Subjects -> EDUCATION (Total: 2550 journals)
    - ADULT EDUCATION (24 journals)
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    - E-LEARNING (37 journals)
    - EDUCATION (2189 journals)
    - HIGHER EDUCATION (154 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (2189 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 7)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 12)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 33)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 65)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 65)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 13)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 79)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 371)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 246)
Adult Education Quarterly     Hybrid Journal   (Followers: 248)
Advanced Education     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36)
Advances in High Energy Physics     Open Access   (Followers: 25)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 10)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 236)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 281)
American Journal of Educational Research     Open Access   (Followers: 73)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access   (Followers: 1)
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 10)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 45)
Arts Education Policy Review     Hybrid Journal   (Followers: 7)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 14)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asian Journal of Distance Education     Open Access   (Followers: 4)
Asian Journal of Education and Social Studies     Open Access   (Followers: 2)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 15)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 245)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 49)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 43)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 476)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 6)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 343)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 254)
British Journal of Educational Studies     Hybrid Journal   (Followers: 207)
British Journal of Educational Technology     Hybrid Journal   (Followers: 208)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
American Educational Research Journal
Journal Prestige (SJR): 2.913
Citation Impact (citeScore): 3
Number of Followers: 236  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0002-8312 - ISSN (Online) 1935-1011
Published by Sage Publications Homepage  [1093 journals]
  • The Intergenerational Transmission of Teaching
    • Authors: Alberto Jacinto, Seth Gershenson
      Abstract: American Educational Research Journal, Ahead of Print.
      Parental influences, particularly parents’ occupations, may influence individuals’ entry into the teaching profession. This mechanism may contribute to the relatively static demographic composition of the teaching force over time. We assess the role of parental influences on occupational choice by testing whether the children of teachers are disproportionately likely to become teachers themselves and whether the intergenerational transmission of teaching varies by race or sex. Overall, children whose mothers are teachers are seven percentage points more likely to enter teaching than children of nonteachers. The transmission of teaching from mother to child is about the same for White children and for Black daughters; however, transmission rates for Hispanic daughters are even larger while those for Black sons are near zero.
      Citation: American Educational Research Journal
      PubDate: 2020-10-14T09:15:30Z
      DOI: 10.3102/0002831220963874
       
  • Resisting the Neoliberal Role Model: Latino Male Mentors’ Perspectives
           on the Intersectional Politics of Role Modeling
    • Authors: Michael V. Singh
      Abstract: American Educational Research Journal, Ahead of Print.
      This article reports on research with two Latino male youth workers who express strong criticism of their positioning as “positive” role models for struggling Latino boys in a Latino male mentorship program. Drawing from analytic frameworks attune to the intersectional politics of race and neoliberalism, this article centers the voices of these educators to raise important questions about the neoliberal logics commonly undergirding intervention strategies aimed at boys and young men of color. In particular, these youth workers outline the ways neoliberal notions of respectability and heteropatriarchy become the expected performances for Latino men working with Latino boys. They also describe the ways they resist the positive male role model label to challenge neoliberal definitions of Latino manhood.
      Citation: American Educational Research Journal
      PubDate: 2020-09-05T06:17:07Z
      DOI: 10.3102/0002831220954861
       
  • Remembering and Revisiting Pedagogies of the Home
    • Authors: Nichole M. Garcia, Dolores Delgado Bernal
      Abstract: American Educational Research Journal, Ahead of Print.
      Almost two decades after Delgado Bernal’s theorization of pedagogies of the home, this article examines pedagogies of the home of four Chicana/o college-educated families to understand the role of parent engagement not only in the college choice processes but also in college completion and graduate school enrollment. Using Chicana feminisms to inform educational oral histories, four Chicana/o parent-child dyads were interviewed. The findings suggest that among Chicana/o college-educated families the (re)making of home, (re)covering tensions, and (re)claiming and (re)learning of cultural knowledge were the pedagogies of the home that were embraced by two successive generations of college completers. Complexities, contradictions, and nuances among Chicana/o college-educated families add to the theorization of pedagogies of the home.
      Citation: American Educational Research Journal
      PubDate: 2020-09-03T11:48:35Z
      DOI: 10.3102/0002831220954431
       
