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Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence 黑人和白人学生从种族社会化中受益吗?学校种族社会化、学校氛围与青少年早期学业表现的关系
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-11-18 DOI: 10.3102/00028312221134771
Ming-Te Wang, Daphne A. Henry, Juan Del Toro
{"title":"Do Black and White Students Benefit From Racial Socialization? School Racial Socialization, School Climate, and Youth Academic Performance During Early Adolescence","authors":"Ming-Te Wang, Daphne A. Henry, Juan Del Toro","doi":"10.3102/00028312221134771","DOIUrl":"https://doi.org/10.3102/00028312221134771","url":null,"abstract":"With racial inequalities plaguing the U.S. school system, educators have recognized the importance of establishing inclusive, equitable, and diverse school environments where students from different ethnic-racial backgrounds can feel respected and supported. This study examined the longitudinal links between adolescents’ experiences of school racial socialization, school climate perceptions, and academic performance and tested whether these links varied by race (n = 941; 54% boys; 63% Black, 37% White). Results revealed that adolescents’ experience of school racial socialization practices (i.e., cultural socialization and promotion of cultural competence) predicted positive changes in their perceptions of school climate and, in turn, promoted better academic performance. School racial socialization was linked to positive school experiences and achievement for both Black and White adolescents.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"1 1","pages":"405 - 444"},"PeriodicalIF":3.6,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83123424","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: 3
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools 评估项目式学习对小学科学学习的效果
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-11-02 DOI: 10.3102/00028312221129247
J. Krajcik, Barbara Schneider, Emily Miller, I. Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown
{"title":"Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools","authors":"J. Krajcik, Barbara Schneider, Emily Miller, I. Chen, Lydia Bradford, Quinton Baker, Kayla Bartz, Cory Miller, Tingting Li, Susan Codere, Deborah Peek-Brown","doi":"10.3102/00028312221129247","DOIUrl":"https://doi.org/10.3102/00028312221129247","url":null,"abstract":"This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science Standards (NGSS Lead States, 2013). The intervention was evaluated with a cluster randomized control trial in 46 Michigan schools with 2,371 students. Results show that students who received the intervention had higher scores on a standardized science test (0.277 standard deviation) and reported higher levels of self-reflection and collaboration when involved in science activities.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"34 1","pages":"70 - 102"},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82311942","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: 9
Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents 警察拦截和学校参与:从父母和学校考察文化社会化作为非裔美国青少年的保护因素
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-11-02 DOI: 10.3102/00028312221132533
Juan Del Toro, Ming-Te Wang
{"title":"Police Stops and School Engagement: Examining Cultural Socialization From Parents and Schools as Protective Factors Among African American Adolescents","authors":"Juan Del Toro, Ming-Te Wang","doi":"10.3102/00028312221132533","DOIUrl":"https://doi.org/10.3102/00028312221132533","url":null,"abstract":"Police stops often perpetuate racial disparities in academic outcomes, yet few studies have examined factors that mitigate these negative consequences. Using two longitudinal studies (Study 1: n = 483, M-age = 12.88, 53% males; Study 2: n = 131, M-age = 15.11, 34% males), this article tests whether parental and school cultural socialization reduced the negative associations between police stops and youth’s school engagement. Results showed that youth with police encounters reported lower school engagement. Parental cultural socialization conferred protection in one study, while school cultural socialization was a protective factor in both studies. The implications of this work stand to benefit those working to reduce the negative links between policing and African American youth’s school engagement.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"873 1","pages":"36 - 69"},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81139617","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
The Politics of Progressivity: Court-Ordered Reforms, Racial Difference, and School Finance Fairness 进步的政治:法院命令的改革、种族差异和学校财政公平
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-11-02 DOI: 10.3102/00028312221126096
Zachary W. Oberfield, Bruce D. Baker
