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Australian Educational Researcher最新文献

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How Much Do Teachers Value Compensation Deferred for Retirement? Evidence From Defined Contribution Rate Choices 教师对延迟退休薪酬的重视程度如何?来自固定缴款率选择的证据
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-17 DOI: 10.3102/0013189X21999665
Dan Goldhaber, Kristian L. Holden
{"title":"How Much Do Teachers Value Compensation Deferred for Retirement? Evidence From Defined Contribution Rate Choices","authors":"Dan Goldhaber, Kristian L. Holden","doi":"10.3102/0013189X21999665","DOIUrl":"https://doi.org/10.3102/0013189X21999665","url":null,"abstract":"How much do teachers value compensation deferred for retirement (CDR)? This question is important because the vast majority of public school teachers are covered by defined benefit pension plans that “backload” a large share of compensation to retirement relative to the compensation structure in the private sector, and there is scant evidence about whether pension structures are consistent with teacher preferences for current compensation versus CDR. This study examines a unique setting in Washington State, where teachers are enrolled in a hybrid pension system that has both defined benefit and defined contribution components. We exploit the fact that teachers have choices over their defined contribution rate to infer their revealed preferences for current versus CDR. We find that teachers on average contribute 7.23% of salary income toward retirement; 62% in fact elect to contribute more than the minimally required contribution of 5%. This suggests that teachers value CDR far more than suggested by prior evidence.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"6 1","pages":"80 - 90"},"PeriodicalIF":2.1,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78350935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Meal Vouchers Matter for Academic Attainment: A Community College Field Experiment 膳食券对学习成绩的影响:一项社区大学实地实验
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-16 DOI: 10.3102/0013189X231153131
Katharine M. Broton, M. Mohebali, Sara Goldrick-Rab
{"title":"Meal Vouchers Matter for Academic Attainment: A Community College Field Experiment","authors":"Katharine M. Broton, M. Mohebali, Sara Goldrick-Rab","doi":"10.3102/0013189X231153131","DOIUrl":"https://doi.org/10.3102/0013189X231153131","url":null,"abstract":"Given growing awareness of the high prevalence of food insecurity among college students, higher education leaders are implementing various food interventions on their campuses. However, there is little research on the efficacy and impact of these initiatives. Using data from a field randomized control trial, we find that a relatively modest financial investment in campus meal cards coupled with proactive outreach by an existing campus office improved community college students’ academic attainment outcomes. Students who were invited to participate in the meal voucher program attempted and completed more credits during their first year of college and were more likely to graduate in 2 years than otherwise similar peers, indicating that a campus meal program can promote college success.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"16 1","pages":"155 - 163"},"PeriodicalIF":2.1,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80883551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Disrupting Three Prominent Racialized Trauma Tropes 打破三个突出的种族化创伤比喻
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-15 DOI: 10.3102/0013189X231152869
Adam J. Alvarez
{"title":"Disrupting Three Prominent Racialized Trauma Tropes","authors":"Adam J. Alvarez","doi":"10.3102/0013189X231152869","DOIUrl":"https://doi.org/10.3102/0013189X231152869","url":null,"abstract":"School-based actors can uphold racialized systems and White supremacy through the racialized youth trauma narratives they reproduce. With respect to the growing movement to better support trauma-exposed youth inside school contexts, it is imperative that school-based actors avoid perpetuating deficit views of youth of color, who are disproportionately overexposed to traumatic experiences. Drawing on the youth trauma literature and personal experiences with educators, this essay outlines three common trauma tropes: (a) the hearing gunshots trope, (b) the socioeconomic myth trope, and (c) the what happened to them trope. These narratives are viewed as tropes because they function as rhetorical tools that ignite White-racialized ideological responses and perpetuate the racial status quo. In closing, the author shares four recommendations to better support trauma-exposed youth and provides empirical pathways for researchers to further study the race-trauma nexus.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"4 1","pages":"238 - 243"},"PeriodicalIF":2.1,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88307012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
