American Journal of Education最新文献

Cultivating Critical Hope While Leading during Crisis: A Qualitative Cross-Comparative Analysis 在危机中发挥领导作用的同时培养批判性希望：定性交叉比较分析

IF 2.5 3区教育学

American Journal of Education Pub Date : 2024-01-02 DOI: 10.1086/728269

Patricia M. Virella

引用次数: 0

The Persistence of and Challenges to Whiteness in Parent Engagement 家长参与中白人的持续存在及其挑战

3区教育学

American Journal of Education Pub Date : 2023-11-06 DOI: 10.1086/727007

Tiffanie Lewis-Durham, Arianna Di Puorto, Silvia Bettez

引用次数: 0

The Power of the Inner Voice: Examining Self-Talk’s Relationship with Academic Outcomes 内心声音的力量:审视自我对话与学业成绩的关系

3区教育学

American Journal of Education Pub Date : 2023-10-25 DOI: 10.1086/727006

Benjamin B. Uhrich, Sandra L. Rogelberg, Steven G. Rogelberg, John E. Kello, Eleanor B. Williams, Shahar S. Gur, Leann E. Caudill, Miles Moffit

引用次数: 0

“Figuring Out My Part in All of This”: Understanding Ambiguity and Uncertainty in Shaping Teacher Learning within Reform “弄清楚我在这一切中的角色”:理解在改革中塑造教师学习的模糊性和不确定性

3区教育学

American Journal of Education Pub Date : 2023-10-20 DOI: 10.1086/727005

Carrie D. Allen

{"title":"“Figuring Out My Part in All of This”: Understanding Ambiguity and Uncertainty in Shaping Teacher Learning within Reform","authors":"Carrie D. Allen","doi":"10.1086/727005","DOIUrl":"https://doi.org/10.1086/727005","url":null,"abstract":"Purpose: Attending to teachers’ instructional contexts is integral for understanding their learning and implementation of education reform. However, there is still much to be understood about the processes that surround teacher decision making and their navigations through change in their work contexts. Research Methods/Approach: This article utilized sensemaking theory to explore decision-making dynamics for eight middle school science teachers adopting instructional practices associated with the Framework for K–12 Science Education and Next Generation Science Standards. Using a multiple case study approach, I examine patterns of teachers’ sensemaking and their connection to instructional decision making over a 2-year period, with particular attention to the sources of ambiguity and uncertainty that initiated sensemaking and how teachers navigated them. Data include interviews, classroom videos, instructional artifacts, and professional development workshop field notes. Findings: Teachers’ institutional knowledge served as a key resource for sensemaking that supported noticing what was new about reform and managing conflicting priorities. Experiencing and resolving ambiguity supported by institutional knowledge tended to lead to greater shifts in classroom practice. However, an absence of institutional knowledge tended to result in feelings of “stuckness” that impeded change. I describe teachers’ navigational strategies to resolve ambiguity, moments of stuckness, and how such experiences shaped the ways reform ideas became integrated into practice. Implications: Designing opportunities for teachers to notice discrepancies and engage in sensemaking, and leveraging teachers’ local expertise and ingenuity, can support teacher learning and change to classroom practice.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616961","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

Breaking the Mold: The One Social Class Model and Saving Face among Undocumented and Mixed-Status Chinese Immigrant Families 打破模式:一个社会阶层模式与无证和混血中国移民家庭的面子

3区教育学

American Journal of Education Pub Date : 2023-10-06 DOI: 10.1086/727003

Jia-Lin Liu, Hua-Yu Sebastian Cherng

引用次数: 0

Shifting the Gaze: Examining Contextual Factors Influencing Teacher Morale in Suburban Schools 转移视线:影响郊区学校教师士气的环境因素研究

3区教育学

American Journal of Education Pub Date : 2023-10-04 DOI: 10.1086/727008

Andrene J. Castro, Elizabeth Edmondson, Doris Santoro

{"title":"Shifting the Gaze: Examining Contextual Factors Influencing Teacher Morale in Suburban Schools","authors":"Andrene J. Castro, Elizabeth Edmondson, Doris Santoro","doi":"10.1086/727008","DOIUrl":"https://doi.org/10.1086/727008","url":null,"abstract":"Purpose: Despite the sizable research on teacher morale, including related work on teacher motivation, job satisfaction, retention, and attrition, studies have largely focused on morale in urban contexts. It is often assumed that suburban schools employ and maintain teachers with higher morale, but these conclusions are largely unsubstantiated. We explore morale in demographically changing suburban schools and draw on a dynamic view of school contextual dimensions that include their situated, material, professional, and external contexts. Research Methods/Approach: To examine the influence of these dimensions on suburban teachers’ expression of morale, we analyzed 265 open-ended survey response items across 12 case schools within a suburban district. Findings: Findings show that teachers’ perceptions of morale were not explicitly tied to school enrollment and demographic change but reflect challenges within their work environment such as concerns with meeting students’ learning needs, organizational efficiency, and collegiality. Findings also confirm that school leadership and professional value and salary significantly influence notions of morale. Implications: By tracing the relationships between the microlevel everyday school practices and interactions and the macrolevel contexts of broader teacher policy and discourse, we offer a more nuanced lens for understanding the complexities of teacher morale in suburban schools undergoing demographic change.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135596569","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

Referrals, Collaborative Actions, and Norm-Setting Practices: How College Access Programs Partner with High Schools 推荐、合作行动和规范制定实践:大学入学计划如何与高中合作

