Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 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: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 5)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 26)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 58)
Acción y Reflexión Educativa     Open Access   (Followers: 119)
Accounting & Finance     Hybrid Journal   (Followers: 33)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 15)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 9)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 68)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 45)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 202)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 16)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 157)
Adult Education Quarterly     Hybrid Journal   (Followers: 92)
Advanced Education     Open Access   (Followers: 14)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 5)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 34)
Advances in High Energy Physics     Open Access   (Followers: 23)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 2)
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  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
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: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 9)
American Annals of the Deaf     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 160)
American Journal of Business Education     Open Access   (Followers: 14)
American Journal of Distance Education     Hybrid Journal   (Followers: 31)
American Journal of Education     Full-text available via subscription   (Followers: 166)
American Journal of Educational Research     Open Access   (Followers: 59)
American Journal of Health Education     Hybrid Journal   (Followers: 37)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal  
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 36)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 19)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 15)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Science Education     Open Access   (Followers: 2)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 7)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 16)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 137)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 44)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 16)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational Researcher     Hybrid Journal   (Followers: 28)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 14)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 7)
Australian Journal of Education     Hybrid Journal   (Followers: 46)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 14)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 9)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 219)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
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: 163)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access  
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access  
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 1)
Beijing International Review of Education     Full-text available via subscription  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 2)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 5)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduscience     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal  
Biosaintifika : Journal of Biology & Biology Education     Open Access  
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 8)
BMC Medical Education     Open Access   (Followers: 47)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 169)
British Journal of Educational Studies     Hybrid Journal   (Followers: 134)
British Journal of Educational Technology     Hybrid Journal   (Followers: 95)
British Journal of Music Education     Hybrid Journal   (Followers: 18)
British Journal of Religious Education     Hybrid Journal   (Followers: 7)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 59)
British Journal of Special Education     Hybrid Journal   (Followers: 44)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 2)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
AERA Open
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2332-8584
Published by Sage Publications Homepage  [1174 journals]
  • A Multilevel, Agent-Centered Analysis of Intersectionality in a
           Hispanic-Serving Institution: The Case of College Internship Access for
           Latinx Students

    • Authors: Matthew T. Hora, Matthew Wolfgram, Adrian H. Huerta, Changhee Lee, Anita Gopal
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Internships are widely viewed as “door openers” to opportunity, yet students without ample financial, social, and institutional supports are often excluded from these experiences. This exclusion is especially problematic for Latinx students attending Hispanic-Serving Institutions, for whom an internship could be transformative. In this article, we elaborate upon Núñez’s (2014) multilevel model of intersectionality to highlight how agents’ perceptions, social categories, embodied practices, and broader contextual forces interrelate to shape Latinx students’ access to internship opportunities at a university in the border region of Texas. Using inductive thematic, correlational, and social-network analysis techniques to analyze survey (n = 192) and focus group (n = 12) data, we find that gender, academic major, socioeconomic status, and race intersect with organizational (e.g., insufficient information) and contextual (e.g., labor markets) factors to shape students’ access and perceptions. We provide recommendations for disrupting systemic inequalities in internship access and culturally appropriate programming and ideas for future research.
      Citation: AERA Open
      PubDate: 2022-06-20T05:19:26Z
      DOI: 10.1177/23328584221102162
      Issue No: Vol. 8 (2022)
       
  • Integrating Social and Emotional Learning: Creating Space for Afterschool
           Educator Expertise

    • Authors: Annie M. White, Thomas Akiva, Sharon Colvin, Junlei Li
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      A growing movement suggests that social and emotional learning (SEL) should be integrated into educational experiences in and outside schools. Afterschool programs can be particularly well suited for SEL, and afterschool educators can play an important role in skill development. We interviewed 23 experienced afterschool educators in community-based programs to understand how staff encourage SEL and how program directors support staff in doing so. Findings show that afterschool educators describe integrating SEL into their daily interactions with children by creating and catching teachable moments. Program directors served either as compliance enforcers or partners who supported staff’s autonomy to encourage SEL despite top-down mandates. Findings suggest that educators can develop substantial expertise integrating SEL into their professional work. By recognizing and empowering such expertise, program leaders can support implementation and innovation of SEL practices. Allocating resources toward intentional integration of SEL is an important next step for this work.
      Citation: AERA Open
      PubDate: 2022-06-20T05:16:51Z
      DOI: 10.1177/23328584221101546
      Issue No: Vol. 8 (2022)
       
  • The Validity of Measures of Instructional Alignment With State Standards
           Based on Surveys of Enacted Curriculum

    • Authors: Drew Atchison, Michael S. Garet, Toni M. Smith, Mengli Song
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This paper uses a validity argument approach to examine the validity evidence for measures of instructional alignment based on an instrument adapted from the Surveys of Enacted Curriculum (SEC). Using the instrument, Grade 4 math and Grade 5 English language arts teachers reported the level of emphasis they gave to subject-specific topics and cognitive demands in their instruction, which provided the data for measuring instructional alignment—both overall and by topic and by cognitive demand—with state standards. We found that (a) teachers differentiated topics but not cognitive demands when reporting on the content of their instruction, (b) teachers likely overreported levels of emphasis on topics and cognitive demands, and (c) overall alignment and alignment by cognitive demand were not significantly associated with teachers’ value-added scores. Although this study examined a specific version of the SEC, we believe the findings apply more broadly to SEC-based measures of instructional alignment.
      Citation: AERA Open
      PubDate: 2022-06-16T01:22:02Z
      DOI: 10.1177/23328584221098761
      Issue No: Vol. 8 (2022)
       
  • The Uncertain Path Toward College: How Intersectionality Shaped the
           Experiences of Latinas Enrolled at a Hispanic-Serving Institution

    • Authors: Ruth M. López, Maria L. Honey, Stephanie Rendon, Stephanie Pérez-Gill
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This is a longitudinal qualitative study of Latina college students who were members of a Latina mentoring program at a 4-year Hispanic-Serving Institution (HSI) in Texas, where they made up the largest student population since 2013. Guided by Chicana feminist epistemology and intersectionality, we discuss educational experiences students had during high school as they considered their college path, when enrolling in an HSI, and during college. We explore the following research question: How did intersectional experiences shape the educational trajectory of Latina undergraduates enrolled at an HSI' We identify how multiple forms of oppression and social identities shaped the high school experiences of Latinas and learned how they found belonging at an HSI by finding spaces and individuals who validated their intersectionality. Through this study, we demonstrate why Latina student intersectionality—not only while in college but prior to enrolling as well—is important for researchers and educational leaders to consider.
      Citation: AERA Open
      PubDate: 2022-06-16T01:20:49Z
      DOI: 10.1177/23328584221101552
      Issue No: Vol. 8 (2022)
       