'Teachers are the guinea pigs': teacher perspectives on a sudden reopening of schools during the COVID-19 pandemic. 教师是小白鼠"：教师对 COVID-19 大流行期间学校突然重新开放的看法。
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-13 DOI: 10.1007/s13384-022-00577-6
Jillian Ryan, Nicole Koehler, Travis Cruickshank, Shane L Rogers, Mandy Stanley
{"title":"'Teachers are the guinea pigs': teacher perspectives on a sudden reopening of schools during the COVID-19 pandemic.","authors":"Jillian Ryan, Nicole Koehler, Travis Cruickshank, Shane L Rogers, Mandy Stanley","doi":"10.1007/s13384-022-00577-6","DOIUrl":"10.1007/s13384-022-00577-6","url":null,"abstract":"<p><p>Primary and secondary education systems experienced substantial disruption during the COVID-19 pandemic. However, little is known about how public health policy has affected Australian teachers during the pandemic. This study examines teacher perspectives on a sudden change of policy, whereby schools were abruptly opened to students at the beginning of the pandemic. At the same time, strict social distancing rules applied to the remainder of the population. Qualitative data from 372 Western Australian schoolteachers were analysed using thematic analysis. Results highlight substantial impacts on teachers' workloads and adverse effects on wellbeing. Perceptions that they were acting as guinea pigs and subjected to different social distancing rules than other citizens were particular stressors. Findings highlight substantial consequences of public health policies on the roles and wellbeing of teachers.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-17"},"PeriodicalIF":2.1,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9924849/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10755778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Inclusion of Refugee Students: Recent Trends From International Data 难民学生入学:来自国际数据的最新趋势
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-13 DOI: 10.3102/0013189X221149396
North Cooc, G. Kim
{"title":"School Inclusion of Refugee Students: Recent Trends From International Data","authors":"North Cooc, G. Kim","doi":"10.3102/0013189X221149396","DOIUrl":"https://doi.org/10.3102/0013189X221149396","url":null,"abstract":"As children with refugee backgrounds continue to enroll in schools worldwide, attention to their educational needs and experiences has increased. In this study, we analyze the extent that schools and classrooms provide refugee students with equitable educational opportunities compared to students who are not refugees, and whether their teachers feel prepared for and engaged in culturally responsive instructional practices. Using survey data on 130,803 teachers and 8,054 schools sampled from 41 predominantly distant resettlement host countries in the 2018 Teaching and Learning International Survey, we find lower levels of resources, safety, and social inclusion for refugee students but higher levels of preparation and instructional practices in multicultural education among their teachers. The results have policy implications for supporting students with refugee backgrounds in different school contexts.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"8 1","pages":"206 - 218"},"PeriodicalIF":2.1,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75039622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Identity matters: Aboriginal educational sovereignty and futurity pushing back on the logic of elimination 身份问题：原住民教育主权和未来性对消除逻辑的反击
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-13 DOI: 10.1007/s13384-023-00608-w
Sara Weuffen, K. Lowe, Cathie Burgess
{"title":"Identity matters: Aboriginal educational sovereignty and futurity pushing back on the logic of elimination","authors":"Sara Weuffen, K. Lowe, Cathie Burgess","doi":"10.1007/s13384-023-00608-w","DOIUrl":"https://doi.org/10.1007/s13384-023-00608-w","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"50 1","pages":"1-10"},"PeriodicalIF":2.1,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Career change teachers in hard-to-staff schools: should I stay or leave? 人员短缺学校的转岗教师：是走是留？
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-13 DOI: 10.1007/s13384-023-00609-9
Babak Dadvand, Jan van Driel, Chris Speldewinde, Merryn Dawborn-Gundlach
{"title":"Career change teachers in hard-to-staff schools: should I stay or leave?","authors":"Babak Dadvand, Jan van Driel, Chris Speldewinde, Merryn Dawborn-Gundlach","doi":"10.1007/s13384-023-00609-9","DOIUrl":"10.1007/s13384-023-00609-9","url":null,"abstract":"<p><p>Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career change journey. During this period, 'push-and-pull' factors impacted their intentions to stay in the profession. Challenges included inadequate school-level mentorship support, social-geographic isolation in a regional school setting during the COVID-19 remote learning and the more complex working conditions in hard-to-staff schools. The adverse impacts of these challenges were, to some extent, mitigated by the participants' commitment to making a positive difference in the lives of children and young people through the teaching profession, a strong work ethic and support provided by their ITE programme in the form of university-based mentors and adjustment to study requirements. The participants responded to these push-and-pull factors in ways that highlighted their reflexive decision-making and determination to stay in teaching despite challenges. We discuss the implications of these findings for workforce planning strategies aimed at recruiting career change teachers in hard-to-staff schools.