Joshua Childs, Emily Germain, DeMarcus A. Jenkins, Sonya Douglass","doi":"10.1080/0161956x.2023.2261303","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261303","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246793","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":"Special Issue Commentary: A Meditation on Abolitionist Democratic Education","authors":"DeMarcus A. Jenkins","doi":"10.1080/0161956x.2023.2261330","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2261330","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author.Additional informationNotes on contributorsDeMarcus A. JenkinsDeMarcus A. Jenkins is a former high school teacher, activist, and urban scholar whose work considers the intersections of race, space, and policy. Currently, he is an assistant professor in the School of Social Policy and Practice with a secondary appointment in the Annenberg School for Communication at the University of Pennsylvania. His program of research centers on important policy- and practice-relevant issues concerning Black people in relation to education, housing, and criminal justice. His interdisciplinary approach to tackling complex and challenging policy problems is informed by Black studies, Black geographies, and critical policy studies. His research has been published in Teachers College Record, Race Ethnicity and Education, Journal of School Leadership, and Equity and Excellence in Education and other scholarly journals. His current research is funded by the Spencer Foundation and the William T. Grant Foundation.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135388079","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":"The NREA Rural Research Agenda 2022-2027: An Examination of the Research Process and Findings","authors":"Erin McHenry-Sorber, Catharine Biddle, Pamela J. Buffington, S. Hartman, J. K. Roberts, Sarah Schmitt-Wilson","doi":"10.1080/0161956X.2023.2238527","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238527","url":null,"abstract":"ABSTRACT This article presents the National Rural Education Association’s Rural Research Agenda 2022–2027. In order to determine rural stakeholders’ perspectives of research priorities, data collection included 328 surveys, six focus groups with 43 participants, and nine interviews with rural education practitioners, leaders, and policymakers. From a grounded theory methodological framework, findings revealed a core category of educational and spatial equity, surrounded by five additional interconnected themes: college and career trajectory; community partnerships and relationships; health and wellness; policy and funding; and teacher/leader recruitment, retention, and preparation. A call to action, the research findings point to a need for rural education research that centers educational and spatial equity while also recognizing the intersectional nature of the agenda’s five supporting themes. The five-year agenda charts a path for rural education research that is focused on addressing rural education challenges while highlighting innovative rural practices that are transferable across locales.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48136055","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":"Leading Rural Districts: Research Synthesis of Rural Educational Leaders","authors":"D. Sutherland, Erin McHenry-Sorber, Jacquelyn N. Willingham","doi":"10.1080/0161956X.2023.2238519","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238519","url":null,"abstract":"ABSTRACT For this comprehensive literature review, we begin by framing our study with a scholarship review of the theorizing of place-based leadership and rural administrators. We then synthesize research on the practice and experiences of district administrators, including superintendents, school boards, and other ancillary leaders. We identify multiple themes that cross this body of work, including the significance of the relationship between rural residents and educational leaders; the challenges in recruiting, retaining, and training rural administrators; and the need for critical, place-conscious leadership. The review concludes with recommendations for future scholarship and how such work can inform and improve rural leadership preparation and practice.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48622451","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":"Recruiting and Retaining Teachers in Rural Schools: A Systematic Review of the Literature","authors":"Evan Rhinesmith, J. C. Anglum, A. Park, Abigail Burrola","doi":"10.1080/0161956X.2023.2238491","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238491","url":null,"abstract":"ABSTRACT In this article, we conduct a systematic review of the literature completed over the past 4 decades pertaining to teacher recruitment, retention, and resultant teacher shortages. We focus on research that examines rural settings, per the National Rural Education Association’s identification of the recruitment and retention of teachers in rural schools as a primary research priority. Evidence distilled in this systematic review shows that though this area of scholarship has expanded in recent years, there remains a paucity of policy and program evaluations focused on rural settings, a stark contrast to the depth of urban-focused and location-agnostic scholarship. While research on other geographic settings may provide some level of relevance for rural settings, evidence pertaining to rural schools, particularly that focused on heterogeneous rural contexts, likely would inform rural policy and practice more effectively. We summarize the existing body of research and conclude by considering possibilities for future avenues of actionable scholarship.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48801588","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":"Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students","authors":"M. Coady, Nidza V. Marichal, Huseyin Uysal","doi":"10.1080/0161956X.2023.2238502","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238502","url":null,"abstract":"ABSTRACT Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresses two areas of the 10 research priorities articulated by the National Rural Education Association’s (NREA) Research Agenda 2016–2021 and enhanced and extended in 2022–2027: building the capacity to meet the needs of diverse populations and teacher-leader preparation for rural schools. A search of four major research databases for work in this area revealed 27 empirical studies published between 2010 and 2022. Three main research categories emerged from the review: (1) six studies on the beliefs and perceptions of teachers on their education and preparation for rural MLs; (2) eight studies related to rural teacher identity and MLs; and (3) 13 studies on teacher leadership, professional development, and collaboration and partnerships for rural MLs. Implications and recommendations for future rural research on ML students in the United States are provided.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47165349","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}