Peabody Journal of Education最新文献_第9页

The Distribution of School Resources in the United States: A Comparative Analysis Across Levels of Governance, Student Subgroups, and Educational Resources 美国学校资源的分布：治理水平、学生分组和教育资源的比较分析

Peabody Journal of Education Pub Date : 2022-08-08 DOI: 10.1080/0161956X.2022.2107369

Hojung Lee, Kenneth Shores, Elinor Williams

{"title":"The Distribution of School Resources in the United States: A Comparative Analysis Across Levels of Governance, Student Subgroups, and Educational Resources","authors":"Hojung Lee, Kenneth Shores, Elinor Williams","doi":"10.1080/0161956X.2022.2107369","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2107369","url":null,"abstract":"ABSTRACT Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recent available data, we describe inequality in multiple dimensions. At the national level, racially and ethnically minoritized and economically disadvantaged students receive between $30 and $800 less in K-12 expenditures per pupil than white and economically advantaged students. At the state and district levels, per-pupil expenditures generally favor racially and ethnically minoritized and economically disadvantaged students compared to white and economically advantaged students. Looking at nonpecuniary resources, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts in the average district, but these students also have greater exposure to inexperienced teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or expenditures on auxiliary staff, but black and Hispanic spending advantage is correlated with the relative size of the black and Hispanic special education population.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45794249","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}

引用次数: 6

School Discipline in the Age of COVID-19: Exploring Patterns, Policy, and Practice Considerations 新冠肺炎时代的学校纪律：探索模式、政策和实践思考

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2079885

Richard O. Welsh

{"title":"School Discipline in the Age of COVID-19: Exploring Patterns, Policy, and Practice Considerations","authors":"Richard O. Welsh","doi":"10.1080/0161956X.2022.2079885","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2079885","url":null,"abstract":"ABSTRACT Racial disparities in suspensions have acquired greater significance given the substantial lost learning time, additional trauma and stress, and myriad racial inequalities exposed by COVID-19. This study examines how the COVID-19 pandemic is reshaping school discipline patterns and highlights salient policy and practice considerations with an emphasis on racial inequality in exclusionary discipline. The results indicate that each school year (2019–20, 2020–21, and 2021–22) of the pandemic has resulted in distinct changes to disciplinary trends resulting in three eras of school discipline in the ongoing response to the COVID-19 pandemic. In 2020–21, suspensions declined dramatically as most students were in virtual classrooms, yet African American students and students with disabilities disproportionately received exclusionary discipline. In 2021–22, suspensions seem to be on the rise as educators grapple with stress accompanying the return to in-person learning. The commonalities of heightened mental health needs and on the job support needs persist regardless of the pivots in instructional modes across the past three school years. Implications and directions for future research are discussed.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45855837","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}

引用次数: 2

“I Just Didn’t Feel like a Student Anymore:” Student Responses to Emergency Distance Learning “我不再觉得自己像个学生了:”学生对紧急远程教育的回应

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2088176

Tamara P. Tate, Peter McPartlan, Rachel B. Baker, Joseph Aubele, M. Warschauer

{"title":"“I Just Didn’t Feel like a Student Anymore:” Student Responses to Emergency Distance Learning","authors":"Tamara P. Tate, Peter McPartlan, Rachel B. Baker, Joseph Aubele, M. Warschauer","doi":"10.1080/0161956X.2022.2088176","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2088176","url":null,"abstract":"ABSTRACT This paper describes the results of surveys and interviews from over 1800 students in five large STEM classes at a research university when classes abruptly moved online for spring quarter 2020 due to the COVID-19 pandemic. We examine how students’ expectations compared to their realities at the end of the quarter; what factors impacted their spring 2020 quarter; and students’ academic sense of belonging, self-efficacy, cost of engagement, and effort regulation in spring 2020. We contextualize students’ experiences of emergency distance learning (EDL) through quantitative comparisons to previous quarters, open survey responses, and interviews. We also examine heterogeneity with respect to race/ethnicity, gender, first-generation college students, and students from low-income families. We find that there are reasons to expect increased achievement gaps post-EDL, but we also find examples of resiliency and improved self-regulated learning that will be life-long assets for students. Our goal in this paper is to use exploratory findings from one particular context to help identify potential ways to disrupt the reproduction and deepening of educational inequality exacerbated by the crisis, and educational opportunities in these unconventional times.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47688161","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}

