American Journal of Education最新文献_第3页

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3区教育学

American Journal of Education Pub Date : 2023-02-01 DOI: 10.1086/724743

引用次数: 0

Late but Right on Time? School Start Times and Middle Grade Students’ Engagement and Achievement Outcomes in North Carolina 迟到但准时？北卡罗来纳州的开学时间与中学生的参与度和成绩

IF 2.5 3区教育学

American Journal of Education Pub Date : 2023-01-20 DOI: 10.1086/723063

Kevin C. Bastian, Sarah C. Fuller

{"title":"Late but Right on Time? School Start Times and Middle Grade Students’ Engagement and Achievement Outcomes in North Carolina","authors":"Kevin C. Bastian, Sarah C. Fuller","doi":"10.1086/723063","DOIUrl":"https://doi.org/10.1086/723063","url":null,"abstract":"Purpose: We assess whether school start times predict the engagement and achievement outcomes of middle grades students. Our focus on middle grades is important because biological changes in sleep often begin when adolescents are in middle school and because middle school is a time when more students struggle academically. Research Methods/Approach: We use 6 years (2011–12 through 2016–17) of statewide administrative data from North Carolina to assess how school start times predict the school attendance, disciplinary records, and test scores of middle grades (6–8) students. We estimate a range of models—school fixed effect, student fixed effect, propensity score—and include a rich set of covariates to isolate the impact of start times. Findings: Our school engagement results are somewhat inconsistent but suggest that later start times predict a reduction in absences and suspensions. Later start times consistently predict higher test scores in mathematics and reading. Subgroup analyses return mixed results regarding which students benefit more from later middle school start times. Implications: Our results emphasize the broader connections between health and academic outcomes and indicate that policy makers should delay start times for middle grades students. States can instigate start time changes by incentivizing districts to delay or requiring that districts delay start times. Districts can independently delay their start times. In doing so, it is important that district officials take time to build support for the policy change and think comprehensively about the start times of all—elementary, middle, and high—district schools.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"177 - 203"},"PeriodicalIF":2.5,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49510275","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

Navigating Tensions in School Discipline: Examining School Leaders, Teachers, and the Conversion of Referrals into Suspensions 驾驭学校纪律中的紧张局势：考察学校领导、教师，以及转介转悬疑

IF 2.5 3区教育学

American Journal of Education Pub Date : 2023-01-19 DOI: 10.1086/723064

Richard O. Welsh

{"title":"Navigating Tensions in School Discipline: Examining School Leaders, Teachers, and the Conversion of Referrals into Suspensions","authors":"Richard O. Welsh","doi":"10.1086/723064","DOIUrl":"https://doi.org/10.1086/723064","url":null,"abstract":"Purpose: Racial inequality in school discipline is an important challenge facing educational stakeholders. There is little research on how educators exercise discretion in navigating the disciplinary process from perceived misbehavior to disciplinary consequences. Research Methods/Approach: This study draws primarily on semistructured interviews with district leaders, school administrators, and teachers in an urban emergent district in the southeastern United States to examine how principals, assistant principals, and teachers relate to and interact with each other in determining students’ disciplinary consequences. Findings: The findings illustrate the variation of administrators’ disciplinary philosophies across interventionist, interactionalist, and noninterventionist tendencies. Relationships and interactions among school leaders and teachers are a major component of the organizational dynamics underlying how perceived misbehavior is handled in schools. School-level decisions about the generation and adjudication of office discipline referrals are the product of interactional patterns and relationships among adults in schools that partly shape discretion and accountability in disciplinary decisions. The findings unearth two key tensions—disciplinary philosophical tensions and discretion and accountability for office discipline referrals tensions—among district leaders, school administrators, and teachers navigating referrals and further disciplinary consequences. Implications: More intensive on-the-job support for both school leaders and teachers is needed to reduce racial inequality in suspensions. Developing the professional capacity of teachers and school leaders through mentoring, coaching, and professional development is crucial to replacing exclusionary discipline with nonpunitive practices. Districts ought to prioritize supporting school leaders in developing and expanding their professional capacity, who in turn support teachers in addressing school discipline challenges.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"237 - 264"},"PeriodicalIF":2.5,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49212145","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: 6

