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Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study 评价小学早期阅读干预中志愿者一对一辅导模式的有效性:一项随机对照试验研究
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-12-29 DOI: 10.3102/00028312211066848
Carrie E. Markovitz, Marc W. Hernandez, E. Hedberg, Heidi W. Whitmore
{"title":"Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study","authors":"Carrie E. Markovitz, Marc W. Hernandez, E. Hedberg, Heidi W. Whitmore","doi":"10.3102/00028312211066848","DOIUrl":"https://doi.org/10.3102/00028312211066848","url":null,"abstract":"This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"296 1","pages":"788 - 819"},"PeriodicalIF":3.6,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77181285","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: 6
Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon 在国家教育系统中支持叙利亚难民儿童的学业和社会情感学习:黎巴嫩非正式补救支持和正念计划的随机对照试验
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-12-16 DOI: 10.3102/00028312211062911
Carly Tubbs Dolan, Ha Yeon Kim, L. Brown, Kalina Gjicali, S. Borsani, Samer El Houchaimi, J. Aber
{"title":"Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon","authors":"Carly Tubbs Dolan, Ha Yeon Kim, L. Brown, Kalina Gjicali, S. Borsani, Samer El Houchaimi, J. Aber","doi":"10.3102/00028312211062911","DOIUrl":"https://doi.org/10.3102/00028312211062911","url":null,"abstract":"Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"54 1","pages":"419 - 460"},"PeriodicalIF":3.6,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83009791","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
Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies 改善低绩效学校:影响评估研究的元分析
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-12-04 DOI: 10.3102/00028312211060855
Beth E. Schueler, Catherine A. Asher, Katherine E. Larned, Sarah Mehrotra, Cynthia Pollard
{"title":"Improving Low-Performing Schools: A Meta-Analysis of Impact Evaluation Studies","authors":"Beth E. Schueler, Catherine A. Asher, Katherine E. Larned, Sarah Mehrotra, Cynthia Pollard","doi":"10.3102/00028312211060855","DOIUrl":"https://doi.org/10.3102/00028312211060855","url":null,"abstract":"The public narrative surrounding efforts to improve low-performing K–12 schools in the United States has been notably gloomy. But what is known empirically about whether school improvement works, which policies are most effective, which contexts respond best to intervention, and how long it takes? We meta-analyze 141 estimates from 67 studies of post–No Child Left Behind Act turnaround policies. On average, policies had moderate positive effects on math and no effect on English Language Arts achievement on high-stakes exams. We find positive impacts on low-stakes exams and no evidence of harm on nontest outcomes. Extended learning time and teacher replacements predict greater effects. Contexts serving majority-Latina/o populations saw the largest improvements. We cannot rule out publication bias entirely but find no differences between peer-reviewed versus nonpeer-reviewed estimates.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"13 1","pages":"975 - 1010"},"PeriodicalIF":3.6,"publicationDate":"2021-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76680795","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: 19
Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform 各州采用更严格的标准能提高学生的成绩吗?基于标准的改革的比较中断时间序列研究证据
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-12-03 DOI: 10.3102/00028312211058460
Mengli Song, M. Garet, Rui Yang, Drew Atchison
{"title":"Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform","authors":"Mengli Song, M. Garet, Rui Yang, Drew Atchison","doi":"10.3102/00028312211058460","DOIUrl":"https://doi.org/10.3102/00028312211058460","url":null,"abstract":"This study was designed to assess the effects of states’ adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students’ mathematics achievement were generally small and not significant. The effects on students’ reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states’ adoption of more rigorous standards varied across NAEP subscales and student subgroups.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"17 1","pages":"610 - 647"},"PeriodicalIF":3.6,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87310428","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: 6
Accountability and (In)Congruence in a No-Excuses School College-Going Culture 在没有借口的大学文化中问责制和一致性
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-11-28 DOI: 10.3102/00028312211057303
L. A. Noll
{"title":"Accountability and (In)Congruence in a No-Excuses School College-Going Culture","authors":"L. A. Noll","doi":"10.3102/00028312211057303","DOIUrl":"https://doi.org/10.3102/00028312211057303","url":null,"abstract":"This study explores how the college-going culture at a no-excuses charter school with high college enrollment rates shaped students’ worldviews and trajectories. Drawing on 7 months of ethnographic fieldwork, I found that the school boosted college enrollment through student compliance to the college accountability policies rather than through the transmission of dominant cultural resources. Alignment between a student’s worldview and the school’s approach mediated their ability to draw on their full range of resources to participate in the college choice process and forge postsecondary trajectories they believed in. These findings foreshadow the potential impacts of “College for All” accountability structures and underscore the importance of cultural congruence in college-going cultures.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"18 1","pages":"112 - 145"},"PeriodicalIF":3.6,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75371587","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
Human Rights Violations Through Structural Violence: A Case Study of Human Rights Education in New York City 透过结构性暴力侵害人权:纽约市人权教育个案研究
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-11-25 DOI: 10.3102/00028312211057307
Diana Rodríguez-Gómez, S. Russell
{"title":"Human Rights Violations Through Structural Violence: A Case Study of Human Rights Education in New York City","authors":"Diana Rodríguez-Gómez, S. Russell","doi":"10.3102/00028312211057307","DOIUrl":"https://doi.org/10.3102/00028312211057307","url":null,"abstract":"A major area of critical scholarship within human rights education (HRE) aims to discover HRE’s revolutionary potential by questioning its relationship to the global human rights regime. However, the very concept of “human rights violations” remains underexamined. This article analyzes the use and function of human rights violations as pedagogical devices. Drawing from qualitative data collected in two public high schools in New York City (2014–2015), this study explores the limitations of teaching human rights through the legal definition of human rights violations. In doing so, HRE positions human rights violations primarily as manifestations of direct violence. We argue that to teach human rights violations also as expressions of structural violence can help students cultivate powerful and transformative forms of knowledge.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"45 1","pages":"38 - 72"},"PeriodicalIF":3.6,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82152190","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
Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity 双语作为白人财产:考察中学双语教育计划和拉丁裔平等
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-11-09 DOI: 10.3102/00028312211052508
Laura C. Chávez-Moreno
{"title":"Dual Language as White Property: Examining a Secondary Bilingual-Education Program and Latinx Equity","authors":"Laura C. Chávez-Moreno","doi":"10.3102/00028312211052508","DOIUrl":"https://doi.org/10.3102/00028312211052508","url":null,"abstract":"This critical race ethnography examines a secondary-level dual-language (DL) program, a bilingual-education model thought to provide Latinxs educational equity. Drawing from a three-stage recursive analytic approach, I present evidence that a DL program’s policies and practices valued offering Latinx youth biliterate schooling only so long as DL was available and advantageous to Whites—which ultimately excluded some Latinx students from bilingual education and/or accessing its benefits. I theorize DL functions as white property when DL perpetuates racial hierarchies and preserves the value of a white racial identity, thereby maintaining Whites’ inequitable material accumulation. I problematize the logic of DL—highlighting that DL has the elitist tendencies of world-language education—and assess DL’s potential to deliver educational justice to Latinxs.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"58 1","pages":"1107 - 1141"},"PeriodicalIF":3.6,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85028758","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: 15
How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative 财政改革如何改变教师和学校质量:加州230亿美元的倡议
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-10-29 DOI: 10.3102/00028312211047854
Joonho Lee, Bruce Fuller, S. Rabe-Hesketh
{"title":"How Finance Reform May Alter Teacher and School Quality: California’s $23 Billion Initiative","authors":"Joonho Lee, Bruce Fuller, S. Rabe-Hesketh","doi":"10.3102/00028312211047854","DOIUrl":"https://doi.org/10.3102/00028312211047854","url":null,"abstract":"Gains in school spending helped to lift achievement over the past half century. But California’s ambitious effort—progressively distributing $23 billion in yearly funding to poorer districts—has yet to reduce disparities in learning. We theorize how administrators in districts and schools, given organizational habits and labor constraints, may fail to move quality resources to disadvantaged students. We identify the exogenous portion of California’s post-2013 reform, finding that schools receiving progressively targeted funding tended to hire inexperienced teachers and disproportionately assign novices to courses serving English learners. New funding expanded the array of courses in high schools, as access to college-preparatory classes by English learners declined. These unfair mechanisms operated most strongly in high-needs schools serving larger concentrations of poor students.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"25 1","pages":"1225 - 1269"},"PeriodicalIF":3.6,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73254253","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
Public School Teacher Contracts and State-Level Reforms: Assessing Changes to Collective Bargaining Restrictiveness Across Three States 公立学校教师合同和州级改革:评估三个州集体谈判限制的变化
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-10-27 DOI: 10.3102/00028312211048950
Katharine O. Strunk, Joshua M. Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride
{"title":"Public School Teacher Contracts and State-Level Reforms: Assessing Changes to Collective Bargaining Restrictiveness Across Three States","authors":"Katharine O. Strunk, Joshua M. Cowen, Dan Goldhaber, Bradley D. Marianno, Roddy Theobald, Tara Kilbride","doi":"10.3102/00028312211048950","DOIUrl":"https://doi.org/10.3102/00028312211048950","url":null,"abstract":"In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and after reforms in two states (Michigan and Washington) relative to a state with no statutory changes (California). We show that the state policy reforms lessened the restrictiveness of CBAs, as intended. The results suggest when reforms limit bargaining negotiations, unions are unable to compensate for the substantial reductions in working conditions.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"30 1","pages":"538 - 573"},"PeriodicalIF":3.6,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77144124","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: 6
Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion 压抑的法律主义:高等教育管理者对校园仇恨言论的反应如何破坏了对包容性的关注
IF 3.6 1区 教育学
American Educational Research Journal Pub Date : 2021-10-01 DOI: 10.3102/00028312211027586
Liliana M. Garces, B. Johnson, Evelyn Ambriz, Dwuana Bradley
{"title":"Repressive Legalism: How Postsecondary Administrators’ Responses to On-Campus Hate Speech Undermine a Focus on Inclusion","authors":"Liliana M. Garces, B. Johnson, Evelyn Ambriz, Dwuana Bradley","doi":"10.3102/00028312211027586","DOIUrl":"https://doi.org/10.3102/00028312211027586","url":null,"abstract":"Guided by legal, sociolegal, and higher education concepts, we use an embedded case study of university administrators at a public institution to examine how they negotiate and institutionalize principles of freedom of expression and inclusion in responses to the proliferation of on-campus hate speech following the 2016 U.S. presidential election. Our findings reveal that an institution's legal context and administrators’ interpretations of law and law-related pressures shape their understanding of hate speech–related incidents, and the permissible responses, in ways that make it nearly impossible to consider and implement inclusion-focused practices. We advance the concept of “repressive legalism” to explain these dynamics and discuss implications for policies and practices that support both open, robust expression and inclusion for students of color.","PeriodicalId":48375,"journal":{"name":"American Educational Research Journal","volume":"21 1","pages":"1032 - 1069"},"PeriodicalIF":3.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79412398","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: 6
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