  • School Effects Revisited: The Size, Stability, and Persistence of Middle
           Schools’ Effects on Academic Outcomes
    • Authors: Tracey Lloyd, Jared N. Schachner
      Abstract: American Educational Research Journal, Ahead of Print.
      Since the early 2000s, educational evaluation research has primarily centered on teachers’, rather than schools’, contributions to students’ academic outcomes due to concerns that estimates of the latter were smaller, less stable, and more prone to measurement error. We argue that this disparity should be reduced. Using administrative data from three cohorts of Massachusetts public school students (N = 123,261) and two-level models, we estimate middle schools’ value-added effects on eighth-grade and 10th-grade math scores and, importantly, a non–test score outcome: 4-year college enrollment. Comparing our results to teacher-centered studies, we find that school effects (encompassing both teaching- and nonteaching-related factors) are initially smaller but nearly as stable and perhaps more persistent than are individual teacher effects. Our study motivates future research estimating the long-term effects of both teachers and schools on a wide range of outcomes.
      Citation: American Educational Research Journal
      PubDate: 2020-08-28T12:05:20Z
      DOI: 10.3102/0002831220948460
       
  • Competing for Bachelor’s Degrees: Are Community Colleges Cutting Into
           the Market Share of 4-Year Institutions'
    • Authors: Dennis A. Kramer, Justin C. Ortagus, Jacqueline Donovan
      Abstract: American Educational Research Journal, Ahead of Print.
      To address local workforce needs and expand access to affordable bachelor’s degrees, some states allow community colleges to offer bachelor’s degree programs. Despite concerns that community college baccalaureate (CCB) programs will duplicate efforts and cut into the market share of nearby 4-year institutions, extant literature has yet to examine the impact of CCB adoption on bachelor’s degree program enrollment and bachelor’s degree production at 4-year institutions. Using program-level data, our findings show that local CCB degree programs have a negative effect on overall bachelor’s degree enrollment and bachelor’s degree production at 4-year institutions, but this effect is concentrated primarily within for-profit 4-year institutions. This study represents the first comprehensive evaluation of the impact of CCB degree programs on neighboring 4-year institutions.
      Citation: American Educational Research Journal
      PubDate: 2020-08-24T06:09:04Z
      DOI: 10.3102/0002831220946309
       
  • Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten'
           Exploring Variation by Family Income, Race/Ethnicity, and Dual Language
           Learner Status
    • Authors: Meghan P. McCormick, Mirjana Pralica, Paola Guerrero-Rosado, Christina Weiland, JoAnn Hsueh, Barbara Condliffe, Jason Sachs, Catherine Snow
      Abstract: American Educational Research Journal, Ahead of Print.
      This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.
      Citation: American Educational Research Journal
      PubDate: 2020-07-25T08:10:40Z
      DOI: 10.3102/0002831220944908
       
  • The Effects of Providing and Receiving Peer Feedback on Writing
           Performance and Learning of Secondary School Students
    • Authors: Yong Wu, Christian D. Schunn
      Abstract: American Educational Research Journal, Ahead of Print.
      Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary' These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.
      Citation: American Educational Research Journal
      PubDate: 2020-07-25T08:08:00Z
      DOI: 10.3102/0002831220945266
       
  • School’s Out: The Role of Summers in Understanding Achievement
           Disparities
    • Authors: Allison Atteberry, Andrew McEachin
      Abstract: American Educational Research Journal, Ahead of Print.
      Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status only account for about 4% of the variance in SLL, nearly all prior work focuses on these factors. We zoom out to the full spread of differential SLL and its contribution to students’ positions in the eighth-grade achievement distribution. Using a large, longitudinal NWEA data set, we document dramatic variability in SLL. While some students actually maintain their school-year learning rate, others lose nearly all their school-year progress. Moreover, decrements are not randomly distributed—52% of students lose ground in all 5 consecutive years (English language arts).
      Citation: American Educational Research Journal
      PubDate: 2020-07-08T10:50:09Z
      DOI: 10.3102/0002831220937285
       
