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English-Learner-Classified Students and Absenteeism: A Within-Group Analysis of Missing School 英语学习者分类学生与旷课：缺课的组内分析
Educational Researcher Pub Date : 2024-07-24 DOI: 10.3102/0013189x241258770
L. Santibañez, Michael A. Gottfried, Jennifer A. Freeman
{"title":"English-Learner-Classified Students and Absenteeism: A Within-Group Analysis of Missing School","authors":"L. Santibañez, Michael A. Gottfried, Jennifer A. Freeman","doi":"10.3102/0013189x241258770","DOIUrl":"https://doi.org/10.3102/0013189x241258770","url":null,"abstract":"This article used a rich longitudinal data set from four school districts in California to study absenteeism patterns among students classified as an English learner (EL). We looked at absence patterns overall and disaggregated by EL classification, grade level, and pre/post COVID-19. When their demographic and school-level factors are considered, ELs have fewer absences and are less likely to be chronically absent than non-EL students. This finding is evident for all EL classified groups, although the differences in absenteeism for long-term EL (LTEL) and newcomer EL students are markedly smaller than for other EL subgroups. The negative absenteeism patterns for ELs shifted after the COVID-19 pandemic. EL-classified students experienced higher absenteeism rates during the pandemic even when holding other factors constant. This rising absenteeism trend is most evident for current ELs and LTELs.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers 文本到语音技术与数学成绩：残疾学生、英语语言学习者与普通教育学生的比较研究
Educational Researcher Pub Date : 2024-02-29 DOI: 10.3102/0013189x241232995
Xin Wei
{"title":"Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers","authors":"Xin Wei","doi":"10.3102/0013189x241232995","DOIUrl":"https://doi.org/10.3102/0013189x241232995","url":null,"abstract":"This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"8 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding the Superintendent Pipeline: A Call for a National Longitudinal Dataset 了解学监培养计划：呼吁建立国家纵向数据集
Educational Researcher Pub Date : 2024-02-28 DOI: 10.3102/0013189x241232621
David E. DeMatthews, Alexandra Aylward, David Knight, Pedro Reyes
{"title":"Understanding the Superintendent Pipeline: A Call for a National Longitudinal Dataset","authors":"David E. DeMatthews, Alexandra Aylward, David Knight, Pedro Reyes","doi":"10.3102/0013189x241232621","DOIUrl":"https://doi.org/10.3102/0013189x241232621","url":null,"abstract":"A recent study published in Educational Researcher by White (2023) examined superintendent gender gaps. This work required 4 years of internet searches to identify and match superintendent names with each of the roughly 13,000 school districts in the United States. Although this study provided important insights into the superintendent gender gaps, the study is unable to examine gaps for females of color or the long-term career pathways of superintendents. The lack of a national longitudinal superintendent dataset has meant researchers and policymakers have limited insights into superintendent racial and gender gaps, turnover rates, experience, and career pathways to the superintendency. Drawing on data from the Texas State Longitudinal Data System, we offer several findings to provide a glimpse of what could be accomplished with a longitudinal dataset. Policymakers, school boards, search firms, and communities will fail to understand the full range of challenges and opportunities to diversifying and strengthening the superintendent workforce until such a dataset exists and is accessible to researchers and other interested parties.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"51 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140421289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Working Conditions and Dissatisfaction Before and During the COVID-19 Pandemic COVID-19 大流行之前和期间的教师工作条件和不满情绪
Educational Researcher Pub Date : 2024-02-28 DOI: 10.3102/0013189x241232657
Christopher Redding, Tuan D. Nguyen
{"title":"Teacher Working Conditions and Dissatisfaction Before and During the COVID-19 Pandemic","authors":"Christopher Redding, Tuan D. Nguyen","doi":"10.3102/0013189x241232657","DOIUrl":"https://doi.org/10.3102/0013189x241232657","url":null,"abstract":"With a goal of contextualizing teacher job dissatisfaction during the first full school year of the COVID-19 pandemic, we contrast teachers’ experiences with the decade and a half leading up to the pandemic. We draw on nationally representative data from the Schools and Staffing Survey and National Teacher and Principal Survey from the 2003–04 to 2020–21 school years. Through descriptive and regression analysis, we show that (1) increases in teacher dissatisfaction beginning in the 2015–16 school year persisted into the 2020–21 school year, (2) levels of dissatisfaction during the pandemic were not equal across subpopulations of teachers, and (3) positive working conditions consistently predicted lower job dissatisfaction, including in the 2020–21 school year.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"63 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140422652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Discipline, Police Contact, and GPA: A Mediation Analysis 学校纪律、与警察的接触和 GPA：调解分析
Educational Researcher Pub Date : 2024-02-26 DOI: 10.3102/0013189x241231988
Aaron Gottlieb, Zitsi Mirakhur, Bianca Schindeler
{"title":"School Discipline, Police Contact, and GPA: A Mediation Analysis","authors":"Aaron Gottlieb, Zitsi Mirakhur, Bianca Schindeler","doi":"10.3102/0013189x241231988","DOIUrl":"https://doi.org/10.3102/0013189x241231988","url":null,"abstract":"Exclusionary school discipline is one of the primary ways that schools address student behavior. Existing scholarship has focused on examining the implications of exclusionary school discipline for two sets of outcomes: academic achievement and future juvenile and criminal legal involvement. However, these two areas of scholarship are largely treated as separate. In this paper, we bridge these two research areas by drawing on scholarship examining the negative educational consequences of police contact for youth. Specifically, we formally test the proposition that the association between school suspension in childhood and adolescent academic achievement is mediated by police contact experienced in early adolescence. Using data from the Future of Families and Child Wellbeing Study, we find support for this hypothesis: Early adolescent police contact explains approximately 30% of the association between school suspension in childhood and adolescent GPA. By relying on exclusionary school discipline, our results suggest that schools are setting the stage for youth to become involved in the criminal legal system, which, in turn, hinders future academic achievement.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"53 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140430990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Out-of-School Time Programs in the United States in an Era of Racial Reckoning: Insights on Equity From Practitioners, Scholars, Policy Influencers, and Young People 种族反思时代的美国校外时间计划：实践者、学者、政策影响者和年轻人对公平的见解
