Peabody Journal of Education最新文献

{"title":"Switching for Survival and Success? Black Students’ Struggles, Shifting, and Solidarity Within the St. Louis Desegregation Plan","authors":"J. Morris, Z. Paul","doi":"10.1080/0161956X.2023.2191567","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2191567","url":null,"abstract":"ABSTRACT The St. Louis Voluntary Desegregation program, and its corollary, the Interdistrict Transfer Plan, have existed in some form since 1983. At its height, approximately 13,000 Black students from the city of St. Louis transferred into predominantly White and suburban school districts, representing the largest voluntary desegregation plan in the United States. County and school district leaders responsible for the plan have slowly reduced the number of Black transfer students, and a November 2016 agreement extended the plan for a five-year period to allow about 1,000 new students to enroll through the 2023–2024 school year. Emanating from qualitative interviews with 37 Black former students who participated in the plan between 1983 and 2018 (Waves 1–4), this article captures participants’ experiences, agency, their struggles, and solidarity efforts to ensure their chances of surviving and succeeding in schooling contexts that drastically differed from their home and community environments. Given the impending ending of this plan at the end of the 2023–2024 school year, findings provide implications for research, educational policy and reform, and schooling practices that create and sustain culturally affirming and educationally enriching environments for Black students.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654026","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":"Discussing Urban and Community Education in Saint Louis: A Roundtable","authors":"Cynthia Chapple, D. Ferguson, Jacquelyn A. Lewis-Harris, Art McCoy, Aaron M. Williams, Adrienne Dixson, J. Morris","doi":"10.1080/0161956x.2023.2191570","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2191570","url":null,"abstract":"ABSTRACT On November 14th, 2022, a group of Black community leaders from the Saint Louis, Missouri, area met to discuss their experiences with the serious issues surrounding urban schools in their communities. Although this discussion is specific to a particular time and place, the concerns expressed, and solutions, offered are transferrable to many other communities in the United States. Dr. Adrienne Dixson moderated the discussion. This article is a verbatim transcription of their discussion with minor edits to facilitate ease of readability. The voices of the participants have been preserved. (Adrienne Dixson = AD; Dionne Ferguson = DF; Jacquelyn Lewis-Harris = JLH; Art McCoy = AMC; Cynthia Chapple = CC; Aaron Williams = AW).","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45014361","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":"St. Louis at the Crossroads of Race, Empire, and Place in Urban Education Reform in the United States","authors":"J. Morris","doi":"10.1080/0161956x.2023.2191564","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2191564","url":null,"abstract":"Researchers are increasingly paying closer attention to the geography of educational opportunity, particularly the role of race and place in shaping people’s educational experiences and outcomes (Diamond et al., 2021; Morris & Monroe, 2009; Morris & Woodruff, 2015; Posey-Maddox, 2017; Tate, 2008). The city of St. Louis—known for being a northern city with Southern culture—provides a significant, symbolic but often overlooked context (place) for understanding and examining urban education reform in the United States. I first came to know the city in the mid-late 1990s when I traveled between Nashville, Tennessee, and St. Louis, Missouri, to work as a graduate assistant on a research project led by highly regarded scholars Ellen Goldring and Claire Smrekar of Peabody College at Vanderbilt University. Professors Goldring and Smrekar had received funding from the Spencer Foundation to understand school choice, particularly magnet schools, in three different cities, one of which included St. Louis (Goldring & Smrekar, 2000; Smrekar & Goldring, 1999). While carving out my niche on the research project and eventually a dissertation topic, I was particularly intrigued by one Black school community in St. Louis —Farragut Elementary School located in the historic Ville neighborhood. Beyond Farragut’s shiny hardwood floors and immaculate hallways, I was in awe of the sense of pride the school’s staff created with the community and the powerful relationships forged over decades among the mostly Black teachers, students, and families. Farragut Elementary School embodied elements of the kind of schoolcommunity that led to academic excellence that Black people experienced in the segregated South (Anderson, 1988; Jones, 1981; Savage, 1998; Siddle Walker, 1996, 2000). Quite often, the narrative related to Black schooling during that time, and even today, painted a sordid picture of Black K-12 educational institutions. Farragut’s faculty, staff, students, and their parents’ experiences and outcomes; however, countered this pervasive perspective. Yet, few researchers studied academically highperforming schools like Farragut and its intrinsic presence of what I would later come to define as communally bonded schooling (Morris, 1999, 2004, 2009). Between 1997 and 2015—while working as a professor at the University of Georgia and researching a school community in Atlanta, Georgia, that also displayed communally bonded schooling—I stayed abreast of Farragut Elementary School in St. Louis. I periodically visited the school and paid attention to the changes in the school that would begin to unravel what I had captured in an American Educational Research Journal article “Can Anything Good Come from Nazareth? African American schooling and community in the Urban South and Midwest” (Morris, 2004). Though not exhaustive, some of Farragut’s changes included the principal’s death, the retirement of Black teachers and the hiring of Teach for America teachers, the growth of char","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46595330","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":"Shuttering