  • Stances Toward Anti-Racist Medical Education: A Qualitative Analysis of
           Critical Consciousness in First-Year Medical Students

    • Authors: Daniel A. Novak, Ronan Hallowell, Kairos Llobrera, Jacob Schreiber, Erika Wright, Donna Elliott
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      As future physicians, first-year medical students are well positioned to work on the long-term creation of a more equitable healthcare system. But how prepared are first-year medical students to begin the work of dismantling structural racism in the US healthcare system' In this study, we analyzed a sample of 75 medical-student reflective responses to a book focused on the legacy of racism in medicine. Our findings indicate that students enter medical school in a range of states of critical consciousness that are visible in their “stances” toward addressing racial inequality in the healthcare system. The stances described in our findings extend the critical consciousness framework, providing a more nuanced understanding of students’ starting orientations to health justice. Because students arrive in different stances toward confronting the systemic inequalities inherent to the US healthcare system, understanding these stances may help medical educators tailor learning experiences to medical students’ needs more effectively.
      Citation: AERA Open
      PubDate: 2022-06-16T01:19:33Z
      DOI: 10.1177/23328584221103878
      Issue No: Vol. 8 (2022)
       
  • The COVID-19 School Year: Learning and Recovery Across 2020-2021

    • Authors: Megan Kuhfeld, James Soland, Karyn Lewis, Erik Ruzek, Angela Johnson
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The schooling disruptions due to the COVID-19 pandemic continue to reverberate across the K-12 educational system more than a year after schools closed for in-person instruction. In this study, we examined the aftermath of these disruptions by modeling student achievement trends prior to and during the pandemic, with particular focus on growth in 2020-2021. The data included test scores from 4.9 million U.S. students in Grades 3 through 8. Although the average student demonstrated positive gains in math and reading during the 2020-2021 school year, students were still behind typical (prepandemic) averages by spring 2021 (0.16 to 0.26 standard deviations behind in math and 0.06 to 0.11 standard deviations behind in reading). Furthermore, growth in math was more variable than in prior years, and much of the gains occurred among initially high-performing students pulling further ahead. Findings support the theory that the pandemic left students behind academically across the board while also worsening existing educational inequities.
      Citation: AERA Open
      PubDate: 2022-06-10T07:13:17Z
      DOI: 10.1177/23328584221099306
      Issue No: Vol. 8 (2022)
       
  • Varied Institutional Responses to COVID-19: An Investigation of U.S.
           Colleges’ and Universities’ Reopening Plans for Fall 2020

    • Authors: Tyler D. Blanco, Brian Floyd, Bruce E. Mitchell II, Rodney P. Hughes
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The authors investigate coronavirus disease 2019 (COVID-19) risk factors, suitability of online instruction, politics, and institutions’ finances as rationales guiding instructional delivery decisions for fall 2020, after COVID-19’s emergence. Contributions include estimating multinomial logit regressions with mode of delivery as a categorical variable, integrating resource dependence and crisis response as theoretical frames, and introducing new predictor variables, including a measure of local residential access to broadband Internet. Findings suggest that county populations, local political preferences, and the percentage of revenue derived from auxiliary enterprises were consistent predictors of delivery mode. Political parties of an institution’s governor and congressional representative were predictive of delivery mode for institutions in the lowest tercile of endowment per student but not for institutions in the highest tercile. Bottom-tercile institutions substituted from online to in-person reopening as reliance on revenue from auxiliary enterprises increased, but top-tercile institutions appeared only to substitute from hybrid to in-person or from online to hybrid delivery as revenue from auxiliary enterprises or tuition and fees increased.
      Citation: AERA Open
      PubDate: 2022-06-10T07:10:56Z
      DOI: 10.1177/23328584221099605
      Issue No: Vol. 8 (2022)
       
  • Servingness in the Borderlands: A Study of Faculty Hiring at a
           Hispanic-Serving Institution on the Border

    • Authors: Cynthia D. Villarreal
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This evaluation of faculty hiring examines how eight faculty search chairs at a border Hispanic-serving institution (HSI) discuss how they enact an HSI consciousness when making hiring decisions. Using a combined phenomenological case study approach, the author examines hiring through a conceptual framework that brings together organizational culture and Borderlands theory to understand how committee decisions on hiring are informed by their campus’s HSI designation and cultural identity. Through analysis of faculty search chair interviews, faculty search chairs at a borderland HSI are committed to hiring with their student population in mind by enacting a Latinx-serving consciousness. Overall, the findings of this study contribute to a broader conversation on servingness as well as scholarship on how educators and administrators can embrace the cultural values that their Latinx students possess to make decisions in hiring.
      Citation: AERA Open
      PubDate: 2022-06-10T07:07:00Z
      DOI: 10.1177/23328584221099597
      Issue No: Vol. 8 (2022)
       
  • Corrigendum to “Hispanic-Serving Institutions as Racialized
           Organizations: Elevating Intersectional Consciousness to Reframe the
           ‘H’ in HSIs”

    • Abstract: AERA Open, Volume 8, Issue , January-December 2022.

