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Using email interviews to reflect on women's careers at a regional university. 通过电子邮件面试来反思女性在地区大学的职业生涯。
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-20 DOI: 10.1007/s13384-023-00617-9
Anitra Goriss-Hunter, Kate White
{"title":"Using email interviews to reflect on women's careers at a regional university.","authors":"Anitra Goriss-Hunter,&nbsp;Kate White","doi":"10.1007/s13384-023-00617-9","DOIUrl":"10.1007/s13384-023-00617-9","url":null,"abstract":"<p><p>The article investigates asynchronous narrative research via email as a flexible and agentic method of collecting data that may empower female participants. A case study was used that focused on the challenges for academic and professional women at an Australian regional university. Twenty-one women responded by email to a range of questions about working conditions and career progression. The data demonstrated that participants found this methodology empowering, encouraging agentic behaviour as they could respond at a time that suited them and in as much detail as they desired. They could also leave their narratives and return to them after some reflection. While lacking the non-verbal markers that often add to meanings in face-to-face interviews, the participants' writing gave voice and form to their lived experience that has been missing from academic literature. This research method may be vital in the continuing COVID-19 environment where it can be difficult to access geographically dispersed participants.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-15"},"PeriodicalIF":2.1,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10026776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9717189","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
Principal Beliefs Predict Responses to Individual Students’ Misbehavior 主要信念预测对个别学生不当行为的反应
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-16 DOI: 10.3102/0013189X231158389
Z. E. Ferguson, Shoshana N. Jarvis, Stephen Antonoplis, J. Okonofua
{"title":"Principal Beliefs Predict Responses to Individual Students’ Misbehavior","authors":"Z. E. Ferguson, Shoshana N. Jarvis, Stephen Antonoplis, J. Okonofua","doi":"10.3102/0013189X231158389","DOIUrl":"https://doi.org/10.3102/0013189X231158389","url":null,"abstract":"National policies have targeted widespread exclusionary discipline in schools which is associated with negative academic outcomes. Principals play an important role in making disciplinary decisions, yet little is understood about how their mindsets might impact these decisions. We hypothesized that principals’ mindsets regarding the purpose of discipline (exclusion vs. prevention) would predict their responses to misbehavior. In a random, nationwide sample (N = 234), principals responded to misbehavior by a hypothetical Black or White student. Exclusion beliefs predicted more severe discipline, whereas prevention beliefs predicted greater endorsement of referring the student to a school counselor. Principal mindsets also predicted exclusionary discipline in real-world contexts.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"172 1","pages":"315 - 319"},"PeriodicalIF":2.1,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82939323","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
Redrawing Attendance Boundaries to Promote Racial and Ethnic Diversity in Elementary Schools 重新划分出勤界限促进小学种族和民族多样性
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-14 DOI: 10.3102/0013189X231170858
Nabeel Gillani, D. Beeferman, Christine Vega-Pourheydarian, Cassandra Overney, P. V. Hentenryck, Dwaipayan Roy
{"title":"Redrawing Attendance Boundaries to Promote Racial and Ethnic Diversity in Elementary Schools","authors":"Nabeel Gillani, D. Beeferman, Christine Vega-Pourheydarian, Cassandra Overney, P. V. Hentenryck, Dwaipayan Roy","doi":"10.3102/0013189X231170858","DOIUrl":"https://doi.org/10.3102/0013189X231170858","url":null,"abstract":"Most U.S. school districts draw “attendance boundaries” to define catchment areas that assign students to schools near their homes, often recapitulating neighborhood demographic segregation in schools. Focusing on elementary schools, we ask: How much might we reduce school segregation by redrawing attendance boundaries? Combining parent preference data with methods from combinatorial optimization, we simulate alternative boundaries for 98 U.S. school districts serving over 3 million elementary-age students, minimizing White/non-White segregation while mitigating changes to travel times and school sizes. Across districts, we observe a median 14% relative decrease in segregation, which we estimate would require approximately 20% of students to switch schools and, surprisingly, a slight reduction in travel times. We release a public dashboard depicting these alternative boundaries and invite both school boards and their constituents to evaluate their viability. Our results show the possibility of greater integration without significant disruptions for families.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"12 1","pages":"348 - 364"},"PeriodicalIF":2.1,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75810285","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: 4