{"title":"The Politics of Progressivity: Court-Ordered Reforms, Racial Difference, and School Finance Fairness","authors":"Zachary W. Oberfield, Bruce D. Baker","doi":"10.3102/00028312221126096","DOIUrl":"https://doi.org/10.3102/00028312221126096","url":null,"abstract":"This article contributes to our understanding of American education politics by exploring when and why states redistribute K–12 education dollars to poorer schools. It does so by examining three explanations for intrastate changes in progressivity: court-ordered finance reforms, political trends, and demographic changes. Using state-level data from 1995 to 2016, we find mixed evidence that progressivity increased following a court-ordered school-finance overhaul. Rather, we show that changes in progressivity were most consistently tied to changes in student demography: As students became poorer, or more racially diverse, lawmakers created less progressive finance systems. The article concludes by discussing what these findings mean for advocates seeking to protect and advance gains in education-spending progressivity.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"35 1","pages":"1229 - 1264"},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90382419","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
Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters 小学数学教学全校转型的校长领导:为什么校长的教师学习观很重要
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-11-02 DOI: 10.3102/00028312221130706
E. Kazemi, A. Resnick, Lynsey Gibbons
{"title":"Principal Leadership for School-Wide Transformation of Elementary Mathematics Teaching: Why the Principal’s Conception of Teacher Learning Matters","authors":"E. Kazemi, A. Resnick, Lynsey Gibbons","doi":"10.3102/00028312221130706","DOIUrl":"https://doi.org/10.3102/00028312221130706","url":null,"abstract":"Supporting teacher learning for normative change in classroom learning environments creates significant demands on principal leadership. We offer an analytic framework that aims to understand principal practice for instructional transformation. The framework examines how the principal’s conception of teacher learning shapes practice in relation to particular contexts and support systems. We illustrate the explanatory power of this framework by using it to make sense of one elementary principal’s practice in leading her school for instructional transformation in mathematics. Our analysis contributes to how leadership efforts to transform instruction might be studied and ultimately supported.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"32 1","pages":"1051 - 1089"},"PeriodicalIF":3.6,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82407957","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: 4
Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space 黑人酷儿学生在一个白人、异性恋父权制空间的本科STEM中隐形的反故事
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-10-01 DOI: 10.3102/00028312221096455
Luis A. Leyva, R. McNeill, B. Balmer, Brittany L. Marshall, V. E. King, Zander Alley
{"title":"Black Queer Students’ Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space","authors":"Luis A. Leyva, R. McNeill, B. Balmer, Brittany L. Marshall, V. E. King, Zander Alley","doi":"10.3102/00028312221096455","DOIUrl":"https://doi.org/10.3102/00028312221096455","url":null,"abstract":"Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students’ STEM experiences of invisibility. Findings inform implications for education research, practice, and policy.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"108 1","pages":"863 - 904"},"PeriodicalIF":3.6,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83344235","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: 10
Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice. 对所有人都有益?恢复性司法下的种族不成比例与学校纪律。
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-08-01 Epub Date: 2021-12-15 DOI: 10.3102/00028312211062613
Miles Davison, Andrew M Penner, Emily K Penner
{"title":"Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice.","authors":"Miles Davison, Andrew M Penner, Emily K Penner","doi":"10.3102/00028312211062613","DOIUrl":"https://doi.org/10.3102/00028312211062613","url":null,"abstract":"A growing number of schools are adopting restorative justice (RJ) practices that de–emphasize exclusionary discipline and aim for racial equity. We examine student discipline as RJ programs matured in Meadowview Public Schools from 2008 to 2017. Our difference–in–difference estimates show that students in RJ schools experienced a profound decline in their suspension rates during the first 5 years of implementation. However, the benefits of RJ were not shared by all students, as disciplinary outcomes for Black students were largely unchanged. While the overall effects of RJ in this context are promising, racial disproportionality widened. Our results suggest that the racial equity intentions of RJ may be diluted as schools integrate RJ into their existing practices.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"59 4","pages":"687-718"},"PeriodicalIF":3.6,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9562994/pdf/nihms-1764444.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33543635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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: 10