Schools in the Gateway City: School District Viability and Black Community Relations After Mass K-12 School Closures in St. Louis, MO","authors":"Ebony M. Duncan-Shippy","doi":"10.1080/0161956X.2023.2191569","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2191569","url":null,"abstract":"ABSTRACT Since 1990, over 40% of schools have closed in the St. Louis Public Schools District (SLPSD) because of steep enrollment decline. Tracing educational trends over 30 years, I examine when, where, and why K-12 public schools closed in St. Louis in order to highlight the social conditions and policy decisions that contract contemporary urban education. I ask: What key social factors influence K-12 school closure patterns in St. Louis, Missouri? This mixed methods study summarizes analyses of data from the U.S. Department of Education, the St. Louis Public Schools District, and local news coverage to describe trends, determinants, and consequences of K-12 public school closures in St. Louis, Missouri (1990–2020). Findings demonstrated that closures in the city district were concentrated in majority-Black neighborhoods, with limited evidence of benefits to youth and communities. Findings also indicated that attempts to create educational change through the desegregation transfers program, charter school expansion, and administrative restructuring all triggered waves of closures. Drawing from community relations perspectives, I interpret mass closures as racialized policy practices that strain Black community relations and contract city districts. I argue that recurrent closures undermine youth and community development and disengage Black communities in ways that threaten district viability. Conclusions weigh whether the closure practices in the district have caused irreparable damage to Black community relations or if new policy objectives can foster long-term growth.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47227063","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":"Dual Language Bilingual Education as a Pathway to Racial Integration? A Place-Based Analysis of Policy Enactment","authors":"L. Dorner, Jeong-Mi Moon, Juan A. Freire, James A. Gambrell, G. Kasun, Claudia G. Cervantes-Soon","doi":"10.1080/0161956X.2023.2191566","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2191566","url":null,"abstract":"ABSTRACT Across the United States, cities like St. Louis may be perceived as predominantly Black/White and monolingual. In such places, there are often few state resources and expertise driving the new growth of dual language bilingual education (DLBE)—that is, policies and programs that aim to develop students’ bilingualism and biculturalism from an early age. Moreover, research rarely explores how DLBE programs develop within particular racial and political contexts, despite their goals to integrate diverse youth. This study focuses on the city of St. Louis to examine how DLBE policies are enacted within particular localities, especially for children from racially and linguistically minoritized backgrounds. Framed by theories of policy enactment, this analysis is part of three multiyear partnerships focused on language education in St. Louis and two school districts in similar state contexts. We found that DLBE enactment in each school system was shaped by community histories, changing demographics, and local education policies focused on racial desegregation and school choice. While each space created racially integrated schools, their enactment was shrouded by Whiteness, especially the history of magnet schools and (White) parental choice as essential for schools’ development. We conclude that place-based research and communal partnerships must carefully consider the unique factors shaping education reform, to recognize for and by whom new programs are truly created and to work toward more socially just, transformative educational contexts.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43976139","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":"Creating Black Girl Space in St. Louis: Revisiting and Reclaiming Black Girl Voice in the Classroom","authors":"Sheretta T. Butler-Barnes, K. A. Evans, Seanna C. Leath, M. Burnett, Misha N Inniss-Thompson","doi":"10.1080/0161956X.2023.2191565","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2191565","url":null,"abstract":"ABSTRACT Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls’ in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with Black girls (N = 30, M age = 12.64 years). Inductive analytic techniques were used to identify themes based on the lived experiences of Black girls across these school settings. Two themes emerged that centered on the intersectionality of race, class, and gender in their educational experiences, including (1) the misconception of Black girls and (2) resisting and reclaiming. Directions for future research and implications for Black girls are discussed.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43814713","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":"Online Course-Taking and Expansion of Curricular Options in High Schools","authors":"Cassandra M. D. Hart, R. Linden, Brian A. Jacob, S. Loeb","doi":"10.1080/0161956X.2023.2160108","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160108","url":null,"abstract":"ABSTRACT A common rationale for offering online courses in K-12 schools is that they allow students to take courses not offered at their schools; however, there has been little research on how online courses are used to expand curricular options when operating at scale. We assess the extent to which students and schools use online courses for this purpose by analyzing statewide, student-course level data from high school students in Florida, which has the largest virtual sector in the nation. We introduce a “novel course” framework to address this question. We define a virtual course as “novel” if it is only available to a student virtually, not face-to-face through their own home high school. We find that 7% of high school students in 2013–14 enrolled in novel online courses. Novel courses were more commonly used by higher-achieving students, in rural schools, and in schools with relatively few Advanced Placement/International Baccalaureate offerings.