  • What Teachers Want: School Factors Predicting Teachers’ Decisions to
           Work in Low-Performing Schools
    • Authors: Samantha Viano, Lam D. Pham, Gary T. Henry, Adam Kho, Ron Zimmer
      Abstract: American Educational Research Journal, Ahead of Print.
      Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.
      Citation: American Educational Research Journal
      PubDate: 2020-06-12T06:17:46Z
      DOI: 10.3102/0002831220930199
       
  • Putting PjBL to the Test: The Impact of Project-Based Learning on Second
           Graders’ Social Studies and Literacy Learning and Motivation in Low-SES
           School Settings
    • Authors: Nell K. Duke, Anne-Lise Halvorsen, Stephanie L. Strachan, Jihyun Kim, Spyros Konstantopoulos
      Abstract: American Educational Research Journal, Ahead of Print.
      This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading.
      Citation: American Educational Research Journal
      PubDate: 2020-06-09T05:03:45Z
      DOI: 10.3102/0002831220929638
       
  • Linguistic Re-Formation in Florida Heartland Schools: School Erasures of
           Indigenous Latino Languages
    • Authors: Rebecca Campbell-Montalvo
      Abstract: American Educational Research Journal, Ahead of Print.
      By law, language information of students in U.S. schools must be identified during enrollment. This information affects language screening, federal reporting, provision of services, and so on. In the Florida Heartland, analyses of observations, records, a language inventory (survey), and interviews show that some students and parents’ languages identified during registration are not recorded accurately. Raciolinguistic enregisterment played a role in registrars recording languages as others and in their differential questioning practices; employee training, policy, and the records system design also affected this linguistic re-formation. In the end, Indigenous Mexican languages were under measured by a factor of 19—for every 19 students whose parent spoke an Indigenous language, only one was recorded. Suggestions for improvement are provided.
      Citation: American Educational Research Journal
      PubDate: 2020-06-09T05:00:27Z
      DOI: 10.3102/0002831220924353
       
  • Can a Positive School Climate Promote Student Attendance' Evidence
           From New York City
    • Authors: Daniel Hamlin
      Abstract: American Educational Research Journal, Ahead of Print.
      Nearly 15% of American students are chronically absent from school. To address absenteeism, many states have recently made chronic absence a core component of their school accountability plans. Scholars have theorized that a positive school climate can promote student attendance, but empirical support for this idea is lacking. In this study, the relationship between four student-reported measures of school climate and student attendance are investigated by analyzing two annual school climate surveys (N = 823,753) from New York City. Results indicate small associations among the four measures of perceived school climate and student attendance. Furthermore, school-level changes in perceived school climate between middle and high school were only marginally associated with student attendance.
      Citation: American Educational Research Journal
      PubDate: 2020-05-27T06:02:19Z
      DOI: 10.3102/0002831220924037
       
  • The Process and Politics of Educational Governance Change in New Orleans,
           Los Angeles, and Denver
    • Authors: Julie A. Marsh, Taylor N. Allbright, Danica R. Brown, Katrina E. Bulkley, Katharine O. Strunk, Douglas N. Harris
      Abstract: American Educational Research Journal, Ahead of Print.
      In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orleans. Drawing on evolutionary theories, we find that external crises, state policy, and new actors triggered change, yet distinct contexts and change processes resulted in markedly different systems. Finally, in all three cities, concerns that emerging systems exacerbated long-standing inequities indicate that governance change is both an organizational and highly contentious political process.
      Citation: American Educational Research Journal
      PubDate: 2020-05-27T06:01:01Z
      DOI: 10.3102/0002831220921475
       
  • “I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black
           Educators’ Protection of Black Children
    • Authors: Maxine McKinney de Royston, Tia C. Madkins, Jarvis R. Givens, Na’ilah Suad Nasir
      Abstract: American Educational Research Journal, Ahead of Print.
      Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children' and (2) What mechanisms of protection do they enact in their classrooms and schools' Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.
      Citation: American Educational Research Journal
      PubDate: 2020-05-12T04:44:23Z
      DOI: 10.3102/0002831220921119
       
  • Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A
           Randomized Field Trial
    • Authors: Matthew A. Kraft, Heather C. Hill
      Abstract: American Educational Research Journal, Ahead of Print.
      This article describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core–aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured by the Mathematical Quality of Instruction instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.
      Citation: American Educational Research Journal
      PubDate: 2020-05-05T11:58:04Z
      DOI: 10.3102/0002831220916840
       