Happiness-Oriented Parents: An Alternative Perspective on Privilege and Choosing Schools 快乐父母：特权与择校的另一视角

IF 2.5 3区教育学

American Journal of Education Pub Date : 2023-01-19 DOI: 10.1086/723066

Mira Debs, J. Kafka, M. Makris, Allison Roda

{"title":"Happiness-Oriented Parents: An Alternative Perspective on Privilege and Choosing Schools","authors":"Mira Debs, J. Kafka, M. Makris, Allison Roda","doi":"10.1086/723066","DOIUrl":"https://doi.org/10.1086/723066","url":null,"abstract":"Purpose: Research on privileged parents, defined here as those with the economic, social, and educational resources to navigate school choice processes to their advantage, often depicts such parents as anxious about maintaining social mobility, leading them to “opportunity hoard” desirable or academically competitive schools in ways that exclude other families. In contrast, we identify a subset of privileged parents in urban settings that we term “happiness-oriented parents” who seek schools that prioritize their child’s social-emotional happiness. Research Methods: Using a qualitative meta-analysis combining seven studies conducted by the authors in New York City; Hartford, Connecticut; and a small East Coast city between 2012 and 2021, we reanalyzed interview data from semistructured interviews with 106 privileged parents who have the ability to access and navigate a range of school choice options. Findings: We found a happiness orientation in a diverse group of privileged parents (40% identified as Black, Latinx, Asian American, or multiracial, and the remaining 60% were white). Although these parents were choosing a range of school options in different contexts and they identified different criteria as important to cultivating happiness, they consistently (1) centered happiness, (2) chose for social-emotional and noncompetitive academic factors, and (3) saw this choice as different from the norm. Implications: In identifying this repeated but understudied phenomenon, we consider that happiness-oriented parents’ choices might affect a range of education policy changes and outcomes. In the case of our studies, we examine the potential of these parents as allies in school integration efforts.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"145 - 176"},"PeriodicalIF":2.5,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47754398","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

Beyond Boundary Spanning: Theory and Learning in Research-Practice Partnerships 跨越边界：理论与学习在研究实践中的伙伴关系

IF 2.5 3区教育学

American Journal of Education Pub Date : 2022-12-22 DOI: 10.1086/723061

J. Glazer, Matthew Shirrell, Megan Duff, Dryw Freed

{"title":"Beyond Boundary Spanning: Theory and Learning in Research-Practice Partnerships","authors":"J. Glazer, Matthew Shirrell, Megan Duff, Dryw Freed","doi":"10.1086/723061","DOIUrl":"https://doi.org/10.1086/723061","url":null,"abstract":"Purpose: The article examines the conditions by which research alliances (RAs) can support district officials in learning how to design and manage more equitable education systems. Special attention is given to the role of theoretically driven research in facilitating learning and the accumulation of expert knowledge. Methods: Results are informed by a 4-year comparative case study involving two established RAs that operated in urban settings. Data included 110 semistructured interviews with RA researchers and staff, district officials, and other stakeholders; observations of social interactions between RA and district staff; and analysis of RA materials, including research reports. Findings: Results suggest that district learning is aided by theoretically driven research that enables practitioners to learn from the clash between their implicit theories and the results surfaced by RA inquiry. Findings further suggest that to support the incremental accumulation of knowledge, RA and district managers need to construct a working field-level theory of improvement that guides inquiry into specific projects and that draws connections among district programs that might otherwise seem unrelated. Implications: Our analysis suggests that for RAs to support districts in learning how to design more equitable systems, they must engage in theoretically driven work that draws connections between the theories of action that inform individual programs and broader theories of improvements. This will require RAs to enhance the theoretical rigor of their work and to enter into more interdependent relationships with districts.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"265 - 295"},"PeriodicalIF":2.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43335221","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

Moving Out and Apart: Race, Poverty, and the Suburbanization of Public School Segregation 迁出和分离:种族、贫困和公立学校隔离的郊区化

IF 2.5 3区教育学

American Journal of Education Pub Date : 2022-12-22 DOI: 10.1086/723065

Kfir Mordechay, Fabian J. Terbeck

引用次数: 2

:The Young Crusaders: The Untold Story of the Children and Teenagers Who Galvanized the Civil Rights Movement 年轻的十字军:激发民权运动的儿童和青少年不为人知的故事

