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Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms 利用机器学习分类算法预测具有文化智能和自我效能感的文化反应型教师角色
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-04-13 DOI: 10.1177/00131245221087999
Kasım Karataş, Ibrahim Arpaci, Yusuf Yildirim
{"title":"Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms","authors":"Kasım Karataş, Ibrahim Arpaci, Yusuf Yildirim","doi":"10.1177/00131245221087999","DOIUrl":"https://doi.org/10.1177/00131245221087999","url":null,"abstract":"This study aimed to predict the culturally responsive teacher roles based on cultural intelligence and self-efficacy using machine learning classification algorithms. The research group consists of 415 teachers from different branches. The Bayes classifier (NaiveBayes), logistic-regression (SMO), lazy-classifier (KStar), meta-classifier (LogitBoost), rule-learner (JRip), and decision-tree (J48) were employed in the assessment of the predictive model. The results indicated that JRip rule-learner had a better performance than other classifiers in predicting the culturally responsive teachers based on six attributes used in the study. The JRip rule-learner classified the culturally responsive teachers as low, medium, or high with an accuracy of 99.76% (CCI: 414/415) [Kappa statistic: 0.996, Mean Absolute Error (MAE): 0.003, Root Mean Square Error (RMSE): 0.043, Relative Absolute Error (RAE): 0.663, Relative Squared Error (RRSE): 9.244]. The results indicated that all classifiers had an acceptable performance but JRip rule-learner had a better performance than the other classifiers in predicting the culturally responsive teachers.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
“You Can Only Choose From the Things You Know”: Engaging With Students’ Dark and Politicized Funds of Knowledge in the Music Classroom “你只能从你知道的事情中选择”:在音乐课堂中参与学生黑暗和政治化的知识基金
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-04-13 DOI: 10.1177/00131245221087995
K. Bylica
{"title":"“You Can Only Choose From the Things You Know”: Engaging With Students’ Dark and Politicized Funds of Knowledge in the Music Classroom","authors":"K. Bylica","doi":"10.1177/00131245221087995","DOIUrl":"https://doi.org/10.1177/00131245221087995","url":null,"abstract":"This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores how these projects served as catalysts for dialogue that challenged unidirectional understandings of knowledge, encouraged dispositional reflection, and amplified the need for dynamic pedagogical practices that seek to connect learning practice with in-the-world experiences.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43199165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Equity-Centered Instructional Adaptations in High-Poverty Schools 以公平为中心的高贫困学校教学适应
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-20 DOI: 10.1177/00131245221076088
C. Seeger, Seth A. Parsons, Jenice L. View
{"title":"Equity-Centered Instructional Adaptations in High-Poverty Schools","authors":"C. Seeger, Seth A. Parsons, Jenice L. View","doi":"10.1177/00131245221076088","DOIUrl":"https://doi.org/10.1177/00131245221076088","url":null,"abstract":"This study documented the curricular and pedagogical adaptations of equity-centered teachers in high-poverty secondary schools in the Washington, DC-metro region. The participating teachers provided survey data, audio-recorded interviews, and curricular artifacts to describe adaptations made within unique classroom environments. Thematic analysis of the data suggests that some teachers’ adaptations align with theories such as: thoughtfully adaptive teaching, equity pedagogy, culturally relevant pedagogy, and critical pedagogy. The results contribute real-world examples of equity-centered teaching, and can be used to contextualize discussions about how teachers can create equitable opportunities for students across the content areas.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44746113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
From Being Figured to Figuring the World: Identity Work in Young Girls’ Aspirations 从被关注到主宰世界:年轻女孩抱负中的身份工作
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-18 DOI: 10.1177/00131245211063881
Reema Mani
{"title":"From Being Figured to Figuring the World: Identity Work in Young Girls’ Aspirations","authors":"Reema Mani","doi":"10.1177/00131245211063881","DOIUrl":"https://doi.org/10.1177/00131245211063881","url":null,"abstract":"This article shows the significance of college-going aspiration in the future identities of young girls and the sources of such influence in their worlds. Using the figured worlds theory, the paper analyzes the process and implications of these young girls’ college-going aspirations. Drawing on interviews and observations with nineteen young girls living in urban India, the study shows that their response to the normative good girl figure gives them a chance of going to college. Their imagined identity is linked to values and communicative competence, and their figuring shows their investment in their own cultural transformation.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44889598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Potential Racial Threat on Student In-School Suspensions in Segregated U.S. Neighborhoods 美国种族隔离社区学生停课的潜在种族威胁
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-10 DOI: 10.1177/00131245221076090
Jin Lee