      Citation: AERA Open
      PubDate: 2022-06-09T07:33:15Z
      DOI: 10.1177/23328584221106372
      Issue No: Vol. 8 (2022)
       
  • Community-Centered School Leadership: Radical Care and Aperturas During
           COVID-19

    • Authors: Leticia Alvarez Gutiérrez, Taeyeon Kim, Sonny Partola, Paul J. Kuttner, Amadou Niang, Alma Yanagui, Laura Hernández, Gerardo R. López, Jennifer Mayer-Glenn
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      We share school leaders’ perspectives on Zoom videos concerning the needs of immigrant and refugee families in Title I schools. In these videos, participants crafted and shared personal narratives about their leadership experiences during the COVID-19 era of education. Rooted in participatory design research methods, the process of designing these videos were both a research project and an intervention to assist families and school leaders to better understand each other. We present a close analysis of administrators’ perspectives and describe how our codesigned video methodology enabled participants to coconstruct new meanings of school-community relationships during the pandemic through a radical care framework. We conceptualize these reimaginings as aperturas—cracks in the dominant family engagement paradigm that allow us to collectively work towards transformative ends which we term community-centered school leadership. We conclude the article with recommendations for how both school leadership and research can approach and reimagine family engagement postpandemic.
      Citation: AERA Open
      PubDate: 2022-06-09T07:31:39Z
      DOI: 10.1177/23328584221096465
      Issue No: Vol. 8 (2022)
       
  • Broadened Possibilities: Undocumented Community College Student Course
           Enrollment After the California DREAM Act

    • Authors: Federick Ngo, Juanita K. Hinojosa
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Some states have enacted inclusive policies that reduce constraints and uncertainty for undocumented students, potentially changing their academic decisions and postsecondary goals. We explore shifts in continuing undocumented community college students’ course-taking before and after the California DREAM Act, which provided access to state financial aid. We use difference-in-differences comparisons with permanent residents, refugees, and U.S. citizens who were unaffected by these policies to examine policy impacts. After its implementation, continuing students increased their enrollment intensity, primarily in degree-applicable and transferable courses, and decreased coursework in career/technical education. This suggests state financial aid may have broadened postsecondary possibilities and made transfer to a 4-year institution a more viable option for undocumented students. At the same time, access to aid did not increase undocumented students’ credit loads to the level of their peers, underscoring the reality that other constraints continue to shape undocumented students’ participation in higher education.
      Citation: AERA Open
      PubDate: 2022-06-04T05:12:58Z
      DOI: 10.1177/23328584221091276
      Issue No: Vol. 8 (2022)
       
  • Im/migrant Children’s Education Experiences and Families’ Sacrifices
           in a Global Pandemic

    • Authors: Gabrielle Oliveira, Marisa Segel
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Family separation policies’ impacts on children’s education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.
      Citation: AERA Open
      PubDate: 2022-06-03T05:37:14Z
      DOI: 10.1177/23328584221092305
      Issue No: Vol. 8 (2022)
       
  • Like Any Other Trap: The Circuitous Path of Student Loan Repayment

    • Authors: Fernando Furquim, KC Deane, Brian P. McCall, Stephen L. DesJardins
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This paper studies the patterns of individuals’ student loan repayment for up to 12 years, tracking borrowers through the formative ages of the early 20s to the late 30s. Using social sequence and cluster analysis to understand these longitudinal repayment histories, we identify five archetypes of loan repayment that describe borrowers’ experiences: persistent defaulters, perpetual payers, rapid full payers, late full payers, and consolidators. We find significant stratification by race/ethnicity, social class, and institutional sector into repayment clusters, with minoritized borrowers and those attending for-profit institutions more likely to experience adverse borrowing outcomes and to experience them for longer.
      Citation: AERA Open
      PubDate: 2022-05-27T10:02:41Z
      DOI: 10.1177/23328584221093325
      Issue No: Vol. 8 (2022)
       
  • Social Class and Emotional Well-Being: Lessons From a Daily Diary Study of
           Families Engaged in Virtual Elementary School During COVID-19

    • Authors: Shana R. Cohen, Alison Wishard Guerra, Monica R. Molgaard, Jessica Miguel
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      To understand how parents adapted to virtual learning expectations during the initial COVID-19 school closures in spring 2020, this study investigated families’ daily activities, including parents’ emotions and their appraisals of the value of daily activities across two timepoints. Thirty-two parent–child dyads (Mean child age = 78 months, 50% male; 47% Latinx/Hispanic; 28% Spanish speaking) from a Southern California school district serving a diverse population completed a daily diary texting protocol (experience sampling method; ESM) five times per day over five days. Families spent most of their time together engaging in mealtime activities (preparing meals and eating). Families from low socioeconomic backgrounds reported appraising academic activities, social skills, and life skills more highly than families from high socioeconomic backgrounds. Parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.
      Citation: AERA Open
      PubDate: 2022-05-27T06:13:10Z
      DOI: 10.1177/23328584221095854
      Issue No: Vol. 8 (2022)
       
  • Hispanic-Serving Institutions as Racialized Organizations: Elevating
           Intersectional Consciousness to Reframe the “H” in HSIs

    • Authors: Blanca Elizabeth Vega, Román Liera, Mildred Boveda
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Conceptualizations of servingness must include an understanding of how racial ideologies shape Hispanic-Serving Institutions (HSIs). Three Latinx scholars offer testimonios on our experiences as students, faculty, and researchers at teaching and research-intensive HSIs. From our testimonios, we found that practices of Blanqueamiento (Whitening of a population) and Mestizaje (racial mixture) operate at HSIs to flatten our understanding of Hispanics in U.S. society. To make sense of our testimonios within these HSI contexts and constraints, we applied an intersectional consciousness perspective on racialized organizations. Findings include Whiteness operating as a credential, legitimizing unequal resources, diminishing agency among minoritized groups, and continued use of Mestizaje (disguised as Hispanic) as a prevailing ideology. We provide considerations for HSI leaders, researchers, and administrators to elevate their intersectional consciousness and disrupt how HSIs contribute to essentialist notions of Latinxs.
      Citation: AERA Open
      PubDate: 2022-05-23T07:32:28Z
      DOI: 10.1177/23328584221095074
      Issue No: Vol. 8 (2022)
       
  • How Principals’ Perceived Resource Needs and Job Demands Are Related to
           Their Dissatisfaction and Intention to Leave Their Schools During the
           COVID-19 Pandemic

    • Authors: Julia H. Kaufman, Melissa K. Diliberti, Laura S. Hamilton
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      School principals are facing greater challenges during the COVID-19 pandemic than they have ever faced, which has implications for whether they can conduct their work productively and remain in their jobs over the long term. This article draws on a unique, nationally representative, longitudinal panel of K–12 public school principals across the United States to examine principals’ self-reported resource needs and job demands during the COVID-19 pandemic as well as how those resource needs and demands are related to principals’ dissatisfaction and their intention to leave their job. Although principals’ reported resource needs (which increased over time) and teacher shortages were consistently related to dissatisfaction and intention to leave, various other job demands were predictors of dissatisfaction but not the intention to leave. These results have several implications for supporting and retaining principals as well as the teachers they serve.
      Citation: AERA Open
      PubDate: 2022-05-17T04:44:31Z
      DOI: 10.1177/23328584221081234
      Issue No: Vol. 8 (2022)
       