IF 2.5 3区教育学

American Journal of Education Pub Date : 2022-11-01 DOI: 10.1086/721871

Michella A. Purdy

引用次数: 7

More Money Is Not Enough: (Re)Considering Policy Proposals to Increase Federal Funding for Special Education 更多的钱是不够的：（重新）考虑增加联邦特殊教育资金的政策建议

IF 2.5 3区教育学

American Journal of Education Pub Date : 2022-11-01 DOI: 10.1086/721846

Tammy Kolbe, Elizabeth Dhuey, S. Doutré

{"title":"More Money Is Not Enough: (Re)Considering Policy Proposals to Increase Federal Funding for Special Education","authors":"Tammy Kolbe, Elizabeth Dhuey, S. Doutré","doi":"10.1086/721846","DOIUrl":"https://doi.org/10.1086/721846","url":null,"abstract":"Purpose: New policy proposals to increase funding for the Individuals with Disabilities Education Act (IDEA)—including recent efforts by the Biden-Harris administration to “fully fund” IDEA—bring a new sense of urgency to understanding how federal special education dollars are distributed among states. In this study, we evaluate whether the existing formula equitably distributes IDEA funding and show how potential future funding increases would be allocated. Research Methods/Approach: We apply concepts and empirical methods used in K–12 education finance policy research to evaluate the extent of existing variation in federal grant aid among states and whether systematic differences exist among states in the allocation of IDEA funding according to relevant need and other factors. Policy simulations illustrate how the distribution of funding among states will be affected by proposed increases in IDEA appropriations if the current formula is used. Findings: The existing formula results in substantial disparities among states and systematically disadvantages large states and states with more poor, disabled, and non-White children. Policy simulations show that increasing federal funding without modifying the formula used to calculate state grants will perpetuate and even exacerbate existing funding disparities. Simply adding additional dollars to existing appropriations without modifying the current formula works against policy makers’ goals to equitably distribute IDEA funding to states. Implications: Moving forward, achieving goals for equitably allocating IDEA funding will require changes to the statutory formula used to calculate states’ grant allocations.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"79 - 108"},"PeriodicalIF":2.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43761582","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

Power Dynamics and Positioning in Teacher Home Visits with Marginalized Families 边缘化家庭教师家访的权力动力学与定位

IF 2.5 3区教育学

American Journal of Education Pub Date : 2022-10-17 DOI: 10.1086/721872

Judy Paulick, Soyoung Park, Ariel Cornett

引用次数: 1

Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts: Focus Group Interviews with System and School Stakeholders 在澳大利亚学校背景下促进社会和情感幸福的全学校方法：对系统和学校利益相关者的焦点小组访谈

IF 2.5 3区教育学

American Journal of Education Pub Date : 2022-10-14 DOI: 10.1086/721798

A. Carroll, J. Bower, Holly Chen, Jim Watterston, Angela Ferguson

{"title":"Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts: Focus Group Interviews with System and School Stakeholders","authors":"A. Carroll, J. Bower, Holly Chen, Jim Watterston, Angela Ferguson","doi":"10.1086/721798","DOIUrl":"https://doi.org/10.1086/721798","url":null,"abstract":"Purpose: The present research sought the views of 157 stakeholders (students, parents, teachers, and school executive members) in three Australian urban government high schools and departmental and management staff of the Department of Education to determine the current status of social and emotional well-being (SEW) in an Australian context. Research Methods: Using semistructured interviews, participants’ perspectives were explored and compared in relation to their vision of SEW, implementation of strategies, evidence-based practice, professional development, and policies used to promote SEW. Findings: Findings suggest that all stakeholder groups believe SEW to be an essential component of the everyday lived experience of schools. The importance of positive culture, explicit skills, embedded practices, and proactive support for successful student and teacher outcomes was highlighted in all stakeholder group interviews. A coordinated approach for a safe environment with clear expectations, sound support, and explicit skills is essential. Implications: Implications for social emotional learning delivery are proposed, including need for broad changes at a macro level and quality school leadership to establish school climate and best practice for teacher and student well-being.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"109 - 138"},"PeriodicalIF":2.5,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48232626","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