What Counts as a Minority-Serving Institution? Toward the Utilization of a Standardized and Uniform Definition and Typology 什么算是少数族裔服务机构?标准化统一的定义和类型学的应用
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-13 DOI: 10.3102/0013189X221105861
M. H. Nguyen, J. J. Ramirez, Sophia Laderman
{"title":"What Counts as a Minority-Serving Institution? Toward the Utilization of a Standardized and Uniform Definition and Typology","authors":"M. H. Nguyen, J. J. Ramirez, Sophia Laderman","doi":"10.3102/0013189X221105861","DOIUrl":"https://doi.org/10.3102/0013189X221105861","url":null,"abstract":"Minority-serving institutions (MSIs) are unique in their ability to support the educational advancement of students of color. Approximately one in five postsecondary institutions are eligible for funding under an MSI designation, yet more than half of all undergraduate students of color are enrolled in such colleges and universities. However, there continues to be great disagreement and confusion about how to define MSIs. Researchers, policymakers, advocacy organizations, and even institutions themselves have advanced different and inconsistent definitions as to what might be considered an MSI. Given these contrasting constructions of MSIs, the purpose of this article is to offer a uniform definition and typology as to how MSIs should be defined and to construct an MSI dataset based upon this approach. We assert that this approach will yield more accuracy to the description and study of MSIs, which will greatly benefit and inform the work of institutional leaders, advocates, policymakers, and the broader MSI research community.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"17 1","pages":"174 - 179"},"PeriodicalIF":2.1,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86246609","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
An Integrated Framework for Studying How Schools Respond to External Pressures 研究学校如何应对外部压力的综合框架
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-10 DOI: 10.3102/0013189X231159599
David K. Diehl, Joanne W. Golann
{"title":"An Integrated Framework for Studying How Schools Respond to External Pressures","authors":"David K. Diehl, Joanne W. Golann","doi":"10.3102/0013189X231159599","DOIUrl":"https://doi.org/10.3102/0013189X231159599","url":null,"abstract":"The changing educational landscape requires new organizational frameworks to understand how schools and universities make sense of and respond to broader institutional forces like accountability, diversity, and the market. In this article, we draw on recent innovations in organizational theory to propose a model that identifies two general processes through which pressures from the environment shape educational practice in schools: filtering and local adaptation. We review three areas where researchers have studied filtering and local adaptation—routines, sensemaking, and networks—to illustrate how these processes are currently being applied in education and how this work can be extended. We also identify studies that have begun to integrate these different areas of scholarship and propose directions for future research. This article offers education researchers new to the field conceptual tools for guiding their analysis and assists more seasoned researchers in situating their studies in a broader context of institutional maintenance, change, and heterogeneity.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"49 1","pages":"296 - 305"},"PeriodicalIF":2.1,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84200344","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
Classroom Data Visualization: Tracking Individuals During Group-Centered Instruction 课堂数据可视化:在以小组为中心的教学中跟踪个人
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-10 DOI: 10.3102/0013189X231158374
Martha B. Makowski, S. Lubienski
{"title":"Classroom Data Visualization: Tracking Individuals During Group-Centered Instruction","authors":"Martha B. Makowski, S. Lubienski","doi":"10.3102/0013189X231158374","DOIUrl":"https://doi.org/10.3102/0013189X231158374","url":null,"abstract":"Understanding students’ participation in collaborative classroom settings is important in a variety of educational contexts, with implications for teaching, research, and equity. Using data from a group-centered developmental mathematics class, this research brief illustrates novel quantitative representations of students’ group participation and their instructor’s classroom activity. Presenting an overview of classroom activities based on audio data, the diagrams show a variety of patterns, including each group’s progression through assigned tasks, some students’ exclusion from discussions of those tasks, and the teacher’s patterns of interaction with groups. The representations provide new ways that researchers might approach and present multilayered classroom data.","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"10 1","pages":"164 - 169"},"PeriodicalIF":2.1,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79484797","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
Fresh evidence on the relationship between years of experience and teaching quality 经验年限与教学质量关系的新证据
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-03 DOI: 10.1007/s13384-023-00612-0
J. Gore, Brooke Rosser, Felicia Jaremus, Andrew Miller, Jess Harris