  • State Higher Education Funding During COVID-19: Lessons From Prior
           Recessions and Implications for Equity

    • Authors: Kelly Rosinger, Robert Kelchen, Dominique J. Baker, Justin Ortagus, Mitchell D. Lingo
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      States provide substantial support for higher education through appropriations to public colleges and universities that can be used to maintain relatively low tuition levels and funds for financial aid. Higher education often receives disproportionate cuts during recessionary periods, and it faces potentially unprecedented reductions in coming years amid a pandemic that has left some states with revenue shortfalls. How states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types. In this study, we document trends in higher education funding over time and use latent profile analysis to identify distinct approaches states have taken to higher education funding. We then examine the trajectories of higher education funding within each approach over time, particularly during prior recessions. We conclude by discussing the implications of each approach for equity, particularly in light of states’ early responses to the current economic downturn.
      Citation: AERA Open
      PubDate: 2022-05-17T04:42:51Z
      DOI: 10.1177/23328584221091277
      Issue No: Vol. 8 (2022)
       
  • Narratives of Race in School Rezoning: How the Politics of Whiteness Shape
           Belonging, Leadership Decisions, and School Attendance Boundaries

    • Authors: Andrene J. Castro, Genevieve Siegel-Hawley, Kimberly Bridges, Shenita E. Williams
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      School rezoning, or redistricting, is the process by which school boards draw and redraw school attendance boundaries. These boundaries are key drivers of racial and economic school segregation but can also work to ameliorate it. Using a critical orientation to narrative policy analysis, this study examined the cultural politics of race and whiteness in an urban school district undergoing school rezoning. Drawing on semistructured interviews with 15 school leaders and community stakeholders, findings provide a lens for school leaders and policymakers to better understand how and to what extent race is imposed in school attendance boundary decisions. Our findings expand current literature on school rezoning by shedding new light on racial narratives embedded within the political process. We conclude with policy and practice implications.
      Citation: AERA Open
      PubDate: 2022-05-17T04:41:15Z
      DOI: 10.1177/23328584221091274
      Issue No: Vol. 8 (2022)
       
  • Advancing a Holistic Trauma Framework for Collective Healing From Colonial
           Abuses

    • Authors: Adam J. Alvarez, Abiola Farinde-Wu
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      In this article, we argue that healing from trauma in a racialized context requires an act of collective, critical resistance whereby educators and researchers reject a White-dominant colonial perspective of trauma on the grounds that it is pathologizing in several ways. We introduce a holistic trauma framework for understanding and responding to trauma within a racialized context. First, our framework seeks to draw on multiple forms of knowledge and experience to gain a deeper sense of trauma, suffering, and healing. Second, it uses an organic approach to promote relationships and support healing. Third, our framework explores multiple timepoints by introducing proactive, interactive, and reactive approaches for addressing trauma more comprehensively. We hope our framework will enhance the field of trauma research, which is, at present, overpopulated by White-dominant, colonial perspectives that mask systemic racial inequities.
      Citation: AERA Open
      PubDate: 2022-04-23T07:20:22Z
      DOI: 10.1177/23328584221083973
      Issue No: Vol. 8 (2022)
       
  • The Dimensions of School Discipline: Toward a Comprehensive Framework for
           Measuring Discipline Patterns and Outcomes in Schools

    • Authors: Luis A. Rodriguez, Richard O. Welsh
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.
      Citation: AERA Open
      PubDate: 2022-04-16T04:33:07Z
      DOI: 10.1177/23328584221083669
      Issue No: Vol. 8 (2022)
       
  • Dual Certification in Special and Elementary Education and Associated
           Benefits for Students With Disabilities and Their Teachers

    • Authors: J. Jacob Kirksey, Michael Lloydhauser
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Researchers and policymakers use certification as a metric of teaching quality in subject areas as well as subfields of education. We examined the association between having a teacher with dual certification in elementary and special education and math and reading achievement for students with disabilities (SWDs). We also examined whether dual certification related to teachers’ efficacy and job satisfaction. Using the Early Childhood Longitudinal Study: Kindergarten Class of 2010–2011, we employed ordinary least square regression models supplemented with school and child fixed effects to examine differences for children with disabilities based on certification type of their teachers in kindergarten, first, and second grades. After controlling for confounding variation at the school and child levels, we find that SWDs with teachers with dual certification score better in math. Results also suggest that teachers with dual certification exhibit more positive dispositions related to teaching SWDs.
      Citation: AERA Open
      PubDate: 2022-04-15T12:02:54Z
      DOI: 10.1177/23328584211071096
      Issue No: Vol. 8 (2022)
       
  • Assessing School Communities Using Google Street View: A Virtual
           Systematic Social Observation Approach

    • Authors: Dana Charles McCoy, Terri J. Sabol, Emily C. Hanno, Candice L. Odgers
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Little research in education has focused on school neighborhoods. We employ a novel systematic social observation tool—the internet-based School Neighborhood Assessment Protocol (iSNAP)—within Google Street View to quantify the physical characteristics of 291 preschool communities in nine U.S. cities. We find low to moderate correlations (r = −.03 to −.57) between iSNAP subscales and Census tract poverty, density, and crime, suggesting that the characteristics captured by the iSNAP are related to, yet ultimately distinct from, existing neighborhood structural measures. We find few positive associations between iSNAP community characteristics and 1,230 low-income preschoolers’ end-of-year outcomes. Specifically, resources for outdoor play (e.g., playgrounds, open fields) on school grounds predicted stronger child self-regulation skills, whereas global ratings of safety and care for both the school grounds and surrounding neighborhood predicted stronger approaches to learning skills. Indicators of physical order were not associated with child outcomes.
      Citation: AERA Open
      PubDate: 2022-04-15T11:31:43Z
      DOI: 10.1177/23328584221085247
      Issue No: Vol. 8 (2022)
       
  • Supporting Change in Instructional Practices to Meet the Common Core
           Mathematics and Next Generation Science Standards: How Are Different
           Supports Related to Instructional Change'

    • Authors: Elaine Allensworth, Sarah Cashdollar, Amy Cassata
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers’ use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction.
      Citation: AERA Open
      PubDate: 2022-04-11T12:20:02Z
      DOI: 10.1177/23328584221088010
      Issue No: Vol. 8 (2022)
       
