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“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":"1 1","pages":""},"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":"17 1","pages":""},"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":"31 1","pages":""},"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":"98 1","pages":""},"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":"1 1","pages":"847 - 881"},"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":"16 1","pages":"1023 - 1052"},"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
From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment 从兴趣到入门:从大学申请到最初就业的教师管道
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-07-15 DOI: 10.3102/00028312231185733
Brendan Bartanen, Andrew Kwok
{"title":"From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment","authors":"Brendan Bartanen, Andrew Kwok","doi":"10.3102/00028312231185733","DOIUrl":"https://doi.org/10.3102/00028312231185733","url":null,"abstract":"Strengthening teacher supply is a key policy objective for K–12 public education, but understanding of the early teacher pipeline remains limited. In this descriptive analysis, we leverage the universe of applications to a large public university in Texas from 2009 to 2020 to examine the pipeline into teacher education and employment as a K–12 public school teacher. A unique feature of Texas’s centralized higher education application is that it solicits potential interest in teacher certification. We document sharply declining interest in teaching over the period. Further, we show that students of color, men, and students with higher SAT scores are substantially underrepresented in teacher education. Particularly for race/ethnicity, these disparities are only partially explained by differences in interest at application.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"44 1","pages":"941 - 985"},"PeriodicalIF":3.6,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90337638","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
Racial and Ethnic Disparities in Adolescent Teaching Career Expectations 青少年教师职业期望的种族差异
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-07-08 DOI: 10.3102/00028312231184839
North Cooc, G. Kim
{"title":"Racial and Ethnic Disparities in Adolescent Teaching Career Expectations","authors":"North Cooc, G. Kim","doi":"10.3102/00028312231184839","DOIUrl":"https://doi.org/10.3102/00028312231184839","url":null,"abstract":"Research on the dearth of teachers of color has focused on disparities in college enrollment, completion, and academic major. The present study examines whether disparities may begin earlier. Analyses of nationally representative longitudinal data show that students of color are 2 to 4 percentage points less likely to hold teaching career expectations than White students in Grade 9—a pattern that remains stable during high school and 7 years later. Controlling for academic and socioeconomic backgrounds reduces the gap between Latinx and White students, but the gap persists for students of other racial and ethnic minority groups. Additional findings show early teaching career expectations relate to racial and ethnic disparities among college students who major in education. The study has implications for improving teacher diversity and rethinking pipeline challenges.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"8 1","pages":"882 - 915"},"PeriodicalIF":3.6,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90014686","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
Teaching to Fish: Impacts of a Social Capital Intervention for College Students 钓鱼教学:社会资本干预对大学生的影响
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-07-04 DOI: 10.3102/00028312231181096
S. Schwartz, McKenna F Parnes, Rebecca K. Browne, Laura J. Austin, Megan Carreiro, J. Rhodes, J. Kupersmidt, Stella S. Kanchewa
{"title":"Teaching to Fish: Impacts of a Social Capital Intervention for College Students","authors":"S. Schwartz, McKenna F Parnes, Rebecca K. Browne, Laura J. Austin, Megan Carreiro, J. Rhodes, J. Kupersmidt, Stella S. Kanchewa","doi":"10.3102/00028312231181096","DOIUrl":"https://doi.org/10.3102/00028312231181096","url":null,"abstract":"Social capital plays a key role in college students’ academic and career success. Using a random assignment design, the current study evaluated the impacts of a one-credit college course designed to increase student help-seeking and social capital within a racially diverse sample of college students. Compared to the control group, students in the treatment group reported improved attitudes towards help-seeking, increased help-seeking behavior, and higher levels of social capital and mentoring support. Academic benefits were mixed, however, with an increase in academic self-efficacy, no impact on college GPA, and a decrease in academic cognitive engagement. Additionally, differential impacts based on year in college, race, and first-generation college student status were observed. Implications for research and practice are discussed.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"46 1","pages":"986 - 1022"},"PeriodicalIF":3.6,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82337752","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
Race, Whiteness, and Student Life in On-Campus Housing: A Case Study of Three Universities 种族、白人与校园住宿学生生活:以三所大学为例
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2023-06-30 DOI: 10.3102/00028312231175643
Zak Foste, Lauren N. Irwin
{"title":"Race, Whiteness, and Student Life in On-Campus Housing: A Case Study of Three Universities","authors":"Zak Foste, Lauren N. Irwin","doi":"10.3102/00028312231175643","DOIUrl":"https://doi.org/10.3102/00028312231175643","url":null,"abstract":"Residence halls are consequential spaces for many college students and purport to offer comfort, community, and home while facilitating meaningful learning opportunities, including interaction across difference. This qualitative case study uses theories of white space to examine campus housing at three historically white universities. Findings juxtapose staff’s and administrators’ relatively harmonious and idyllic beliefs about community with Students of Color’s experiences in campus residence halls. Across campuses, Students of Color’s sense of comfort and belonging in residence halls was ruptured by racist expression, speech, and an overwhelming presence of white people. Findings illuminate how residence halls often functioned as white spaces, where white students were disproportionately entitled to comfort, safety, and belonging. Implications for research and practice are discussed.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"142 1","pages":"735 - 768"},"PeriodicalIF":3.6,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84830047","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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