Peabody Journal of Education最新文献

{"title":"School Library Research: Guest Editors’ Introduction","authors":"Craig Seasholes, Lindsey Kimery, Christie Kaaland","doi":"10.1080/0161956x.2023.2160111","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2160111","url":null,"abstract":"This section of the Peabody Journal of Education is dedicated to the services and strategic leadership that today’s school librarians provide to shape the future of education. School libraries and librarians occupy a unique position in K–12 education as both resource and agents for student success. As education has evolved, school libraries have transformed from quiet spaces lined with books into hubs of research, creation, and reading in all its many formats. Libraries are a center of the school community, a place for students and staff to advance student achievement through critical inquiry, evaluating and using resources to construct new meaning. Libraries play a critical role in creating lifelong learners. School librarians are committed to providing equitable access for all students so they can pursue interests of academic and personal relevance. School libraries offer a wide array of up-to-date and diverse resources from which librarians provide expert instruction on information literacy and digital learning that prepare students for college, career, and life. School leaders can empower their entire school community by leveraging the expertise of their school librarian and the school library’s print and digital tools and technologies to ensure that students have a more equitable and successful educational experience. Viewed through a lens of economic efficiency, school libraries are a high-value investment in student success. Shattering the shushing stereotype of the past, school librarians have transformed into leaders in literacy, digital citizenship, and information management and serve as partners in instructional technology. Effective school libraries are not possible without leadership that recognizes that qualified school librarians are instructional leaders and teachers who serve across all grade levels and content areas. Librarians collaborate with teachers, pivot to new methods of instruction, broaden opportunities for reading material that address students’ social and emotional well-being, and leverage community partners to create dynamic learning experiences that support the ever-changing needs of students. A school librarian, serving as a teacher, leader, instructional partner, information specialist, and program administrator, has the ability to impact students throughout their years in school. School libraries bridge the gap between access and opportunity, providing students a safe space to explore personal interests and issues. Yet the library world is not immune to the unique challenges faced by educational leaders and institutions across the nation today. These challenges present barriers to the very foundation of public education: equitable access and intellectual freedom. The research presented here explores the DNA of effective school libraries and current threats that endanger their existence and impact the success of all learners. Our researchers examine barriers to access created by socioeconomic status, geographical","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":"47656004","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":"Too Much or Nothing at All: Racialized Administrative Burdens and Higher Education Policy Communication in Texas","authors":"Dominique J. Baker, Laila I. McCloud","doi":"10.1080/0161956X.2023.2160159","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160159","url":null,"abstract":"ABSTRACT Several states, including Texas, have implemented an “excess semester credit hours (ESCH)” policy. State ESCH policies assess a fee to students at public institutions when they exceed a set number of lifetime cumulative credit hours (e.g. students with more than the 120 credit hours needed for a bachelor’s degree). In this article, we investigate a case study of Texas public institutions’ communication of state ESCH policies. We analyze 119 documents collected from November 2019 to April 2020 to conduct a deductive content analysis of the websites using the theory of racialized administrative burdens. We did find that institutions frequently attended by students of color, such as two-year institutions and HBCUs, were the least likely to have information about the ESCH policy.","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":"43278266","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":"New Perspectives of Equity, Access, and Meaningful Use of School Library Resources and Services","authors":"Carol A. Gordon, Robin Cicchetti","doi":"10.1080/0161956X.2023.2160117","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160117","url":null,"abstract":"ABSTRACT Data collected from a study of school libraries in Massachusetts provide source material that identifies barriers and enablers related to equitable access and meaningful use of school library resources and services. These quantitative and qualitative survey data supplied by school librarians across rural, urban, and suburban schools describe staffing, resources, instruction, and funding which suggest barriers and enablers related to equitable access and meaningful use. An in-depth analysis reveals underlying factors that determine policies and practices such as traditional library values, educational beliefs, and social justice principles that are operational in the access and use of school libraries.","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":"47225050","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 School Librarian Equity Gap: Inequities Associated with Race and Ethnicity Compounded by Poverty, Locale, and Enrollment","authors":"K. Lance, D. Kachel, Caitlin Gerrity","doi":"10.1080/0161956X.2023.2160112","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160112","url":null,"abstract":"ABSTRACT The School Librarian Investigation—Decline or Evolution? (SLIDE) project is a federally funded study of the almost 20% national decline in the number of full-time equivalents (FTEs) of school librarians between 2015 and 2019, according to the National Center for Education Statistics. In this update to the project’s original research, school librarian employment data for the 2020-2021 school year were examined for 12,537 school districts and associated with district characteristics (poverty, locale, and district enrollment) and student demographics (race and ethnicity). Data supported previous findings that access to school librarians is strongly related to race and ethnicity and further exacerbated for students living in extreme poverty, in more-isolated locales, and in the smallest districts—locales where students are less likely to have access to the educational resources available in large urban areas. In school year 2021, 3 million students in majority nonwhite districts were without any librarians; they were 54% of the 5.6 million students in all districts without any librarians during the COVID-19 pandemic. The gap between students in districts with a “library privilege” and those