引用次数: 2

The Role of Inequity in School Responses to the COVID-19 Pandemic 不公平在学校应对COVID-19大流行中的作用

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2079882

J. Supovitz, Om Manghani

{"title":"The Role of Inequity in School Responses to the COVID-19 Pandemic","authors":"J. Supovitz, Om Manghani","doi":"10.1080/0161956X.2022.2079882","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2079882","url":null,"abstract":"ABSTRACT The onset of the coronavirus pandemic in 2020 was an unprecedented crisis for educators across the world. In the United States, on or about March 13 of that year, virtually every school across the nation shuttered its doors in the face of the microbial onslaught. Never before had a singular event caused the entire education system to shift its core methods of functioning. How did schools respond to this extraordinary stress test? How did principals describe the inequities that surfaced? And what was the relationship between social inequity and school responses? To address these questions, we developed a crisis management framework to guide an examination of early school responses to the pandemic and examined the association between indicators of adversity and schools’ return to instruction. The data come from a unique mixed-method dataset featuring principal interviews and publicly available data from 120 public school schools in 69 districts in 19 states collected in the spring of 2020. The findings show how social circumstances factored into the adversity that educators faced and how inequity played a significant role in schools’ return to functioning.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48699168","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}

引用次数: 3

The Effects of the COVID-19 Pandemic and Recession on Career Preparation during High School COVID-19大流行和经济衰退对高中职业准备的影响

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2079911

Shaun Dougherty, Walter G. Ecton, Sade Bonilla, Sophie McGuinness

{"title":"The Effects of the COVID-19 Pandemic and Recession on Career Preparation during High School","authors":"Shaun Dougherty, Walter G. Ecton, Sade Bonilla, Sophie McGuinness","doi":"10.1080/0161956X.2022.2079911","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2079911","url":null,"abstract":"ABSTRACT School closings in response to COVID-19 reduced the opportunity for students to engage in all learning including career and technical education (CTE). As a result of the COVID-19 disruption student opportunities for work-based learning and completion of hours required for professional certification was severely reduced. The absence of these experiences had the potential to create disruptions in the skill and experience accumulation for youth and their transition to the labor market. Prior research demonstrated that CTE training and certifications in high school improve earnings and employment outcomes for students, particularly those from marginalized communities. This paper uses administrative data from Massachusetts to investigate whether COVID-19 disruptions differentially influenced outcomes for CTE students relative to non-CTE students. We find graduation rates fell for all students, but students in specialized CTE high schools experienced smaller declines. These smaller differences were apparent for CTE students from lower-income families and those with disabilities. In contrast, students in large cities where the influence of COVID-19 was elevated fared less well, even among CTE participants. In contrast to educational attainment, graduating seniors continued earning industry credentials comparably to pre-COVID-19 rates. This work illuminates how the pandemic disrupted youth transitions to adulthood, particularly in marginalized communities.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46202296","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}

引用次数: 2

Crisis Upon Crisis: Refugee Education Responses Amid COVID-19 危机对危机：新冠肺炎期间的难民教育对策

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2079895

Francine Menashy, Zeena Zakharia

{"title":"Crisis Upon Crisis: Refugee Education Responses Amid COVID-19","authors":"Francine Menashy, Zeena Zakharia","doi":"10.1080/0161956X.2022.2079895","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2079895","url":null,"abstract":"ABSTRACT This study applies a critical political economy approach to understand the tensions, contradictions, and inequities that emerged when COVID-19 altered narratives and practices in education in emergencies, at the global policy level and within the local context of Syria refugee education in Lebanon. Through a vertical case study methodology, our research offers insights into a setting in which global organizations and actors sought to address the COVID-19 pandemic's impact on schooling, but under a significant broader context of multiple crises. Drawn from interviews conducted between October 2020 and February 2021, our data captures notions of “rupture” and “continuity,” underscoring amplifications in terms of systemic educational inequities. We focus on three key global narratives that emerged from the study, which when analyzed alongside insights from Lebanon, appear to be disconnected from how local actors experienced the pandemic. Our findings suggest that global narratives do not adequately account for the complexities of countries experiencing multiple crises, evoking questions around the capacity of international actors to understand and address multi-crisis environments in education. We discuss the implications of these findings for understanding and addressing power and equity in refugee education.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43124001","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}