  • Negative Impacts From the Shift to Online Learning During the COVID-19
           Crisis: Evidence From a Statewide Community College System

    • Authors: Kelli A. Bird, Benjamin L. Castleman, Gabrielle Lohner
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The COVID-19 pandemic led to an abrupt shift from in-person to virtual instruction in the spring of 2020. We use two complementary difference-in-differences frameworks: one that leverages within-instructor-by-course variation on whether students started their spring 2020 courses in person or online and another that incorporates student fixed effects. We estimate the impact of this shift on the academic performance of Virginia’s community college students. With both approaches, we find modest negative impacts (3%–6%) on course completion. Our results suggest that faculty experience teaching a given course online does not mitigate the negative effects. In an exploratory analysis, we find minimal long-term impacts of the switch to online instruction.
      Citation: AERA Open
      PubDate: 2022-04-11T05:30:35Z
      DOI: 10.1177/23328584221081220
      Issue No: Vol. 8 (2022)
       
  • Social Capital Leveraging Knowledge-Sharing Ties and Learning Performance
           in Higher Education: Evidence From Social Network Analysis in an
           Engineering Classroom

    • Authors: Seung-hyun Han, Eunjung Grace Oh, Sung “Pil” Kang
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      With the growing attention to the effective use of social network analysis in explaining student learning in STEM (science, technology, engineering, and mathematics) education, the authors explore why college students share knowledge and how they achieve their learning in a laboratory class. In particular, the authors investigate how the social capital each student builds influences individual knowledge sharing and its related learning. The authors establish a research model derived from social capital theory that explains the relational, structural, and cognitive capital the class builds. Network data from 120 students in a lab class in a mechanical engineering department in the United States were collected and analyzed to test the research model and hypotheses using the multiple regression quadratic assignment procedure and UCINET. The findings show that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks. Last, the authors discuss the theoretical and practical implications for college student learning in a laboratory class in STEM education.
      Citation: AERA Open
      PubDate: 2022-04-06T12:48:15Z
      DOI: 10.1177/23328584221086665
      Issue No: Vol. 8 (2022)
       
  • Webinars for English Language Teachers During the Pandemic: Global
           Perspectives on Transitioning to Remote Online Teaching

    • Authors: Joan Kang Shin, Jered Borup, Michael K. Barbour, Rocio V. Quiroga Velasquez
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The current pandemic closed schools worldwide, tasking teachers to engage learners remotely without time to prepare. This study focuses on a professional development webinar series for English language teachers worldwide. Access to geographically dispersed English language teachers created an opportunity to gain international perspectives on teachers’ challenges, perceptions, and needs related to transitioning to remote, online teaching. We found webinars were an effective way to provide just-in-time professional development for teachers globally, particularly about engaging students, providing feedback, developing online presence, and creating activities specific for online learning environments. The main challenges teachers reported facing were keeping their students engaged and progressing in the learning activities; unequal student access to technology and the internet; and learning and troubleshooting technology. At the same time, learning new technology and online resources was also what teachers most frequently reported enjoying about remote teaching.
      Citation: AERA Open
      PubDate: 2022-04-06T12:45:42Z
      DOI: 10.1177/23328584221083976
      Issue No: Vol. 8 (2022)
       
  • The Mental Health Impacts of COVID-19 on PK–12 Students: A Systematic
           Review of Emerging Literature

    • Authors: David Naff, Shenita Williams, Jenna Furman-Darby, Melissa Yeung
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The mental health impact of the coronavirus disease 2019 (COVID-19) pandemic on PK–12 youth is likely an urgent and enduring concern, yet research on this topic is still emerging. To synthesize current knowledge, the researchers conducted a systematic review of empirical studies exploring the mental health impacts of COVID-19. Five themes emerged across 104 included studies: (a) the pandemic proved widely disruptive to PK–12 youth; (b) there was a clear connection between the mental health of caregivers (e.g., parents) and children; (c) the pandemic broadly increased levels of stress, anxiety, and depression in PK–12 youth; (d) students were particularly affected on the basis of age, gender, race/ethnicity, socioeconomic status, and previous mental health or disability diagnosis; and (e) youth demonstrated negative and positive coping strategies and even saw some positive mental health outcomes during the pandemic. Implications for research, practice, and policy are discussed.
      Citation: AERA Open
      PubDate: 2022-04-02T04:27:04Z
      DOI: 10.1177/23328584221084722
      Issue No: Vol. 8 (2022)
       
  • Constructing Corequisites: How Community Colleges Structure Corequisite
           Math Coursework and the Implications for Student Success

    • Authors: Wonsun Ryu, Lauren Schudde, Kim Pack
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      States and broad-access colleges are rapidly scaling corequisite coursework—a model where students concurrently enroll in college-level and developmental coursework—in response to dismal completion rates in traditional “developmental” sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students’ completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed-ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.
      Citation: AERA Open
      PubDate: 2022-04-01T04:49:28Z
      DOI: 10.1177/23328584221086664
      Issue No: Vol. 8 (2022)
       
  • Race, Gender, and Networks: How Teachers’ Social Connections Structure
           Access to Job Opportunities in Districts With School Choice

    • Authors: Huriya Jabbar, Rachel Boggs, Joshua Childs
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Research in sociology demonstrates the way social connections shape access to information about job opportunities. In education, we understand less about how social networks impact the job process for marginalized teachers and teachers in nontraditional labor markets. This study examines how teachers in New Orleans and Detroit, cities with high concentrations of charter schools, use their networks to search for jobs, and how their experiences vary by race and gender. We find that in choice-rich environments, there was an extensive reliance on social networks in the hiring process, and teachers had different access to key social networks that can help to land jobs. Hiring decisions and unequal access to job opportunities among teacher candidates, in part due to the reliance on networks, created conditions where teachers who cultivated stronger networks, or with access to the “right” networks, had greater opportunity, with implications for racial and gender equity and diversity.
      Citation: AERA Open
      PubDate: 2022-03-31T12:21:00Z
      DOI: 10.1177/23328584221084719
      Issue No: Vol. 8 (2022)
       
  • Writing Rights to Right Wrongs: A Critical Analysis of Young Children
           Composing Nationalist Narratives as Part of the Larger Body Politic