without librarians continues to widen.","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":"48538783","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":"Examining State and District Policy and Resource Allocation to Support Digital Learning","authors":"A. B. Bowden, Amanda Danks, Viviana Rodriguez, Haisheng Yang, Rebecca Davis","doi":"10.1080/0161956X.2023.2160105","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2160105","url":null,"abstract":"ABSTRACT In the wake of the COVID-19 pandemic, many districts sought digital learning solutions to recover from learning loss, improve equity, and prepare for future interruptions. With this paper, we aim to provide information to policymakers and legislators regarding the value of resources needed to successfully implement comprehensive digital learning programing. We focus on the policies and resource allocation decisions made in North Carolina, one of the first states to launch a statewide digital learning initiative. First, we demonstrate the effects of state policy on school practices, then we turn the focus of the paper to how districts and schools allocated resources to implement digital learning. We apply the ingredients method to examine the costs of digital learning during the 2018–2019 school year. We close with recommendations for future policy and resource allocation.","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":"49194986","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":"Radical Shifts: Prefiguring Activist Politicization through Legitimate Peripheral Participation","authors":"Joe Curnow","doi":"10.1080/0161956X.2022.2125757","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125757","url":null,"abstract":"ABSTRACT In this paper, I unpack how youth organizers became politicized activists through their engagement in the prefigurative practices of the fair trade movement. Prefiguration refers to the practices of a movement that are embedded in and reproduce their shared political visions; prefigurative politics allows social movement groups to embody their politics through their interactional practices, their tactical repertoires, and their outwardly oriented campaigns. As novices within United Students for Fair Trade (USFT), through their immersion in the organization’s community of practice and their increasing participation in the prefigurative practices of the community, participants came to identify as and be identified as activists, shift their worldviews, and adopt new political philosophies. This paper examines the activist practices that supported legitimate peripheral participation, including group agreements, keeping stack, and antioppression interventions. The article concludes with a discussion of the ways that prefigurative politics enabled particular activist identities and philosophies and encourages further investigation into political identity development as a learning phenomenon.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42178067","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":"Using Strategies Elites Understand: Divestment as an Approach to Social Change","authors":"Jude Paul Matias Dizon, Jordan Harper, Adrianna Kezar","doi":"10.1080/0161956X.2022.2125759","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125759","url":null,"abstract":"ABSTRACT Over the past 50 years, student activists and community organizers on college campuses have advocated for divestment as a strategy to enact necessary change. These activists and organizers are often tasked to confront the higher education elite, such as trustees, with these demands. Higher education institutions will only continue to face immense pressures to be humane organizations with the public interest at its core. This article reviews the literature on divestment as a social activist strategy and its use in higher education. In addition to the political importance of divestment, reinvestment is emerging as a significant complement to activists’ demands. We advance an argument for how divestment and reinvestment can inform a new paradigm for higher education finance to stimulate future activism.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47678330","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":"Introduction","authors":"T. Cheuk, R. Quinn, J. Conner","doi":"10.1080/0161956X.2022.2143699","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2143699","url":null,"abstract":"<jats:p />","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42870155","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":"Afterword: Fugitive Praxis and the Unsettling of the Imperial University","authors":"Edwin Mayorga, T. Cheuk, J. Conner, Rand Quinn","doi":"10.1080/0161956X.2022.2143701","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2143701","url":null,"abstract":"In the fall of 2020, in the midst of the COVID-19 pandemic and the heightened demands for justice following the murder of George Floyd, Swarthmore College (where Edwin holds a faculty position) joined the wave of political protests happening across university campuses through a strike led by the Black Affinity Coalition (BAC). Working anonymously, citing a history of institutional backlash, and under the banner, \"No Longer Minding the Light,\" which was a play on an institutional phrase, the BAC organized a strike \"to protest college policies that have historically brought institutional harm upon marginalized students\".","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41511807","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":"In Defense of Dignitary Safety: A Phenomenological Study of Student Resistance to Hate Speech on Campus","authors":"Sy Stokes, Charles H. F. Davis","doi":"10.1080/0161956X.2022.2125760","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2125760","url":null,"abstract":"ABSTRACT Frequent incidents of racist hate speech on college and university campuses continue to instigate an ideological battleground between legal purists, anti-racist scholars, and those otherwise situated somewhere therein. We find that arguments from legal purists are predicated upon a false-equivalency between racist and anti-racist speech where the effect, value, and embedded power dynamics of the former are often disregarded. We engage in a phenomenological analysis of a four-year, private institution – Clearview College (CVC)—where a controversial speaker was invited to campus by a conservative student organization. We specifically interrogate how the seemingly race-neutral free speech policies at CVC, which were informed by the “Chicago Principles,” were racially structured in impact. We utilize a conceptual framework that demarcates intellectual safety and dignitary safety as a foundational point of departure to analyze the responses from 20 undergraduate students. The responses from focus groups revealed two primary themes: (1) racist hate speech as a threat to dignitary safety, and (2) institutional retribution against students defending their dignitary safety. Implications for higher education policy and praxis are provided.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42593147","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}