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Reviewer Acknowledgments 评论家致谢
1区 教育学
American Educational Research Journal Pub Date : 2023-11-06 DOI: 10.3102/00028312231213815
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引用次数: 0
Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children 背景影响种族化的发展:职前教师对儿童反应的偏见探索
1区 教育学
American Educational Research Journal Pub Date : 2023-09-27 DOI: 10.3102/00028312231200016
Sherick A. Hughes, Wenyang Sun, Pamela W. Garner, Kamilah B. Legette, Amy G. Halberstadt
{"title":"Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children","authors":"Sherick A. Hughes, Wenyang Sun, Pamela W. Garner, Kamilah B. Legette, Amy G. Halberstadt","doi":"10.3102/00028312231200016","DOIUrl":"https://doi.org/10.3102/00028312231200016","url":null,"abstract":"This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Advocacy Stories: Equity Literacy Practices of White Low Income Mothers Navigating School Reform 倡导故事:白人低收入母亲引导学校改革的公平扫盲实践
1区 教育学
American Educational Research Journal Pub Date : 2023-09-24 DOI: 10.3102/00028312231195805
Christy Wessel-Powell, Alexandra Panos, Gina Weir
{"title":"Advocacy Stories: Equity Literacy Practices of White Low Income Mothers Navigating School Reform","authors":"Christy Wessel-Powell, Alexandra Panos, Gina Weir","doi":"10.3102/00028312231195805","DOIUrl":"https://doi.org/10.3102/00028312231195805","url":null,"abstract":"This article, based on collaborative ethnography, describes five low income white mothers’ equity literacy practices as they advocated for their children’s diverse “failing” school during a state takeover. Mothers used both hard and soft advocacy. They promoted equity by reinforcing positive aspects of the school community, and resisting and reframing negative stories perpetuated about the school based on stigma at the intersection of race, class, and standardized educational attainment. They shared the ideal of exposing their children to “real life” by staying loyal to their school. These mothers’ stories present possibilities, and challenges, for realizing interracial solidarity that fosters and sustains equitable schooling in the United States long term.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis “当我们来到你的课堂……我们感觉不像在监狱里”:通过废除主义实践抵制监狱-学校的非人化和(去)社会化机制
1区 教育学
American Educational Research Journal Pub Date : 2023-09-12 DOI: 10.3102/00028312231198236
Subini A. Annamma, Brian Cabral, Brianna Harvey, Jennifer M. Wilmot, Annie Le, Jamelia Morgan
{"title":"“When We Come to Your Class … We Feel Not Like We're in Prison”: Resisting Prison-School’s Dehumanizing and (De)Socializing Mechanisms Through Abolitionist Praxis","authors":"Subini A. Annamma, Brian Cabral, Brianna Harvey, Jennifer M. Wilmot, Annie Le, Jamelia Morgan","doi":"10.3102/00028312231198236","DOIUrl":"https://doi.org/10.3102/00028312231198236","url":null,"abstract":"Education research increasingly conceptualizes how social interactions and contexts of public schools replicate practices found in prisons. Yet prison-schooling is often left out of education research. Concurrently, prison-schooling is where we educate a disproportionate amount of multiply marginalized youth, specifically disabled Girls of Color. The lack of attention to prison-schools has limited how teaching in youth carceral facilities can be examined for its challenges and supports of disabled Girls of Color. Centering the girls’ words from class observations, field notes, and interviews, this study describes and intervenes in dehumanizing and (de)socializing mechanisms in prison-school education. We explore attempts and impacts of countering prison-school education through a sociocritical literacy course infused with an abolitionist praxis. We end with discussion on the limits of countering prison-school through courses alone, suggesting abolition across multiple scales instead.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
“They Don't Feel Like This Is Their Place Anymore:” School Leaders’ Understanding of the Impacts of Gentrification on Schools “他们不再觉得这是他们的地盘了:”学校领导对中产阶级化对学校影响的理解
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-09-05 DOI: 10.3102/00028312231191704
Terrance L. Green, Andrene J. Castro, Emily Germain, Jeremy D. Horne, Chloe Sikes, Joanna Sanchez
{"title":"“They Don't Feel Like This Is Their Place Anymore:” School Leaders’ Understanding of the Impacts of Gentrification on Schools","authors":"Terrance L. Green, Andrene J. Castro, Emily Germain, Jeremy D. Horne, Chloe Sikes, Joanna Sanchez","doi":"10.3102/00028312231191704","DOIUrl":"https://doi.org/10.3102/00028312231191704","url":null,"abstract":"A number of urban U.S. cities that were traditionally Black and underinvested are now becoming enclaves to whites and upper-middle-class people. Consequently, a growing body of research on schools and gentrification is emerging. While most of this research has focused on the shifts that neighborhoods and schools undergo due to gentrification, we know less about how school leaders make meaning of these impacts. This study draws on interviews with 26 principals in two gentrifying cities to examine the impacts of gentrification on schools. We find that school leaders understand gentrification's impacts on schools materially, epistemically, and affectively, and at the same time, these shifts complicate the work of school leaders. This study concludes with implications for future research.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90558737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups 学前教育参与者的一年级结果:作为技能类型、环境和子群体的函数检验收益
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-09-02 DOI: 10.3102/00028312231195559
Arya Ansari, Kathryn Zimmermann, R. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, Qingqing Yang, E. Ruzek
