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Australian Educational Researcher最新文献

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Transportation Inequities and School Choice: How Car, Public Transit, and School Bus Access Affect Families’ Options 交通不公平和学校选择:汽车、公共交通和校车如何影响家庭选择
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-11 DOI: 10.3102/0013189x231189465
J. Valant, J. Lincove
{"title":"Transportation Inequities and School Choice: How Car, Public Transit, and School Bus Access Affect Families’ Options","authors":"J. Valant, J. Lincove","doi":"10.3102/0013189x231189465","DOIUrl":"https://doi.org/10.3102/0013189x231189465","url":null,"abstract":"This study examines how the student transportation options available to families affect which schools are accessible to them in a choice-based setting. The study has two parts. First, we compare commute times by foot, public transit, school bus, and car. We show that providing school bus service reduces commute times and improves access for families without cars, but access to a car fundamentally shapes families’ options. Second, we explore the relationship between neighborhood-level measures of vehicle access and families’ school requests and placements. Car access is strongly associated with school requests and placements even after accounting for neighborhood characteristics. We consider car access as a pathway by which wealth disparities produce educational disparities in settings that emphasize school choice.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"75 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88045393","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
Fieldwork from A–Z? Exploring shifting identities in doctoral research in Australia and Zimbabwe A-Z的实地考察?探索澳大利亚和津巴布韦博士研究身份的转变
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-09 DOI: 10.1007/s13384-023-00649-1
Matthew Harper, K. Smithers
{"title":"Fieldwork from A–Z? Exploring shifting identities in doctoral research in Australia and Zimbabwe","authors":"Matthew Harper, K. Smithers","doi":"10.1007/s13384-023-00649-1","DOIUrl":"https://doi.org/10.1007/s13384-023-00649-1","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41366263","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
Platforms and possibilities: a scoping study of curriculum resources for global citizenship education 平台和可能性：全球公民教育课程资源的范围研究
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-08 DOI: 10.1007/s13384-023-00651-7
L. G. Phillips, Liberty de Rivera, P. Harris
{"title":"Platforms and possibilities: a scoping study of curriculum resources for global citizenship education","authors":"L. G. Phillips, Liberty de Rivera, P. Harris","doi":"10.1007/s13384-023-00651-7","DOIUrl":"https://doi.org/10.1007/s13384-023-00651-7","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929342","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
Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline 注意到我们的偏见:语言模式如何揭示在排他性纪律中使用办公室纪律转介的偏见
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-08 DOI: 10.3102/0013189x231189444
David M. Markowitz, Angus Kittelman, E. Girvan, M. Santiago-Rosario, K. McIntosh
{"title":"Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline","authors":"David M. Markowitz, Angus Kittelman, E. Girvan, M. Santiago-Rosario, K. McIntosh","doi":"10.3102/0013189x231189444","DOIUrl":"https://doi.org/10.3102/0013189x231189444","url":null,"abstract":"The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teachers’ linguistic patterns differed when describing incidents depending on the race/ethnicity and gender of the students. Results of such analyses consistently showed that teachers wrote longer descriptions and included more negative emotion when disciplining Black compared to White students, especially for Black girls. In conjunction with psychology of language theory, the patterns suggest that teachers may perceive and process student behavior differently depending on student identities. Implications of the findings and potential for research on naturally occurring language data in education are discussed.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"13 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74233032","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
The (In)Consistency of Teacher Survey Responses About Teacher Evaluation Implementation: Implications for Principal Professional Development 教师评价实施的一致性:对校长专业发展的启示
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-07 DOI: 10.3102/0013189x231189273
Seth B. Hunter
{"title":"The (In)Consistency of Teacher Survey Responses About Teacher Evaluation Implementation: Implications for Principal Professional Development","authors":"Seth B. Hunter","doi":"10.3102/0013189x231189273","DOIUrl":"https://doi.org/10.3102/0013189x231189273","url":null,"abstract":"Principals can affect several consequential schooling processes and outcomes. However, their effectiveness varies substantially and is distributed across schools inequitably, underscoring the importance of effective principal professional development (PPD), which begins by using needs assessments to inform PPD content. A researcher-practitioner partnership assessed principal needs via monthly teacher surveys about specific teacher evaluation skills. While internal consistencies were high, test-rest reliabilities were low, implying that reports regarding the quality of specific principal practices may fluctuate substantially over short periods, potentially hampering the design of effective PPD.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82924887","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
