Teachers College Record最新文献

筛选
英文 中文
Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement. 减法加法:辍学率与校级学业成绩的关系。
IF 1 4区 教育学
Teachers College Record Pub Date : 2012-01-01
Elizabeth Glennie, Kara Bonneau, Michelle Vandellen, Kenneth A Dodge
{"title":"Addition by Subtraction: The Relation Between Dropout Rates and School-Level Academic Achievement.","authors":"Elizabeth Glennie,&nbsp;Kara Bonneau,&nbsp;Michelle Vandellen,&nbsp;Kenneth A Dodge","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background/context: </strong>Efforts to improve student achievement should increase graduation rates. However, work investigating the effects of student-level accountability has consistently demonstrated that increases in the standards for high school graduation are correlated with increases in dropout rates. The most favored explanation for this finding is that high-stakes testing policies that mandate grade repetition and high school exit exams may be the tipping point for students who are already struggling academically. These extra demands may, in fact, push students out of school.</p><p><strong>Purpose/objective/focus: </strong>This article examines two hypotheses regarding the relation between school-level accountability and dropout rates. The first posits that improvements in school performance lead to improved success for everyone. If school-level accountability systems improve a school for all students, then the proportion of students performing at grade level increases, and the dropout rate decreases. The second hypothesis posits that schools facing pressure to improve their overall accountability score may pursue this increase at the cost of other student outcomes, including dropout rate.</p><p><strong>Research design: </strong>Our approach focuses on the dynamic relation between school-level academic achievement and dropout rates over time-that is, between one year's achievement and the subsequent year's dropout rate, and vice versa. This article employs longitudinal data of records on all students in North Carolina public schools over an 8-year period. Analyses employ fixed-effects models clustering schools and districts within years and controls each year for school size, percentage of students who were free/reduced-price lunch eligible, percentage of students who are ethnic minorities, and locale.</p><p><strong>Findings/results: </strong>This study finds partial evidence that improvements in school-level academic performance will lead to improvements (i.e., decreases) in school-level dropout rates. Schools with improved performance saw decreased dropout rates following these successes. However, we find more evidence of a negative side of the quest for improved academic performance. When dropout rates increase, the performance composites in subsequent years increase.</p><p><strong>Conclusions/recommendations: </strong>Accountability systems need to remove any indirect benefit a school may receive from increasing its dropout rate. Schools should be held accountable for those who drop out of school. Given the personal and social costs of dropping out, accountability systems need to place more emphasis on dropout prevention. Such an emphasis could encompass increasing the dropout age and having the school's performance composite include scores of zero on end-of-grade tests for those who leave school.</p>","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3763746/pdf/nihms490846.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31715110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification. 种族多元化高中的种族与学业成就:机会与分层。
IF 1 4区 教育学
Teachers College Record Pub Date : 2010-04-01
Chandra Muller, Catherine Riegle-Crumb, Kathryn S Schiller, Lindsey Wilkinson, Kenneth A Frank
{"title":"Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification.","authors":"Chandra Muller,&nbsp;Catherine Riegle-Crumb,&nbsp;Kathryn S Schiller,&nbsp;Lindsey Wilkinson,&nbsp;Kenneth A Frank","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>BACKGROUND/CONTEXT: Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. PURPOSE/OBJECTIVE/RESEARCH QUESTION/FOCUS OF STUDY: This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. SETTING: This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994-1995. POPULATION/PARTICIPANTS/SUBJECTS: Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). RESEARCH DESIGN: Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students' achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites' and Asians' overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students' senior-year grades and their postsecondary enrollment. FINDINGS/RESULTS: Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students' own background. CONCLUSIONS/RECOMMENDATIONS: Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.</p>","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2893342/pdf/nihms-179479.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"29093143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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
