American Journal of Education最新文献_第6页

Stability of School Contributions to Student Social-Emotional Learning Gains 学校对学生社会情绪学习收益贡献的稳定性

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-11-01 DOI: 10.1086/716550

Hans Fricke, S. Loeb, R. Meyer, Andrew B. Rice, L. Pier, Heather Hough

{"title":"Stability of School Contributions to Student Social-Emotional Learning Gains","authors":"Hans Fricke, S. Loeb, R. Meyer, Andrew B. Rice, L. Pier, Heather Hough","doi":"10.1086/716550","DOIUrl":"https://doi.org/10.1086/716550","url":null,"abstract":"Purpose: Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across 2 years using large-scale survey data. Research Methods: We use 3 years of student SEL survey data from five large urban school districts in California, student-level demographic information, and summative assessment scores in math and English language arts (ELA) to estimate 2 years of growth measures (i.e., 2015–16 and 2016–17) with school fixed effects included to estimate schools’ contributions to student growth in SEL, math, and ELA. We compute the growth measures separately by grade and by year. We then estimate correlations of the school effects between the same grades in the two different years, as well as between adjacent grades for a given cohort. Findings: We find that schools in the top or bottom of the effect distribution have more persistent impacts across years than do those in the middle. Correlations among effects in the same grades across years are positive but lower than those for math and ELA. Implications: The results provide some evidence that school effect estimates based on student surveys measure actual contributions to students’ SEL; however, the low stability of estimated school effects draws into question including the measures in school performance systems. Using the estimates to identify particularly effective schools is more promising.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"95 - 145"},"PeriodicalIF":2.5,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45809145","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

Workforce Outcomes of Program Completers in High-Needs Endorsement Areas 高需求认可领域项目完成者的劳动力成果

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-10-07 DOI: 10.1086/716486

Emanuele Bardelli, Matthew Ronfeldt

{"title":"Workforce Outcomes of Program Completers in High-Needs Endorsement Areas","authors":"Emanuele Bardelli, Matthew Ronfeldt","doi":"10.1086/716486","DOIUrl":"https://doi.org/10.1086/716486","url":null,"abstract":"Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide longitudinal data in Tennessee to analyze the workforce outcomes of teachers prepared in the state between 2010 and 2016. We model our outcomes of interest using linear and logistic multilevel regression. Findings: We observe that the number of teachers who receive HNEA endorsements has increased over time even as the overall number of teachers prepared in the state has declined. HNEA teachers are employed at higher rates and retained at similar rates as other teachers. HNEA teachers have similar student achievement gains as non-HNEA teachers. Though HNEA and non-HNEA teachers also have similar first-year observation ratings, STEM (science, technology, engineering, and mathematics) and special education teachers improve at slower rates subsequently. Implications: Our results suggest that potential policy solutions to the recruitment, retention, and development of highly effective HNEA teachers might require policies targeted to individual HNEAs, as each area might have unique needs and challenges. The positive results on preparation and employment of HNEA teachers suggest that Tennessee’s policies to train, employ, and retain HNEA teachers have been largely successful. However, our findings also suggest that HNEA teachers may need additional supports in instructional development.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"59 - 93"},"PeriodicalIF":2.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47357340","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

“Smart Power” in Standards Implementation after No Child Left Behind 不让一个孩子掉队后标准实施中的“智慧力量”

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-09-16 DOI: 10.1086/716463

T. Nichols, A. Edgerton, Laura Desimone

{"title":"“Smart Power” in Standards Implementation after No Child Left Behind","authors":"T. Nichols, A. Edgerton, Laura Desimone","doi":"10.1086/716463","DOIUrl":"https://doi.org/10.1086/716463","url":null,"abstract":"Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators conducted in 2016 and 2017, we used deductive coding based on a policy attributes theory to examine the co-occurrence of codes for specificity, consistency, authority, power, and stability. Throughout this process, we assessed interrater reliability through paired coding, research team discussions, and recoding to uncover broad themes. Findings: We identify the concept of “smart power” as a ubiquitous mechanism that leaders are utilizing to balance buy-in (authority) and accountability (power). We find that this balance remains precarious and highly dependent upon local political contexts. Smart power can allow for more thoughtful and sustainable implementation strategies that increase teacher support for these policies—or it can become a rhetorical device without substantive change. Implications: We reveal the enduring appeal of accountability policies even when administrators express reservations about falling back on the legacy of No Child Left Behind. These findings hold broad relevance for the implementation of K–12 standards moving forward, particularly as states consider how to build legitimacy and buy-in toward new and revised standards-based policies in the wake of the pandemic.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"147 - 169"},"PeriodicalIF":2.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561177","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

“This Is a Good Neighborhood. This Ain’t No Pittsburgh!”: Conflicting Narratives of Opioid Misuse within Rural School Districts and Communities “这是一个好社区。这不是匹兹堡!:农村学区和社区中阿片类药物滥用的相互矛盾的叙述