  • The Development and Sustainability of School-Based Parent Networks in
           Low-Income Latinx Communities: A Mixed-Methods Investigation
    • Authors: David E. Rangel, Megan N. Shoji, Adam Gamoran
      Abstract: American Educational Research Journal, Ahead of Print.
      Research suggests that school-based parent networks have significant benefits for children’s education, yet scholars know very little about how such relationships form and develop over time. This study uses interview and survey data with elementary school parents in predominantly low-income Latinx communities to examine how parents meet one another; how deeper, more trusting relationships develop; and how the size and quality of parent networks change over time in the presence and absence of a family engagement program. Interview data suggest few and infrequent opportunities for parents to meet one another, which makes building relationships characterized by trust and shared expectations more difficult. The quantitative results show positive short-term effects of the program but differential effects over time.
      Citation: American Educational Research Journal
      PubDate: 2020-04-23T05:18:11Z
      DOI: 10.3102/0002831220916461
       
  • Academic Tracking of English Learners With Disabilities in Middle School
    • Authors: Sara E. N. Kangas, Megan Cook
      Abstract: American Educational Research Journal, Ahead of Print.
      Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.
      Citation: American Educational Research Journal
      PubDate: 2020-04-23T05:13:12Z
      DOI: 10.3102/0002831220915702
       
  • From Interpretation to Instructional Practice: A Network Study of
           Early-Career Teachers’ Sensemaking in the Era of Accountability
           Pressures and Common Core State Standards
    • Authors: Kenneth A. Frank, Jihyun Kim, Serena J. Salloum, Kristen N. Bieda, Peter Youngs
      Abstract: American Educational Research Journal, Ahead of Print.
      Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. This estimated effect is net of an ECT’s rich covariates, including the levels of ambitious mathematics instruction at the beginning of the academic year. It is implied that not all ECTs experience accountability pressures and curricular standards in the same way—their experiences are affected by the immediate networks in which they are embedded. Corresponding guidance for teacher educators and administrators is given.
      Citation: American Educational Research Journal
      PubDate: 2020-04-22T01:08:53Z
      DOI: 10.3102/0002831220911065
       
  • Sorting Through Performance Evaluations: The Influence of Performance
           Evaluation Reform on Teacher Attrition and Mobility
    • Authors: Luis A. Rodriguez, Walker A. Swain, Matthew G. Springer
      Abstract: American Educational Research Journal, Ahead of Print.
      The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout of a statewide evaluation system, even without punitive consequences, was associated with increased turnover; however, there was comparably greater retention of more effective teachers, with larger differences in turnover between highly and minimally effective teachers confined to urban districts and low-performing schools. These results imply that states and districts can increase exit rates of low-performing instructors in the absence of automatic dismissals, which is a pattern that our analyses suggest may not generalize beyond urban school settings.
      Citation: American Educational Research Journal
      PubDate: 2020-03-20T07:00:22Z
      DOI: 10.3102/0002831220910989
       
  • A Model for Assessment in Play-Based Kindergarten Education
    • Authors: Angela Pyle, Christopher DeLuca, Erica Danniels, Hanna Wickstrom
      Abstract: American Educational Research Journal, Ahead of Print.
      Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Results uncovered seven different assessment pathways by which teachers mobilized learning goals through play pedagogies and assessment. Based on these pathways, a comprehensive assessment framework was developed underscoring the cyclical relation between student learning goals, types of play, and assessment contexts and practices. This framework supports teachers’ negotiation and integration of assessment practices with play-based pedagogies to promote both academic and developmental learning goals.
      Citation: American Educational Research Journal
      PubDate: 2020-02-28T08:28:34Z
      DOI: 10.3102/0002831220908800
       