3区教育学

American Journal of Education Pub Date : 2023-09-28 DOI: 10.1086/727042

Anthony Lising Antonio, Diana Mercado-Garcia, Jesse Foster-Hedrick

{"title":"Referrals, Collaborative Actions, and Norm-Setting Practices: How College Access Programs Partner with High Schools","authors":"Anthony Lising Antonio, Diana Mercado-Garcia, Jesse Foster-Hedrick","doi":"10.1086/727042","DOIUrl":"https://doi.org/10.1086/727042","url":null,"abstract":"Purpose: Schoolwide college access programs are becoming increasingly ubiquitous in high schools across the country. Research on their effectiveness in improving college-going rates is inconclusive, prompting scholars to question how programs affect practices in schools. To better understand how schools and college access programs work in partnership to expand college advising resources, we study the practices of high schools partnered with a national college access program. Research Methods/Approach: We conducted case studies of two schools, interviewing 118 teachers, staff, parents, students, and program partners over 2 years of data collection. Using the concept of school social capital—the cognitive, material, and social resources that schools derive from their partnership with other organizations—we examined the different ways that school staff interact and collaborate with college access partner staff. Findings: We find that partnerships can help schools become more extensive brokers of college knowledge and advice by engaging in three practices: referrals, collaborative actions, and norm-setting practices. When engaged in collaboration and norm-setting, staff roles expand to include the provision of college advising services and contribute to increasing student access to advising schoolwide. We further find that school leadership plays a significant role in facilitating the types of practices that emerge from college access partnerships. Implications: Although college access partnerships can give rise to multiple advising agents in a school, such effects must be fostered. The alignment of values and goals between partners appears necessary to facilitate brokering practices between staff, as well as leadership to sanction those practices.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135420764","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

Front Matter 前页

3区教育学

American Journal of Education Pub Date : 2023-08-01 DOI: 10.1086/727126

引用次数: 0

Transportation Logics: How Charter School Leaders Make Choices about Student Transportation 交通逻辑:特许学校领导如何选择学生交通

IF 2.5 3区教育学

American Journal of Education Pub Date : 2023-07-10 DOI: 10.1086/725549

Ayesha K. Hashim, Carolyn Sattin-Bajaj

{"title":"Transportation Logics: How Charter School Leaders Make Choices about Student Transportation","authors":"Ayesha K. Hashim, Carolyn Sattin-Bajaj","doi":"10.1086/725549","DOIUrl":"https://doi.org/10.1086/725549","url":null,"abstract":"Purpose: We describe charter school leaders’ beliefs and practices as they relate to student transportation in three choice-rich cities. Research Methods/Approach: Data come from a multiple comparative case study of district and charter school leaders’ perceptions and implementation of transportation policies in three choice-rich cities with distinct student-transportation requirements, geographic landscapes, and school-choice markets. We analyzed public documentation and individual, semistructured interviews with 26 representatives from charter schools, authorizing agencies, and district administrators across the case sites. Findings: Even with local policies requiring universal transportation in two of our three case cities, charter school leaders did not foreground equity goals in school access when discussing transportation or did so in relatively weak ways. In contrast, all three cities showed evidence of market-based principles that, at times, were coupled with state and community values to bolster the legitimacy of market-driven transportation practices at the expense of equity goals. Despite the prevalence of the market-based values, we argue that local regulations and structures can support equitable transportation practices. Implications: Our results highlight the strong influence of market-based principles on charter school practices for student transportation. Without equitable provision of student transportation, the theory of change of school choice—that families will have equal access to schools—is challenged. State- and district-level regulations (such as transportation mandates) and structures (such as public transit and universal enrollment systems) can elevate goals of equity for charter school leaders or help manage competitive forces that compel charter schools to prioritize market-based goals over equity.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"513 - 538"},"PeriodicalIF":2.5,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777591","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

Instructional Coordination for Response to Intervention: How Organizational Contexts Shape Tier 2 Interventions in Practice 干预反应的教学协调:组织背景如何在实践中塑造第2层干预

IF 2.5 3区教育学

American Journal of Education Pub Date : 2023-07-10 DOI: 10.1086/725584

H. Miesner, E. Blair, Chiara C. Packard, Lyn C. Macgregor, Eric Grodsky

{"title":"Instructional Coordination for Response to Intervention: How Organizational Contexts Shape Tier 2 Interventions in Practice","authors":"H. Miesner, E. Blair, Chiara C. Packard, Lyn C. Macgregor, Eric Grodsky","doi":"10.1086/725584","DOIUrl":"https://doi.org/10.1086/725584","url":null,"abstract":"Purpose: This study examines how resources and organizational decisions within seven geographically diverse elementary schools shape instructional coordination for Tier 2 interventions within the Response to Intervention (RtI) framework. Research Methods: This work is part of a larger, multiple-case study examining how schools support academic achievement for economically disadvantaged students. We draw on qualitative interview and observation data from seven purposively sampled public elementary schools in Wisconsin during the 2017–18 school year. In our analysis, we approach each school as an individual case to ascertain how resources and organizational decisions shaped instructional coordination for Tier 2 interventions within the RtI framework. Findings: We find that organizational contexts shape how schools approach the instructional coordination of staffing and schedules requisite for multitiered instruction. Specifically, local programming, delineation of staff roles, and availability and deployment of school resources influenced if and how schools coordinated staff and schedules to support RtI. These elements consequently informed student groupings for interventions, the extent of student access to Tier 1 and Tier 2 content, and staff engagement in data-driven discussions. Implications: By closely examining the everyday realities of diverse elementary schools, this study demonstrates that RtI is not a singular program but a context-contingent process. In tracing the relationships between school contexts, instructional coordination, and the practical implementation of RtI, we provide insight into the messy realities of schools and obstacles to RtI that past research overlooks. These findings emphasize the importance of systematic, school-wide coordination that extends beyond single grade levels and subjects.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"565 - 592"},"PeriodicalIF":2.5,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44912682","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