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-16"},"PeriodicalIF":2.1,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9924844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10788602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Toward a Class-Conscious Approach to Cultural Responsiveness 对文化反应的阶级意识方法
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-02-08 DOI: 10.3102/0013189X221149975
Aaron Leo
{"title":"Toward a Class-Conscious Approach to Cultural Responsiveness","authors":"Aaron Leo","doi":"10.3102/0013189X221149975","DOIUrl":"https://doi.org/10.3102/0013189X221149975","url":null,"abstract":"The last several decades have seen a growth in scholarship and application of culturally responsive and sustaining educational (CRSE) approaches in schools serving youth of color. A growing body of research has shown how CRSE serves as an effective strategy to engage students of color, combat pernicious stereotypes, and improve academic outcomes. Notwithstanding these important contributions, CRSE scholarship and practice have not fully explored the significance of social class, despite its long-standing correlation with academic performance, deep connections to identity, and relationship to race and racialization. Drawing on lessons gleaned from ethnographic research, which has demonstrated the importance of social-class analyses, this essay calls for a greater emphasis on and recognition of class in CRSE methods and application. As one of the most prominent and useful sets of pedagogical strategies used in education today, CRSE stands to benefit from a wider inclusion of social class, an addition that would have important ramifications for practitioners and scholars seeking to effectively educate historically marginalized populations. A deeper understanding of the significance of class could also help educators and scholars avoid perpetuating pernicious cultural stereotypes, such as the model minority myth and the culture of poverty. However, a class-conscious addition to CRSE must also maintain its anti-deficit perspective to avoid essentialist views about working-class youth.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"17 1","pages":"230 - 237"},"PeriodicalIF":2.1,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91291235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Doing decolonisation: cultural reconnection as political resistance in schooling 去殖民化:文化再连接作为学校教育中的政治阻力
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-01-20 DOI: 10.1007/s13384-022-00603-7
Sara Weuffen, K. Lowe, N. Moodie, A. Fricker
{"title":"Doing decolonisation: cultural reconnection as political resistance in schooling","authors":"Sara Weuffen, K. Lowe, N. Moodie, A. Fricker","doi":"10.1007/s13384-022-00603-7","DOIUrl":"https://doi.org/10.1007/s13384-022-00603-7","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"50 1","pages":"147-165"},"PeriodicalIF":2.1,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47873970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The Relationship Between Varying Levels of Online Enrollment and Degree Completion 不同在线入学水平与学位完成率的关系
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-01-20 DOI: 10.3102/0013189X221147522
Justin C. Ortagus
{"title":"The Relationship Between Varying Levels of Online Enrollment and Degree Completion","authors":"Justin C. Ortagus","doi":"10.3102/0013189X221147522","DOIUrl":"https://doi.org/10.3102/0013189X221147522","url":null,"abstract":"This study examines the influence of varying levels of online enrollment on community college students’ likelihood of degree completion, with a particular focus on completion outcomes among traditionally underserved subgroups of students. Using institutional transcript data from a high-enrollment community college and a propensity score weighting approach, I find that lower levels of online enrollment have a positive relationship with the likelihood of degree completion for Black, Hispanic, and low-income community college students, but enrolling in all online courses has a negative influence on the likelihood of degree completion across subgroups of community college students.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"16 1","pages":"170 - 173"},"PeriodicalIF":2.1,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90521684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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