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-09-16 DOI: 10.1086/716461

Ian Burfoot-Rochford, K. Schafft

{"title":"“This Is a Good Neighborhood. This Ain’t No Pittsburgh!”: Conflicting Narratives of Opioid Misuse within Rural School Districts and Communities","authors":"Ian Burfoot-Rochford, K. Schafft","doi":"10.1086/716461","DOIUrl":"https://doi.org/10.1086/716461","url":null,"abstract":"Purpose: This study examines the local and institutional factors that shape how educators and educational leaders in western Pennsylvania have understood and responded to rapid growth in opioid misuse and drug overdose within their communities. We examine how educational leaders and educators in two rural school districts in western Pennsylvania made sense of growing opioid misuse as not only a social problem but also a local problem, and how that framing in turn shaped their community and school response. Research Methods/Approach: We analyze data gathered from interviews and fieldwork conducted in two rural school districts in Pennsylvania in 2017–18 experiencing high levels of opioid misuse and drug overdose. Data were drawn from interviews with 36 educators and educational leaders, as well as notes from roughly 60 hours of participant observation in each district at school board meetings, local action group meetings, and community events. Findings: We find that community and institutional forces restricted coherent and meaningful school responses. School district leaders understood growing opioid misuse as emerging both external to and in contradiction with local rural community values and identity. Educators further cited testing assessment pressures and lack of educator training as institutional factors limiting school and educator responses to the mounting opioid problem. Implications: Despite a precedent for schools assuming a variety of health and wellness functions for students and families, and the severity of opioid misuse as a government-defined statewide emergency, coherent school response to opioid addiction is often stymied by a number of social, cultural, and institutional constraints.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"128 1","pages":"1 - 28"},"PeriodicalIF":2.5,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206472","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

What’s Future Is Epilogue: The Uses of Higher Education History 什么是未来结语：高等教育史的用途

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715035

Ethan W. Ris

引用次数: 1

Creating the Suburban School Advantage: Race, Localism, and Inequality in an American Metropolis by John L. Rury. Ithaca, NY: Cornell University Press, 2020. 276 pp., $39.95 (cloth). 《创造郊区学校优势:美国大都市的种族、地方主义和不平等》，约翰·l·瑞著。纽约州伊萨卡:康奈尔大学出版社，2020年。276页，39.95美元(布)。

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715036

Karen Benjamin

引用次数: 0

Multiracial Faculty Members’ Experiences with Multiracial Microaggressions 多种族教员遭受多种族微侵犯的经历

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715004

Jessica C. Harris, Jean Snider, Julia L. Anderson, Kim Griffin

引用次数: 8

The Echo of Reform Rhetoric: Arguments about National and Local School Failure in the News, 1984–2016 改革修辞的回声：1984年至2016年《新闻》中关于国家和地方学校失败的争论

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715037

M. Hlavacik, J. Schneider

引用次数: 2

School Factors That Promote Teacher Collaboration: Results from the Tennessee Instructional Partnership Initiative 促进教师合作的学校因素:来自田纳西州教学合作倡议的结果

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-08-01 DOI: 10.1086/715002

Kristen Carroll, S. Patrick, Ellen B. Goldring

引用次数: 7

From Court to Classroom: Deportation Proceedings and Reading and Math Achievement for Elementary Students from 1998 to 2016 从法庭到课堂:1998年至2016年小学生的驱逐程序与阅读和数学成绩

IF 2.5 3区教育学

American Journal of Education Pub Date : 2021-07-19 DOI: 10.1086/724328

J. Kirksey

{"title":"From Court to Classroom: Deportation Proceedings and Reading and Math Achievement for Elementary Students from 1998 to 2016","authors":"J. Kirksey","doi":"10.1086/724328","DOIUrl":"https://doi.org/10.1086/724328","url":null,"abstract":"Purpose: With rising numbers of deportations over the last 2 decades, there has been a particular concern among educators and researchers that immigrant-origin students and their peers are experiencing educational consequences due to increased stress, anxiety, and fear of the unknown. This study examined the relationship between immigration enforcement and student achievement in counties across the United States. Research Methods/Approach: Data come from two nationally representative samples of kindergartners, the Early Childhood Longitudinal Study—Kindergarten Classes of 1998–99 and 2010, and the number of deportations ordered from each immigration court provided by the Transactional Records Access Clearinghouse. Employing a cross-sectional, longitudinal design, a student, school, and year fixed-effects model was used to examine the association between deportations and achievement in elementary grades, exploiting variation of deportations between counties and years. Findings: The results of the analyses indicated that increases in deportations coincided with declines in Latinx student achievement in math. Declines were most pronounced for Latinx students in urban schools, Latinx English learners, Latinx second-generation immigrant students, and Latinx students attending Title I schools. Declines were not observed in the second term of the Obama presidential administration. Implications: This study adds to the extant body of research detailing who is subject to the educational impacts from immigration enforcement and in what ways, in hopes that future research continues to explore ways to mitigate these consequences for students. Attention from policy makers and educators is needed to mitigate disruptions that deportations introduce into the learning context for young children.","PeriodicalId":47629,"journal":{"name":"American Journal of Education","volume":"129 1","pages":"325 - 354"},"PeriodicalIF":2.5,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289709","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