The Imposition of Instrumental Research Use: How School and District Practitioners Enact Their State’s Evidence Requirements 仪器研究使用的强制:学校和地区从业者如何制定他们州的证据要求
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-07-31 DOI: 10.3102/00028312221113556
Lauren Yoshizawa
{"title":"The Imposition of Instrumental Research Use: How School and District Practitioners Enact Their State’s Evidence Requirements","authors":"Lauren Yoshizawa","doi":"10.3102/00028312221113556","DOIUrl":"https://doi.org/10.3102/00028312221113556","url":null,"abstract":"The Every Student Succeeds Act builds on prior efforts to bridge the gap between research and practice through the imposition of evidence requirements. This article presents findings from a small-scale micro-process study of three districts in one state during their first year of implementing those requirements. Informed by past conceptualizations of the research-practice gap and sociocultural theory, I look closely at how these practitioners made use of the state’s highly elaborated implementation tools for research-based decision-making. I argue that these micro-processes point to possible new dimensions of the research-practice gap—namely, practitioners’ understandings of the purposes of evidence, the degree of confidence evidence should provide, and the commensurability of different forms of evidence","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"18 1","pages":"1157 - 1193"},"PeriodicalIF":3.6,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74450393","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 Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS 数字媒体资源在提高儿童信息文本使用能力方面的作用:对PBS KIDS节目《莫莉的德纳里》的评价
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-07-26 DOI: 10.3102/00028312221113326
J. Kennedy, C. Christensen, T. Maxon, Sarah Gerard, Elisa B. Garcia, J. F. Kook, Naomi Hupert, P. Vahey, Shelley Pasnik
{"title":"The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS","authors":"J. Kennedy, C. Christensen, T. Maxon, Sarah Gerard, Elisa B. Garcia, J. F. Kook, Naomi Hupert, P. Vahey, Shelley Pasnik","doi":"10.3102/00028312221113326","DOIUrl":"https://doi.org/10.3102/00028312221113326","url":null,"abstract":"Informational text—resources whose purpose is to inform—is essential to daily life and fundamental to literacy. Unfortunately, young children typically have limited exposure to informational text. Two 9-week randomized controlled trials with 263 first-grade children from low-income communities examined whether free educational videos and digital games supported children’s ability to use informational text to answer real-world questions. Participants received Internet-enabled tablets and were randomly assigned to condition. Study 1 found significant positive intervention impacts on child outcomes; Study 2 replicated these findings. Combined analyses demonstrated primary impact on children’s ability to identify and use structural and graphical features of informational text. Results are discussed in the context of the scalability of educational media to support informational text learning.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"8 1","pages":"1194 - 1228"},"PeriodicalIF":3.6,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89347213","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
Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application 小学生写作质量的人工评分与自动评分:多元概化理论的应用
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2022-07-08 DOI: 10.3102/00028312221106773
Dandan Chen, Michael A. Hebert, Joshua Wilson
{"title":"Examining Human and Automated Ratings of Elementary Students’ Writing Quality: A Multivariate Generalizability Theory Application","authors":"Dandan Chen, Michael A. Hebert, Joshua Wilson","doi":"10.3102/00028312221106773","DOIUrl":"https://doi.org/10.3102/00028312221106773","url":null,"abstract":"We used multivariate generalizability theory to examine the reliability of hand-scoring and automated essay scoring (AES) and to identify how these scoring methods could be used in conjunction to optimize writing assessment. Students (n = 113) included subsamples of struggling writers and non-struggling writers in Grades 3–5 drawn from a larger study. Students wrote six essays across three genres. All essays were hand-scored by four raters and an AES system called Project Essay Grade (PEG). Both scoring methods were highly reliable, but PEG was more reliable for non-struggling students, while hand-scoring was more reliable for struggling students. We provide recommendations regarding ways of optimizing writing assessment and blending hand-scoring with AES.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"1 1","pages":"1122 - 1156"},"PeriodicalIF":3.6,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83086511","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
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