{"title":"Fresh evidence on the relationship between years of experience and teaching quality","authors":"J. Gore, Brooke Rosser, Felicia Jaremus, Andrew Miller, Jess Harris","doi":"10.1007/s13384-023-00612-0","DOIUrl":"https://doi.org/10.1007/s13384-023-00612-0","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":"1 1","pages":"1-24"},"PeriodicalIF":2.1,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962077","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
Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools. 新冠肺炎是否是更公平学习结果的意外催化剂？澳大利亚小学两年中断学业后的比较分析。
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-01 DOI: 10.1007/s13384-023-00614-y
Andrew Miller, Leanne Fray, Jennifer Gore
{"title":"Was COVID-19 an unexpected catalyst for more equitable learning outcomes? A comparative analysis after two years of disrupted schooling in Australian primary schools.","authors":"Andrew Miller,&nbsp;Leanne Fray,&nbsp;Jennifer Gore","doi":"10.1007/s13384-023-00614-y","DOIUrl":"10.1007/s13384-023-00614-y","url":null,"abstract":"<p><p>By the end of 2021, more than 168 million students across the globe had missed a year of face-to-face schooling due to the COVID-19 pandemic. In NSW, Australia, most students engaged in learning from home for eight weeks during 2020 and a further 14 weeks during 2021. This study provides robust empirical evidence on how two years of disruptions to schooling affected student learning. Drawing on matched data for 3,827 Year 3 and 4 students from 101 NSW government schools, this paper compares student achievement growth in mathematics and reading for 2019 (pre-pandemic) and 2021 (second year of the pandemic) student cohorts. While overall there was no significant difference between cohorts, when analysed by socio-educational advantage, we were surprised to find that students in the lowest band achieved approximately three months' additional growth in mathematics. Arguably, grave concerns about the potentially dire impact of COVID-19 on the learning of disadvantaged students were met by investments that made a difference. We argue that targeted funding and system-wide initiatives to support more equitable outcomes should remain a priority after the pandemic if Australia is to meet its aspirations for excellence and equity.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-22"},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9976675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9705193","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: 1
Takanga ‘enau fohe: a scoping review of the educational successes and challenges of Pacific learners in Australia 2010–2021 Takanga’enau fohe：2010-2021年澳大利亚太平洋地区学习者教育成功与挑战的范围综述
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-01 DOI: 10.1007/s13384-023-00611-1
Maryanne Pale, L.J.F. Kee, Bin Wu, Wendy Goff
{"title":"Takanga ‘enau fohe: a scoping review of the educational successes and challenges of Pacific learners in Australia 2010–2021","authors":"Maryanne Pale, L.J.F. Kee, Bin Wu, Wendy Goff","doi":"10.1007/s13384-023-00611-1","DOIUrl":"https://doi.org/10.1007/s13384-023-00611-1","url":null,"abstract":"","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47476864","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
The systemic neoliberal colonisation of higher education: a critical analysis of the obliteration of academic practice. 高等教育的系统性新自由主义殖民：对学术实践抹杀的批判性分析。
IF 2.1 3区 教育学
Australian Educational Researcher Pub Date : 2023-03-01 DOI: 10.1007/s13384-023-00613-z
Christine Morley
{"title":"The systemic neoliberal colonisation of higher education: a critical analysis of the obliteration of academic practice.","authors":"Christine Morley","doi":"10.1007/s13384-023-00613-z","DOIUrl":"10.1007/s13384-023-00613-z","url":null,"abstract":"<p><p>Within the neoliberal university, scholarship, education, students, academic staff, and practices are subordinated to managerial imperatives. University educators are denigrated and displaced by colonising neoliberal practices that systemically invalidate and invisibilise academic work. The present article provides an example of this by critically analysing the corrosive and Orwellian operations of neoliberal managerialism in higher education through the prism of my own experience of applying for 'recognition of leadership' in relation to teaching. I use a narrative ethnographic approach to generate new insights into the obliteration of academic practice in contemporary university contexts and to produce a counter-hegemonic discourse for understanding these processes. Following Habermas <i>inter alia</i>, it is argued that without radical reform, the uncoupling of the ethical and substantive dimensions of the (educational) lifeworld from systemic (neoliberal managerial) strategising will leave higher education in a state of paralysis. The analysis highlights the urgent need for resistance and provides a critical framework for academics to recognise and contest similar colonising processes occurring in their own experiences and contexts.</p>","PeriodicalId":47159,"journal":{"name":"Australian Educational Researcher","volume":" ","pages":"1-16"},"PeriodicalIF":2.1,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9976660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9717186","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: 1
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