Supporting Boys' Learning: Strategies for Teacher Practice, Pre-K--Grade 3 支持男孩学习:教师实践策略,学前班—三年级
IF 1 4区 教育学
Teachers College Record Pub Date : 2010-01-01 DOI: 10.5860/choice.48-3407
Jolyn Blank
{"title":"Supporting Boys' Learning: Strategies for Teacher Practice, Pre-K--Grade 3","authors":"Jolyn Blank","doi":"10.5860/choice.48-3407","DOIUrl":"https://doi.org/10.5860/choice.48-3407","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71132485","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
Review of 'The problem with boys education: Beyond the backlash' 回顾《男孩教育的问题:在反弹之外》
IF 1 4区 教育学
Teachers College Record Pub Date : 2009-01-01 DOI: 10.5860/choice.47-5163
A. Keddie
{"title":"Review of 'The problem with boys education: Beyond the backlash'","authors":"A. Keddie","doi":"10.5860/choice.47-5163","DOIUrl":"https://doi.org/10.5860/choice.47-5163","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71129404","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
Rethinking Terrestrial Pedagogy: Nature, Cultures, and Ethics. 重新思考陆地教育学:自然、文化与伦理。
IF 1 4区 教育学
Teachers College Record Pub Date : 2006-12-01 DOI: 10.1111/J.1467-9620.2006.00790.X
Huey-li Li
{"title":"Rethinking Terrestrial Pedagogy: Nature, Cultures, and Ethics.","authors":"Huey-li Li","doi":"10.1111/J.1467-9620.2006.00790.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00790.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00790.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089551","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: 8
Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers. 社区教育:探索黑人男教师的文化相关实践。
IF 1 4区 教育学
Teachers College Record Pub Date : 2006-12-01 DOI: 10.1111/J.1467-9620.2006.00792.X
Marvin Lynn
{"title":"Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers.","authors":"Marvin Lynn","doi":"10.1111/J.1467-9620.2006.00792.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00792.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00792.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089793","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: 154
A Case Study of Conflict in an Educational Workplace: Managing Personal and Cultural Differences. 教育工作场所冲突的个案研究:管理个人和文化差异。
IF 1 4区 教育学
Teachers College Record Pub Date : 2006-12-01 DOI: 10.1111/J.1467-9620.2006.00795.X
M. Torpey
{"title":"A Case Study of Conflict in an Educational Workplace: Managing Personal and Cultural Differences.","authors":"M. Torpey","doi":"10.1111/J.1467-9620.2006.00795.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00795.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00795.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089808","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
Who Are These Linguistically and Culturally Diverse Students 这些语言和文化多样性的学生是谁
IF 1 4区 教育学
Teachers College Record Pub Date : 2006-11-01 DOI: 10.1111/J.1467-9620.2006.00780.X
Eugene E. García, D. Cuéllar
{"title":"Who Are These Linguistically and Culturally Diverse Students","authors":"Eugene E. García, D. Cuéllar","doi":"10.1111/J.1467-9620.2006.00780.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00780.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00780.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089433","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: 114
Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities. 认同文本与学前英语学习者的读写能力发展:为有学习障碍风险的儿童增加学习机会。
IF 1 4区 教育学
Teachers College Record Pub Date : 2006-11-01 DOI: 10.1111/J.1467-9620.2006.00786.X
J. Bernhard
{"title":"Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities.","authors":"J. Bernhard","doi":"10.1111/J.1467-9620.2006.00786.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00786.X","url":null,"abstract":"(2003). Toward a 21st century developmental theory: Principles to account for diversity in children's lives. Separation and reunification among Latin American families in Canada. CERIS working paper #40. Bernhard, J. K. (2001). Le mal-être des parents et enfants latino-americains: Face aux pratiques pédagogiques dans les ecoles torontoises.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00786.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089493","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: 86
Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-Illiteracy or Emerging Biliteracy?. 半语言应用于西班牙语新兴双语者的读写行为:双盲还是新兴双语?
IF 1 4区 教育学
Teachers College Record Pub Date : 2006-11-01 DOI: 10.1111/J.1467-9620.2006.00784.X
Kathy Escamilla
{"title":"Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-Illiteracy or Emerging Biliteracy?.","authors":"Kathy Escamilla","doi":"10.1111/J.1467-9620.2006.00784.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00784.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00784.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089448","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: 103
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信