引用次数: 2

The Politics of COVID-19 and Educational Inequities 2019冠状病毒病的政治与教育不公平

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956x.2022.2090145

Sade Bonilla, Kathryn McDermott, Cynthia Gerstl-Pepin

引用次数: 2

The Subjective Value of Postsecondary Education in the Time of COVID: Evidence from a Nationally Representative Panel 新冠肺炎时期中学后教育的主观价值：来自全国代表性小组的证据

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2079912

D. Silver, Morgan S. Polikoff, A. Saavedra, S. Haderlein, Amie Rapaport, Marshall W. Garland

{"title":"The Subjective Value of Postsecondary Education in the Time of COVID: Evidence from a Nationally Representative Panel","authors":"D. Silver, Morgan S. Polikoff, A. Saavedra, S. Haderlein, Amie Rapaport, Marshall W. Garland","doi":"10.1080/0161956X.2022.2079912","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2079912","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has affected virtually all aspects of US life. It has disrupted education and employment and may have shifted the trade-off between employment and higher education in prospective students’ minds. The pandemic may have especially disrupted the educational trajectories of traditionally underserved postsecondary students, such as those from low-income and/or racially minoritized backgrounds, who often work while pursuing their degrees. If the pandemic has affected current and potential students’ subjective value of postsecondary education relative to its often-substantial costs, it may have affected their aspirations to enroll. Such effects may have lasting impacts on postsecondary enrollment and attainment, so are essential considerations. We provide suggestive evidence of such effects using data from the Understanding America Study, a nationally representative panel of US households. Using multilevel (respondent within household) ordered logistic models, we find that the pandemic has increased the subjective valuation of postsecondary education for non-white respondents relative to white respondents, for respondents in the South and West relative to the Northeast and Midwest, and over time for households with postsecondary students. We find no evidence for pandemic-driven differences in the subjective value of postsecondary education by household income level.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46632686","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}

引用次数: 0

Locating Equity in Principals’ Pandemic Decision-Making Practices 校长流行病决策实践中的公平定位

Peabody Journal of Education Pub Date : 2022-05-27 DOI: 10.1080/0161956X.2022.2079883

Mario Jackson, L. Bass, Stella Jackman-Ryan, Kirsten Hoeflaken, J. Picart

{"title":"Locating Equity in Principals’ Pandemic Decision-Making Practices","authors":"Mario Jackson, L. Bass, Stella Jackman-Ryan, Kirsten Hoeflaken, J. Picart","doi":"10.1080/0161956X.2022.2079883","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2079883","url":null,"abstract":"ABSTRACT The COVID-19 pandemic shed light on the prevailing inequality in the US, as traditionally marginalized groups were disproportionately affected by the disease. This paper seeks to understand how K-12 principals across a southern state in the United States, made decisions in light of these considerations. Specifically, we examined the major decisions principals were responsible for making, the underlying factors influencing these decisions, and the processes they used to make these decisions. We analyzed qualitative data from 173 surveys and 49 interviews using qualitative content analysis. Guided by Smith and Riley’s crisis response framework, our findings revealed that principals made critical decisions relevant to addressing equity gaps for students, reopening schools, training teachers for virtual learning, and enforcing state and district mandates. These decisions were often informed by what was in the best interests of students, safety, and the general well-being of their teachers. This study is important because it highlights the factors informing principals’ decisions, in addition to informing us about the decisions principals were forced to make throughout the pandemic. The limitations and implications are discussed.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48643807","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}

引用次数: 2

Birthing the Motherscholar and Motherscholarship 诞生母亲学者与母亲奖学金

Peabody Journal of Education Pub Date : 2022-03-15 DOI: 10.1080/0161956X.2022.2055897

Cheryl E. Matias

引用次数: 4