    • Authors: Cassie J. Brownell
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Many researchers have considered recent and intergenerational immigrant children’s perspectives on immigration policies. Fewer have investigated nonimmigrant children’s views despite children’s sociopolitical identities forming long before they can vote. Drawing from data generated in spring 2017, the author illustrates how young children at an urban, midwestern school argued against the Republican administration’s (anti-)immigration policies. Framed as an ethnographic case study, the author focuses on how third graders enacted justice-oriented identities as they wrote to congressional representatives about contemporary immigration policies. By attuning to how children embedded multiple institutional and political contexts in their written rationale, the author explicates the tensions and possibilities for nonimmigrant children in writing policies and possibilities for tomorrow. Ultimately, the author argues adults must intentionally sustain children’s civic participation in ways beyond the niceties that plague early years classrooms.
      Citation: AERA Open
      PubDate: 2022-03-31T08:18:33Z
      DOI: 10.1177/23328584221085248
      Issue No: Vol. 8 (2022)
       
  • The Patterns of Adolescents’ Math and Science Motivational Beliefs:
           Examining Within–Racial/Ethnic Group Changes and Their Relations to STEM
           Outcomes

    • Authors: Ta-yang Hsieh, Sandra D. Simpkins
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The racial/ethnic disparities and average declines in science, technology, engineering, and mathematics (STEM) motivation during adolescence are worrisome. Although STEM motivational beliefs are theorized to function in conjunction with one another, the unique patterns and how they change over time for different racial/ethnic groups remain understudied. Using data from the High School Longitudinal Study (N = 18,260), we identified four and five patterns of math and science motivational beliefs in 9th and 11th grade, respectively, and examined their prevalence among Asian, Black, Latina/o, White, and Multiracial adolescents. We found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation. Then, we charted the stability and changes in those patterns from 9th to 11th grade for each racial/ethnic group and how the patterns at 11th grade were associated with adolescents’ STEM career expectations and high school math and science grade point averages.
      Citation: AERA Open
      PubDate: 2022-03-18T01:10:29Z
      DOI: 10.1177/23328584221083673
      Issue No: Vol. 8 (2022)
       
  • Instructional Supports for Motivation Trajectories in Introductory College
           Engineering

    • Authors: Kristy A. Robinson, Amalia Krystal Lira, S. Patrick Walton, Daina Briedis, Lisa Linnenbrink-Garcia
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Students, instructors, and policy makers are in need of research-based recommendations for supporting students’ motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students (N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students’ STEM motivation trajectories.
      Citation: AERA Open
      PubDate: 2022-03-18T01:05:29Z
      DOI: 10.1177/23328584221083662
      Issue No: Vol. 8 (2022)
       
  • The Use of Cognitive Diagnostic Modeling in the Assessment of
           Computational Thinking

    • Authors: Tingxuan Li, Anne Traynor
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Computational thinking (CT) is a set of cognitive skills that every child should acquire. K–12 classrooms are expected to provide students opportunities (tasks) to think computationally. We introduce a CT competency assessment for middle school students. The assessment design process started by establishing a cognitive model of CT domain mastery, in which three broad skill types were identified to represent CT competency. After multiple-choice item prototypes were written, pilot tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Midwestern United States. Using a cognitive diagnostic scoring model, mastery classifications for each student were determined that can be used diagnostically by teachers as a pretest and, perhaps in the future, to compare the outcomes of CT instructional programs. The results inform an initial understanding of typical learning progressions in CT at the middle school level.
      Citation: AERA Open
      PubDate: 2022-03-18T01:03:51Z
      DOI: 10.1177/23328584221081256
      Issue No: Vol. 8 (2022)
       
  • Risk and Protective Factors of College Students’ Psychological
           Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental
           Health, and Household Resources

    • Authors: Julia Moeller, Luise von Keyserlingk, Marion Spengler, Hanna Gaspard, Hye Rin Lee, Katsumi Yamaguchi-Pedroza, Renzhe Yu, Christian Fischer, Richard Arum
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Colleges and universities have increasingly worried in recent decades about college students’ well-being, with the COVID-19 pandemic aggravating these concerns. Our study examines changes to undergraduate emotional sentiments and psychological well-being from before to after the onset of the pandemic. In addition, we explore whether certain risk factors (i.e., prior mental health impairments, trait emotional stability) and protective factors (i.e., subjective socioeconomic status, parental education, household resources) predicted students’ emotions and their intraindividual changes due to the pandemic onset. We compared experience sampling method data from 120 students from before and after the pandemic onset, examining intraindividual trajectories. There was only little change in students’ emotions. Prior mental health impairment and trait emotional stability predicted students’ emotions, averaged across time points, but not emotion changes. Few associations with emotions were found for subjective socioeconomic status and parental education, but study-related household resources predicted levels and changes in emotions.
      Citation: AERA Open
      PubDate: 2022-03-12T04:39:42Z
      DOI: 10.1177/23328584211065725
      Issue No: Vol. 8 (2022)
       
  • Corrigendum to “The Layered Toll of Racism in Teacher Education on
           Teacher Educators of Color”

    • Abstract: AERA Open, Volume 8, Issue , January-December 2022.

      Citation: AERA Open
      PubDate: 2022-03-11T06:52:08Z
      DOI: 10.1177/23328584221087619
      Issue No: Vol. 8 (2022)
       
  • A Meaningful Boost: Effects of Teachers’ Sense of Meaning at Work on
           Their Engagement, Burnout, and Stress

    • Authors: Shiri Lavy
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The two studies presented here examine the effects of teachers’ enhanced sense of meaning at work (SOM) on their burnout and engagement. In the first study, 41 teachers in two Arab schools were randomly assigned to a meaning-induction group—in which they were prompted daily to acknowledge meaningful incidents at work for 2 weeks or to a control group. Qualitative analyses focused on teachers’ daily experiences of meaningful incidents, reflecting their contribution to others. In addition, one-way repeated measures analyses of variance indicated that teachers that acknowledged these incidents reported decreased burnout and increased engagement. In Study 2, the sample comprised 60 Arab and Jewish teachers who completed daily surveys for 12 workdays. Hierarchical linear modeling analyses showed that teachers’ daily SOM was associated with increased engagement on the following day and somewhat increased stress. Thus, the studies highlight teachers’ SOM as a resource that contributes to engagement and can be enhanced intentionally.
      Citation: AERA Open
      PubDate: 2022-03-03T12:05:50Z
      DOI: 10.1177/23328584221079857
      Issue No: Vol. 8 (2022)
       