  • Teacher Merit Pay: A Meta-Analysis
    • Authors: Lam D. Pham, Tuan D. Nguyen, Matthew G. Springer
      Abstract: American Educational Research Journal, Ahead of Print.
      Empirical research investigating the association between teacher pay incentives and student test scores has grown rapidly over the past decade. To integrate the findings from these studies and help inform the debate over teacher merit pay, this meta-analysis synthesizes effect sizes across 37 primary studies, 26 of which were conducted in the United States. Among the U.S. based studies, the results suggest that the effect of teacher merit pay on student test scores is positive and statistically significant (0.043 standard deviation). This summary effect varies by program design and study context, suggesting that teacher merit pay has the potential to improve student test scores in some contexts but researchers and policymakers should pay close attention to program design and implementation.
      Citation: American Educational Research Journal
      PubDate: 2020-02-22T11:13:16Z
      DOI: 10.3102/0002831220905580
       
  • Categorical Inequality in Black and White: Linking Disproportionality
           Across Multiple Educational Outcomes
    • Authors: Kenneth Shores, Ha Eun Kim, Mela Still
      First page: 2089
      Abstract: American Educational Research Journal, Ahead of Print.
      We characterize the extent to which Black-White gaps for multiple educational outcomes are linked across school districts in the United States. Gaps in disciplinary action, grade-level retention, classification into special education and Gifted and Talented, and Advanced Placement course-taking are large in magnitude and correlated. Racial differences in family income and parent education are strikingly consistent predictors of these gaps, and districts with large gaps in one outcome are likely to have large gaps in another. Socioeconomic and segregation variables explain 1.7 to 3.5 times more variance for achievement relative to nonachievement outcomes. Systemic patterns of racial socioeconomic inequality drive inequalities across multiple educational outcomes; however, discretionary policies at local levels are more influential for nonachievement outcomes.
      Citation: American Educational Research Journal
      PubDate: 2020-01-23T10:34:32Z
      DOI: 10.3102/0002831219900128
       
  • Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start
    • Authors: Anna J. Markowitz, Daphna Bassok, Jason A. Grissom
      First page: 2132
      Abstract: American Educational Research Journal, Ahead of Print.
      Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teacher-child racial/ethnic match and parental involvement both across and within Head Start centers. Findings suggest that match enhances parental engagement and decreases student absences, particularly among Hispanic families, suggesting that family engagement may be one potential mechanism by which racial/ethnic match improves educational outcomes. Findings also have implications for policies that reduce the diversity of the Head Start workforce.
      Citation: American Educational Research Journal
      PubDate: 2020-01-08T06:54:41Z
      DOI: 10.3102/0002831219899356
       
  • Targeted Linguistic Simplification of Science Test Items for English
           Learners
    • Authors: Tracy Noble, Stephen G. Sireci, Craig S. Wells, Rachel R. Kachchaf, Ann S. Rosebery, Yang Caroline Wang
      First page: 2175
      Abstract: American Educational Research Journal, Ahead of Print.
      In this experimental study, 20 multiple-choice test items from the Massachusetts Grade 5 science test were linguistically simplified, and original and simplified test items were administered to 310 English learners (ELs) and 1,580 non-ELs in four Massachusetts school districts. This study tested the hypothesis that specific linguistic features of test items contributed to construct-irrelevant variance in science test scores of ELs. Simplifications targeted specific linguistic features, to identify those features with the largest impacts on ELs’ test performance. Of all the linguistic simplifications used in this study, adding visual representations to answer choices had the largest positive effect on ELs’ performance. These findings have significant implications for the design of multiple-choice test items that are fair and valid for ELs.
      Citation: American Educational Research Journal
      PubDate: 2020-02-22T11:05:39Z
      DOI: 10.3102/0002831220905562
       
  • “We’re in This Together”: Bridging and Bonding Social Capital in
           Elementary School PTOs
    • Authors: Brittany Murray, Thurston Domina, Amy Petts, Linda Renzulli, Rebecca Boylan
      First page: 2210
      Abstract: American Educational Research Journal, Ahead of Print.
      Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parents build and deploy social capital. We distinguish between bonding social capital, built in dense, homogeneous networks, and bridging social capital, gained through relationships across a social distance. Our analyses suggest that bonding alone is associated with opportunity hoarding; however, when schools are committed to building both bridging and bonding social capital, they can produce more equitable and inclusive schools.
      Citation: American Educational Research Journal
      PubDate: 2020-02-28T08:35:12Z
      DOI: 10.3102/0002831220908848
       
 
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