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43578797","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":"Information Literacy in Context: Skill Development in Pre- and In-Service School Librarians","authors":"Heather F. Adair, A. B. Crane, Elizabeth A. Gross","doi":"10.1080/0161956x.2023.2160118","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2160118","url":null,"abstract":"ABSTRACT Information literacy is a crucial topic in the library science profession. The information needs and perceptions of the information literacy of preservice and early-career school librarians were explored in this research using a survey and interviews distributed nationally over a 5-month time frame. These participants, who have been employed in the field for 5 years or less or are currently completing coursework, were queried about their perceptions of information literacy and how the profession had changed through the course of their graduate work and early-career experiences. Participants felt well prepared and believed their schooling met their need for information in the areas of readers’ advisory and the use of copyright and fair use and for for teaching these topics to students. They also reported that they were well prepared for teaching with educational technology. Participants were least prepared in the area of facilitation of classroom teacher/school librarian collaborations, even though this aspect of their library school experience was highly emphasized. Once graduates were in a library position, they met their information needs by reaching out to mentors, more experienced school librarians, and their professional learning community.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46381879","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":"You Get What You Pay For: Why We Need to Invest in Strategic Compensation Reform","authors":"Matthew G. Springer","doi":"10.1080/0161956X.2023.2160110","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160110","url":null,"abstract":"ABSTRACT This article draws on recent insight regarding the distribution and mobility of highly effective teachers, student access to top-performing educators, and research on the effectiveness of strategic compensation reforms to argue that the single-salary pay schedule has resulted in disturbing inequities for students and inefficiencies in resource allocation. These inequities are particularly alarming given that strategic compensation reforms hold promise for not only improving the quality of public education overall but ensuring quality educational opportunities for students from traditionally underserved communities. Simply put, strategic compensation reform can meaningfully impact public education, and it is time this potential is recognized and utilized.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42010531","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":"Treading New Ground in Teacher and Technology Policy: Implications for Resource Deployment","authors":"C. D. Brooks, Matthew G. Springer","doi":"10.1080/0161956X.2023.2160102","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160102","url":null,"abstract":"While all industries were forced to transform themselves during the COVID-19 pandemic, perhaps none were so affected as education. Within days, teachers, schools, and districts departed from instructional models that had been in place for decades and instead were pushed to a new technologically driven pedagogical system. Such a transition required considerable investment in educational technology that was perhaps overdue in the educational sector. The three waves of Elementary and Secondary Emergency Relief (ESSER) funds, which totaled over $100 billion in money to districts, have given school systems millions of dollars that they plan to invest in educational technology (Jordan & DiMarco, 2022; Turner, 2021). Concurrently, attitudes toward technology in education are shifting. In the summer of 2020, 87% of teachers in a survey believed their ability to use educational technology improved in spring 2020, and 58% felt more positive about educational technology than before COVID-19 closures (Bushweller, 2020). While the impact of remote instruction during the COVID-19 pandemic was not beneficial to student well-being or learning (Engzell et al., 2021; Lewis et al., 2021; Pier et al., 2021), particularly for those already-disadvantaged groups who were less able to transition to a remote and home-based learning environment (UNCESCO, UNICEF, & WORLD Bank, 2021), there remains an opportunity to look forward in how a more technologically developed educational system can continue to evolve. It is also abundantly clear that there is an urgent need to develop and implement innovative policies to promote equitable student learning. The pandemic has amplified social inequalities and widened the achievement gap between white and wealthier students and their less advantaged peers. While learning growth rates were lower during the 2020–21 school year relative to pre-pandemic rates, these relative learning rates were especially low for economically disadvantaged students, English learners, and non-white students (Domina et al., 2022; Domingue et al., 2021; Pier et al., 2021). Funding from the three waves of ESSER holds potential for addressing these disparities and restructuring education to increase equitable educational opportunity as society takes steps back to normality. Educational technology holds promise for helping to close expanding learning gaps, but it also runs the risk of exacerbating systemic inequalities. In an increasingly internetand device-rich environment, survey data continues to show that low-income, rural households, and students who are black, Hispanic, or Native American are less likely to have access to smartphones, computers, broadband, and tablet computers at home (NCES, 2018; US Census Bureau, n.d.; Vogels, 2021). And black and Hispanic students were also more likely than white students to learn remotely at the start of the 2020– 21 school year (Dorn et al., 2020). This association between non-white students, remote instruction, and r","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43088296","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}