  • Motivational Climate Predicts Student Evaluations of Teaching:
           Relationships Between Students’ Course Perceptions, Ease of Course, and
           Evaluations of Teaching

    • Authors: Brett D. Jones, Yasuo Miyazaki, Mengyun Li, Stephen Biscotte
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Student evaluations of teaching (SETs) are important at most colleges and universities. One purpose of this study was to determine the extent to which motivational climate was associated with SETs. Another purpose was to determine whether course ease was associated with SETs. Participants included 2,949 undergraduate students from 30 courses at a large public university. Using hierarchical linear modeling, we examined the extent to which students’ motivation-related course perceptions (empowerment/autonomy, usefulness, success expectancies, situational interest, and caring) related to SETs at the student and class levels. SETs were highly associated with motivational climate. Furthermore, easier courses were rated lower by students when controlling for motivational climate and the demographical composition of the class. These findings highlight the association between the motivational climate and SETs and suggest that one way to improve SETs may be for instructors to focus on improving the motivational climate rather than making the course easier.
      Citation: AERA Open
      PubDate: 2022-02-24T04:58:55Z
      DOI: 10.1177/23328584211073167
      Issue No: Vol. 8 (2022)
       
  • “We Are Trying to Communicate the Best We Can”: Understanding
           Districts’ Communication on Twitter During the COVID-19 Pandemic

    • Authors: Esther Michela, Joshua M. Rosenberg, Royce Kimmons, Omiya Sultana, Macy A. Burchfield, Tayla Thomas
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      While educators’ uses of social media for purposes such as professional learning and networking are now well-established, our understanding of how educational institutions use social media—including to engage key stakeholders during periods of crisis—is limited. In this study, we used a public data mining research approach to examine how K–12 school districts in the United States used Twitter as a communication tool during a critical period of the COVID-19 pandemic, March-April, 2020. Through a three-step grounded theory approach of 1,357 district tweets from 492 school districts, we found that districts worked to build community and share time-sensitive announcements in alignment with social media crisis communication recommendations. Announcements were more common during the early stages of the pandemic (and were engaged more collaboratively), with community-building posts more common later on. This study demonstrates how researchers can use publicly available (social media) data to understand districts’ communication priorities and strategies during and beyond periods of crisis.
      Citation: AERA Open
      PubDate: 2022-02-22T12:48:33Z
      DOI: 10.1177/23328584221078542
      Issue No: Vol. 8 (2022)
       
  • The Layered Toll of Racism in Teacher Education on Teacher Educators of
           Color

    • Authors: Rita Kohli, Marcos Pizarro
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      To systematically explore the structural racism that teacher educators of Color endure, this article uses a critical race theory lens to analyze the findings from qualitative questionnaires with 141 Black, Latinx, Indigenous, and Asian American teacher educators who work in diverse universities across the United States. We learned that many of the participants in our study were hired to teach race and racism among race-evasive colleagues and predominantly white students that are enabled to protect and leverage their whiteness. As we frame their experiences, we argue that teacher education programs are, in fact, structured for teacher educators of Color to experience racial stress and harm. We end by suggesting steps teacher education programs can take to advance racial justice.
      Citation: AERA Open
      PubDate: 2022-02-22T12:46:12Z
      DOI: 10.1177/23328584221078538
      Issue No: Vol. 8 (2022)
       
  • Policy Enactment During a Pandemic: How One School Responded to COVID-19
           in Negotiation With a Nonprofit Partner

    • Authors: Lisa M. Dorner, Kelly Harris, Blake Willoughby
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Policymaking is not linear or neutral, nor is it ever made or enacted in isolation, especially not during a crisis. Framed by theories on the contextual, interactive nature of policy enactment, this year-long, ethnographic study examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic. Analyses explored how negotiations among the school, its nonprofit partner, and district shaped pandemic policy responses. Data included 35 transcriptions and eight field notes from stakeholder interviews and principal–partner meetings, and 128 external stakeholder artifacts. Findings showcase the policy enactment of family–school communication and access to remote learning, and limitations of the partnership due to structural and racialized processes. The discussion presents implications for educational policymaking in response to crises, highlighting the need to understand the external contexts and racialized discourses that are part of shaping those responses to be dynamic and “nonlinear.”
      Citation: AERA Open
      PubDate: 2022-02-22T12:35:12Z
      DOI: 10.1177/23328584221078328
      Issue No: Vol. 8 (2022)
       
  • School Absenteeism and Academic Achievement: Does the Reason for Absence
           Matter'

    • Authors: Markus Klein, Edward M. Sosu, Shadrach Dare
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Studies consistently show associations between school absences and academic achievement. However, questions remain about whether this link depends on the reason for children’s absence. Using a sample of the Scottish Longitudinal Study (n = 4,419), we investigated whether the association between school absenteeism and achievement in high-stakes exams at the end of compulsory and postcompulsory schooling varies with the reason for absence. In line with previous research, our findings show that overall absences are negatively associated with academic achievement at both school stages. Likewise, all forms of absences (truancy, sickness absence, exceptional domestic circumstances, and family holidays) are negatively associated with achievement at the end of compulsory and postcompulsory schooling. First difference regressions confirm these negative associations, except for family holidays. These findings suggest that, in addition to lost instruction, other mechanisms such as behavioral, health-related, and psychosocial pathways may account for the association between absenteeism and achievement. The findings have implications for designing tailored absenteeism interventions to improve pupils’ academic achievement.
      Citation: AERA Open
      PubDate: 2022-02-14T04:52:04Z
      DOI: 10.1177/23328584211071115
      Issue No: Vol. 8 (2022)
       
  • White Racial Awareness: Complexities and Contexts of White Educator
           Identities

    • Authors: Megan C. Deutschman
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This study utilizes life history methodology to understand how White teachers develop racial awareness while also exploring how the education profession acts as an inflection point for racialized understandings of the world. Furthermore, as the educators in this study grew in their racial awareness, there was a rise in conflicting and ambivalent feelings as they attempted to teach in ways that aligned with their newly developed awareness. These feelings surfaced as the educators grappled with issues of race, Whiteness, and systemic inequality in both their profession and in their personal lives. Using a framework of Critical Whiteness Studies, this study provides a nuanced and contextual discussion of White identity development. Ultimately, findings show that educators begin to understand race through proximity, exposure, and repeated interaction with students of Color. This holds major implications not only for educators and teacher education programs but also for students of Color.
      Citation: AERA Open
      PubDate: 2022-02-14T04:50:26Z
      DOI: 10.1177/23328584221077301
      Issue No: Vol. 8 (2022)
       