{"title":"The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups","authors":"Arya Ansari, Kathryn Zimmermann, R. Pianta, Jessica V. Whittaker, Virginia E. Vitiello, Qingqing Yang, E. Ruzek","doi":"10.3102/00028312231195559","DOIUrl":"https://doi.org/10.3102/00028312231195559","url":null,"abstract":"This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic and executive function persisted through the end of first grade but were 75% to 80% smaller than at kindergarten entry. Kindergarten and first-grade classroom environments did not sustain pre-K benefits. Although the initial benefits of pre-K were larger for dual language learners and children in poverty relative to English speakers and low-income children, there were no differential benefits by the end of first grade.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75018246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 Winds of Changes: How Research Alliances Respond to and Manage Shifting Field-Level Logics 变革之风:研究联盟如何应对和管理不断变化的领域级逻辑
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-08-29 DOI: 10.3102/00028312231193401
Matthew Shirrell, J. Glazer, Megan Duff, Dryw Freed
{"title":"The Winds of Changes: How Research Alliances Respond to and Manage Shifting Field-Level Logics","authors":"Matthew Shirrell, J. Glazer, Megan Duff, Dryw Freed","doi":"10.3102/00028312231193401","DOIUrl":"https://doi.org/10.3102/00028312231193401","url":null,"abstract":"Research alliances, like other research-practice partnerships (RPPs), aim to bridge the historic divide between educational research and practice and improve education in particular local contexts. Yet, although these demands reflect multiple and contested field-level logics, little prior research has examined the ways these logics impact the work of RPPs. This longitudinal, qualitative study explores the field-level logics that dominated the local contexts of two research alliances; how these logics shifted over time; and how research alliances responded to these shifts. Results show that field-level logics of research, practice, and community contended in both local contexts, and that alliance design, resources, and local contexts shaped research alliances’ efforts to respond to and manage shifting demands.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87144889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups 评估不同教师分组的执照考试表现和预测效度
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-08-22 DOI: 10.3102/00028312231192365
James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald
{"title":"Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups","authors":"James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald","doi":"10.3102/00028312231192365","DOIUrl":"https://doi.org/10.3102/00028312231192365","url":null,"abstract":"We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests, we do not find consistent evidence that MTEL scores are less predictive of student achievement gains. Finally, we find that some evidence that MTEL scores are more predictive of teacher performance ratings for teachers of color than for White teachers.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77910031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy: A Psychological Framework and Survey of Within-Race Diversity 黑人教育工作者的种族认同态度与文化相关教学法:种族内多样性的心理框架与考察
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-08-11 DOI: 10.3102/00028312231189238
F. Mustafaa
{"title":"Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy: A Psychological Framework and Survey of Within-Race Diversity","authors":"F. Mustafaa","doi":"10.3102/00028312231189238","DOIUrl":"https://doi.org/10.3102/00028312231189238","url":null,"abstract":"Historically, Black educators have played a critical role in Black youth's well-being. Consequently, they are often assumed to “naturally” engage culturally relevant pedagogy (CRP), obscuring the diverse ways Black individuals identify, think, and behave regarding race and culture. This psychological survey study examines in-service Black educators’ (N = 238) multidimensional racial identity attitudes, background sociodemographics, and education contexts (postsecondary and current/teaching) in relation to their varied enactments of three CRP domains (African American Curriculum, Culturally Relevant Teaching, Sociopolitical Commitment). Results show CRP variation across individuals according to their racial identity attitudes, backgrounds, and contexts. The resulting conceptual framework advances research and discourse on teacher race by challenging homogenizing, detrimental narratives. Findings have important implications for teacher workforce diversification, training, and retention.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83180324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
Segregating Gotham’s Youngest: Racial/Ethnic Sorting and the Choice Architecture of New York City’s Pre-K for All 隔离高谭市的年轻人:种族/民族分类和纽约市学前教育的选择架构
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-08-03 DOI: 10.3102/00028312231190071
Douglas D. Ready, Jeanne L. Reid
{"title":"Segregating Gotham’s Youngest: Racial/Ethnic Sorting and the Choice Architecture of New York City’s Pre-K for All","authors":"Douglas D. Ready, Jeanne L. Reid","doi":"10.3102/00028312231190071","DOIUrl":"https://doi.org/10.3102/00028312231190071","url":null,"abstract":"New York City’s Pre-K for All (PKA) is the nation’s largest universal early childhood initiative, serving over 64,000 four-year-olds annually. Stemming from the program’s choice architecture as well as the city’s stark residential segregation, PKA programs are extremely segregated by child race/ethnicity. Our current study explores the complex forces that influence this segregation, including the interplay between family choices, seat availability, site-level enrollment priorities, and the PKA algorithm that weighs these and other considerations. We find that a majority of PKA segregation lies within local communities, and that areas with increased options and greater racial/ethnic diversity exhibit the most extreme segregation. We also conduct a simulation that leverages family PKA choices to maximize site-level racial/ethnic diversity and reduce between-site segregation.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88055810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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
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