Educational Researcher Pub Date : 2024-02-19 DOI: 10.3102/0013189x241228824
Bianca J. Baldridge, Daniela DiGiacomo, Ben Kirshner, Sam Mejias, Deepa S. Vasudevan
{"title":"Out-of-School Time Programs in the United States in an Era of Racial Reckoning: Insights on Equity From Practitioners, Scholars, Policy Influencers, and Young People","authors":"Bianca J. Baldridge, Daniela DiGiacomo, Ben Kirshner, Sam Mejias, Deepa S. Vasudevan","doi":"10.3102/0013189x241228824","DOIUrl":"https://doi.org/10.3102/0013189x241228824","url":null,"abstract":"The out-of-school time (OST) field in the United States has a complex history. The push to offer programming reflects a legacy rooted in moral panics about racially minoritized youth. However, this field is populated by community spaces that act as multipurpose sites of culturally sustaining educational practices supporting positive youth development. We report findings from interviews with OST leaders, youth workers, policy influencers, and youth about how to create, sustain, and protect more liberatory and humanizing practices, demonstrating that racism and deficit-based thinking continue to inform programmatic practices and youth experiences. Furthermore, this study reveals that programs with expansive ideas of youth voice, healing justice, and whole-child approaches to youth development create better opportunities for connection and belonging.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"30 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Latent Class Analysis of Racial Terminology in Education Research: Patterns of Racial Classifications in AERA Journals 教育研究中种族术语的潜类分析：AERA 期刊中的种族分类模式
Educational Researcher Pub Date : 2024-02-19 DOI: 10.3102/0013189x241227901
Samantha Viano, Dominique J. Baker, K. Ford, Marc P. Johnston-Guerrero
{"title":"A Latent Class Analysis of Racial Terminology in Education Research: Patterns of Racial Classifications in AERA Journals","authors":"Samantha Viano, Dominique J. Baker, K. Ford, Marc P. Johnston-Guerrero","doi":"10.3102/0013189x241227901","DOIUrl":"https://doi.org/10.3102/0013189x241227901","url":null,"abstract":"Education research commonly uses racial terminology but with little understanding of racial classification patterns across the field. In this study, we surface the use of racial terminology using a census of original research published in American Educational Research Association journals between 2009 and 2019. We do so as an ethical quantification exercise, seeking to further social justice goals by encouraging scholarship on racial terminology in education research. Using latent class analysis, we identify six classes of research ranging from about a third of articles that use almost no racial terminology to an eighth of articles that use terminology extensively. More recently published articles are more likely to be part of classes with extensive or narrow racial terminology usage and less likely to be in classes that are absent racial terminology. Qualitative research is more likely to use extensive racial terminology, and quantitative research is more likely to be absent of or narrowly use racial terminology. We conclude with recommendations for how future research can build off of these findings to address questions on how to authentically and purposefully use racial terminology in ways that reflect the complex ways people identify themselves to better situate education research to address racial inequality.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries 为相互尊重而教与学：打破普遍存在的权力不对称的框架
Educational Researcher Pub Date : 2024-02-14 DOI: 10.3102/0013189x241227445
Whitney M. Hegseth
{"title":"Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries","authors":"Whitney M. Hegseth","doi":"10.3102/0013189x241227445","DOIUrl":"https://doi.org/10.3102/0013189x241227445","url":null,"abstract":"This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"30 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139778191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries 为相互尊重而教与学：打破普遍存在的权力不对称的框架
Educational Researcher Pub Date : 2024-02-14 DOI: 10.3102/0013189x241227445
Whitney M. Hegseth
{"title":"Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries","authors":"Whitney M. Hegseth","doi":"10.3102/0013189x241227445","DOIUrl":"https://doi.org/10.3102/0013189x241227445","url":null,"abstract":"This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139837840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
2022 Wallace Foundation Distinguished Lecture Education Reform, Past and Present: Asking Equity Questions and Looking for Hope 2022 华莱士基金会杰出讲座 教育改革，过去与现在：提出公平问题，寻找希望
Educational Researcher Pub Date : 2024-02-12 DOI: 10.3102/0013189x241228255
Amanda Datnow
{"title":"2022 Wallace Foundation Distinguished Lecture Education Reform, Past and Present: Asking Equity Questions and Looking for Hope","authors":"Amanda Datnow","doi":"10.3102/0013189x241228255","DOIUrl":"https://doi.org/10.3102/0013189x241228255","url":null,"abstract":"Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex challenges educators, policymakers, and communities face in promoting educational change with social justice aims, it also provides lessons for a hopeful path forward. Pursuing an equity agenda in this pivotal moment requires deep thinking about how we conduct research on educational reform, prepare the next generation of scholars, and work across disciplinary and national boundaries.","PeriodicalId":507571,"journal":{"name":"Educational Researcher","volume":"9 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139783227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","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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