{"title":"Potential Racial Threat on Student In-School Suspensions in Segregated U.S. Neighborhoods","authors":"Jin Lee","doi":"10.1177/00131245221076090","DOIUrl":"https://doi.org/10.1177/00131245221076090","url":null,"abstract":"Persistent disparities in school exclusionary policies by race and ethnicity have long been recognized as a major issue in student disciplinary practices and in unequal opportunities for education. Only limited research has been conducted to provide insight into the varying effects of race and ethnicity on the recently increasing implementation of student discipline. This study examines racial imbalances in in-school suspension rates within school neighborhoods, which are defined as school districts and five-digit zip-code areas. This research provides partial but significant support for the racial threat hypothesis by presenting that racially uneven school districts and communities present smaller differences in in-school suspension rates between African American and White students and between Hispanic or Latinx students and White students.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64677094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Barriers to Increasing Teacher Diversity: The Need to Move Beyond Aspirational Legislation 增加教师多样性的障碍:超越理想立法的必要性
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-09 DOI: 10.1177/00131245221076086
Joanna Smith, Lorna M. Porter, Brandon J. Harrison, Priscilla Wohlstetter
{"title":"Barriers to Increasing Teacher Diversity: The Need to Move Beyond Aspirational Legislation","authors":"Joanna Smith, Lorna M. Porter, Brandon J. Harrison, Priscilla Wohlstetter","doi":"10.1177/00131245221076086","DOIUrl":"https://doi.org/10.1177/00131245221076086","url":null,"abstract":"Research has found that teachers of color contribute to better academic, behavioral, and socioemotional outcomes for diverse students. Despite these benefits, the diversity of the teacher workforce in the United States has not kept pace with increases in student diversity. States have adopted aspirational legislation aimed at increasing teaching diversity, but have fallen short of diversity targets. This qualitative study examines barriers to increasing teacher diversity by presenting the efforts to do so at 28 diverse-by-design charter schools across five locales. Despite a range of approaches, these schools struggled to meet teacher diversity targets, suggesting a need for states to adopt alternate policy instruments rather than relying on legislative mandates.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44165678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment 社会资本与新生代大学生——导师制与高校招生关系研究
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-04 DOI: 10.1177/00131245221076097
Leah E. Glass
{"title":"Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment","authors":"Leah E. Glass","doi":"10.1177/00131245221076097","DOIUrl":"https://doi.org/10.1177/00131245221076097","url":null,"abstract":"There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student’s likelihood of graduating high school and enrolling on-time in college.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42179567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Nuance in “No Excuses”: Unexpected Progressive Pedagogy and Policy “无借口”中的裸体：出乎意料的进步教育学与政策
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-03 DOI: 10.1177/00131245221076096
Monique H. Harrison
{"title":"Nuance in “No Excuses”: Unexpected Progressive Pedagogy and Policy","authors":"Monique H. Harrison","doi":"10.1177/00131245221076096","DOIUrl":"https://doi.org/10.1177/00131245221076096","url":null,"abstract":"“No Excuses” charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers and students to understand the dynamics of pedagogy and discipline in two high-performing charter schools in New York City. Surprisingly, what makes these top “no excuses” schools successful is what distances them from the “no excuses” standard definitions. The schools displayed progressive mathematics pedagogy, reflective and abridged discipline practices, and strong school cultures that retained both students and teachers. These findings suggest that there are more nuances in the “no excuses” model than previously known and which need to be understood before continued replication.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47018599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Implementation of Trauma-Informed Care in a Urban School District 城市学区创伤知情护理的实施
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-02 DOI: 10.1177/00131245221076100
Teressa Williams
{"title":"Implementation of Trauma-Informed Care in a Urban School District","authors":"Teressa Williams","doi":"10.1177/00131245221076100","DOIUrl":"https://doi.org/10.1177/00131245221076100","url":null,"abstract":"The purpose of this study was to examine faculty, staff, and administrative perceptions regarding implementation of trauma-informed care (TIC) in a small suburban school district. All employees of the district were invited to participate, with 91 submitting completed surveys. Participants completed the ARTIC-35 to measure perceptions of TIC. While no significant differences were found for the total or subscale scores, findings indicated the staff, as a whole, had positive perceptions of the program. Based on these findings, it appears that professional development before and during the program helped staff become more responsive to students who had experienced trauma.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41877951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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 Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator 校长分布式领导行为对教师多元文化态度的影响:社会正义领导的中介作用
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-03-02 DOI: 10.1177/00131245221076095
E. Sonmez, Tuba Gokmenoglu
{"title":"The Impact of Principals’ Distributed Leadership Behaviors on Teachers’ Attitudes Toward Multiculturalism: Social Justice Leadership as Mediator","authors":"E. Sonmez, Tuba Gokmenoglu","doi":"10.1177/00131245221076095","DOIUrl":"https://doi.org/10.1177/00131245221076095","url":null,"abstract":"With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals’ distributed leadership behaviors and teachers’ social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers’ social justice leadership behaviors mediate the relationships between the principals’ distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers’ support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47087418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 5
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