Educator Attrition and Mobility During the COVID-19 Pandemic COVID-19大流行期间教育工作者的流失和流动
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-07 DOI: 10.3102/0013189x231187890
Kevin C. Bastian, Sarah C. Fuller
{"title":"Educator Attrition and Mobility During the COVID-19 Pandemic","authors":"Kevin C. Bastian, Sarah C. Fuller","doi":"10.3102/0013189x231187890","DOIUrl":"https://doi.org/10.3102/0013189x231187890","url":null,"abstract":"Using 7 years of administrative data from North Carolina public schools (NCPS), we track changes in teacher and principal attrition and mobility during the COVID-19 pandemic and assess how attrition is related to characteristics of educators and schools. We find that educator attrition and mobility increased sharply between Fall 2020 and Fall 2022. Data from the pandemic period indicate that educators of color and more effective educators have experienced larger increases in attrition than their White and less effective peers. Gaps in teacher attrition have narrowed between schools educating many versus few historically marginalized students.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"43 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77719373","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
Fostering, Tailoring, Negotiating: The Complexities of Collaborative Coaching in Schools Under Pressure to Improve 培养、调整、协商:压力下学校合作辅导的复杂性
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-07 DOI: 10.3102/0013189x231187372
Hayley Weddle, Marie Lockton, Amanda Datnow
{"title":"Fostering, Tailoring, Negotiating: The Complexities of Collaborative Coaching in Schools Under Pressure to Improve","authors":"Hayley Weddle, Marie Lockton, Amanda Datnow","doi":"10.3102/0013189x231187372","DOIUrl":"https://doi.org/10.3102/0013189x231187372","url":null,"abstract":"Recent research has examined the influential role coaches may play in supporting teachers’ collective capacity building for instructional improvement. While emerging research is promising, much remains to be learned about collaborative approaches to coaching, particularly in schools with the greatest opportunity gaps. We draw on extensive longitudinal qualitative data to explore a collaborative approach to coaching in urban middle schools under pressure to improve math outcomes. Findings reveal key coaching strategies to promote teacher team capacity building, including fostering student-centered discussion and collaborative relationships, tailoring capacity-building opportunities to provide access for all teachers, and negotiating across teachers and leaders to support improvement efforts. This work was complicated by conflicting expectations between leaders and teachers as well as challenges with addressing teachers’ misconceptions about math content in group settings. These findings reflect the need for ongoing capacity building that supports coaches as they attend to group dynamics and accountability pressures.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"11 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90774930","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
Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences 从概念上理解作为主体间体验的包容
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-08-01 DOI: 10.3102/0013189X231176287
J. Haegele, A. Maher
{"title":"Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences","authors":"J. Haegele, A. Maher","doi":"10.3102/0013189X231176287","DOIUrl":"https://doi.org/10.3102/0013189X231176287","url":null,"abstract":"Inclusion has become a global buzzword relating to education policy and practice. Mostly, it is tied to discussions about access and opportunities in education spaces as well as school policies and the curriculum decisions and pedagogical actions of teachers. As part of this critique, we propose defining inclusion as intersubjective experiences associated with feelings of belonging, acceptance, and value that are dynamic, ephemeral, spatial, and in flux. Here, we advocate for centering the experiences and amplifying the voices of disabled children and young people in and about education spaces, while acknowledging the wider social forces that structure those spaces, as only disabled young people can explain how they feel in the educational spaces where they find themselves.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"76 1","pages":"385 - 393"},"PeriodicalIF":2.1,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87291438","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
Transitioning to work without school: experiences of the home educated 在家接受教育的人的经历
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-07-26 DOI: 10.1007/s13384-023-00650-8
L. Moir
{"title":"Transitioning to work without school: experiences of the home educated","authors":"L. Moir","doi":"10.1007/s13384-023-00650-8","DOIUrl":"https://doi.org/10.1007/s13384-023-00650-8","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45582205","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
Raising the social status of teachers: teachers as social entrepreneurs 提高教师的社会地位:教师作为社会企业家
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-07-21 DOI: 10.1007/s13384-023-00646-4
G. Bates, Rosemary L. Fisher, K. Turner, T. Machirori, A. Rixon
{"title":"Raising the social status of teachers: teachers as social entrepreneurs","authors":"G. Bates, Rosemary L. Fisher, K. Turner, T. Machirori, A. Rixon","doi":"10.1007/s13384-023-00646-4","DOIUrl":"https://doi.org/10.1007/s13384-023-00646-4","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45110761","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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