  • “What Counts” as Research' Comparing Policy Guidelines to the
           Evidence Education Leaders Report as Useful

    • Authors: Caitlin C. Farrell, William R. Penuel, Kristen Davidson
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Despite calls for evidence-based decision making, the field has a limited understanding of how educational leaders actually engage research. This study draws on a nationally representative sample of 368 district and school leaders who named pieces of research that were useful to their work. Educational leaders found frameworks and practical guidance in the form of books to be most useful. They report turning to research across different domains of leadership practice, including supporting their own professional learning, guiding instructional activities for others, and monitoring and supporting implementation. While a small portion of sources named would qualify for the top three “tiers of evidence” of the Every Student Succeeds Act, those sources named as useful for program selection more frequently met these criteria. Together, these findings offer a broader portrait of research use, one rooted in leaders’ engagement with research as a part of their multifaceted and complex practice.
      Citation: AERA Open
      PubDate: 2022-02-09T11:57:06Z
      DOI: 10.1177/23328584211073157
      Issue No: Vol. 8 (2022)
       
  • Leading From the Middle: How Principals Rely on District Guidance and
           Organizational Conditions in Times of Crisis

    • Authors: Maya Kaul, Meghan Comstock, Nicole S. Simon
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      COVID-19 has presented unprecedented challenges to schools, leaving principals to lead rapid organizational change with limited guidance or support. Drawing on interviews from a larger, national study of principals at the onset of the COVID-19 pandemic, we analyzed the experiences of 20 principals in four large, urban school districts—Boston, Denver, New York, and San Diego. We found that principals relied on both district guidance and preexisting school structures and conditions as they led through the crisis. Although no principals were satisfied with district guidance, principals responded to guidance on a spectrum—from abiding, to challenging, to subverting guidance. Principals’ responses were associated with their perceptions of the internal capacities of their schools, as well as the district guidance. Our findings support an emergent typology of principals as middle managers during crisis, which sheds light on how principals act as middle managers and how districts can support their work.
      Citation: AERA Open
      PubDate: 2022-02-09T11:50:01Z
      DOI: 10.1177/23328584221077303
      Issue No: Vol. 8 (2022)
       
  • Erratum to “Parent and Teacher Support of Elementary Students’ Remote
           Learning During the COVID-19 Pandemic in Germany”

    • Abstract: AERA Open, Volume 8, Issue , January-December 2022.

      Citation: AERA Open
      PubDate: 2022-02-09T10:55:59Z
      DOI: 10.1177/23328584221078600
      Issue No: Vol. 8 (2022)
       
  • Local Implementation of State-Level Discipline Policy: Administrator
           Perspectives and Contextual Factors Associated With Compliance

    • Authors: Kaitlin P. Anderson, Sarah McKenzie
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Many states and school districts are implementing reforms to reduce reliance on exclusionary discipline such as out-of-school suspension and expulsion. This article uses survey and administrative data to study the implementation of a state-level policy limiting elementary school out-of-school suspension and expulsions. While the results are limited in sample size and generalizability, we find that survey respondents from relatively disadvantaged schools reported greater difficulties and challenges with implementation and tended to comply at lower rates. Policy makers seeking more equitable implementation of these types of reforms should work with schools to better understand and attend to local preferences, buy-in, and capacity for implementation.
      Citation: AERA Open
      PubDate: 2022-02-04T05:01:14Z
      DOI: 10.1177/23328584221075341
      Issue No: Vol. 8 (2022)
       
  • Health Care Access Brokerage by School Employees for Immigrant Mexican and
           Indigenous Guatemalan Farmworking Families in a Connecticut Elementary
           School

    • Authors: Rebecca Campbell-Montalvo, Oxana Sidorova, Miriam Valdovinos, Xiaomei Cong, Ruth Lucas
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      It is known that Florida school employees known as Migrant Advocates facilitate or broker MSF health care access for migrant and seasonal farmworker (MSF) families, but it is not known how states without a Migrant Education Program might also broker MSF health care access. To address this, present study examines the role of school employees in brokering health care access to immigrant Mexican and Indigenous Guatemalan MSF families in Connecticut. Informed by prior work, interviews (n = 12) with parents and elementary school employees showed that (1) a vast array of non-Migrant Advocate school employees, mostly Latinx women, directly brokered physical and psychosocial MSF health care access, often through developing deep social relationships and (2) barriers to brokerage included language inaccessibility, school employee gaps in knowledge of MSF health care needs, and transportation and related structural issues. Importantly, the school’s location near MSF homes is an important contributor to the success of the school’s brokerage efforts. Findings offer insight into how a school health broker model might be implemented, and advance understandings of MSF health and health care access.
      Citation: AERA Open
      PubDate: 2022-01-29T05:15:08Z
      DOI: 10.1177/23328584211068071
      Issue No: Vol. 8 (2022)
       
  • Power in a Pandemic: Teachers’ Unions and Their Responses to School
           Reopening

    • Authors: Bradley D. Marianno, Annie A. Hemphill, Ana Paula S. Loures-Elias, Libna Garcia, Deanna Cooper, Emily Coombes
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Drawing on Bachrach and Baratz’s first and second faces of interest group power, we explore the relationship between teachers’ union power and reopening decisions during the fall 2020 semester in 250 large districts around the United States. We leverage a self-collected panel data set of reopening decisions coupled with measures of teachers’ union first face power (drawn from social media postings on teachers’ unions’ Facebook pages) and second face power (operationalized as district size, whether the school district negotiates a collective bargaining agreement with the teachers’ union, the length of the collective bargaining agreement, and the amount of revenue raised by the union). We found that school districts where teachers’ unions exhibit strong second face power (but not first face power) were less likely to start the school year with in-person instruction, were less likely to ever open during fall semester with in-person instruction and spent fewer weeks in in-person learning.
      Citation: AERA Open
      PubDate: 2022-01-27T05:21:20Z
      DOI: 10.1177/23328584221074337
      Issue No: Vol. 8 (2022)
       
  • “Immigration Enforcement Is a Daily Part of Our Students’ Lives”:
           School Social Workers’ Perceptions of Racialized Nested Contexts of
           Reception for Immigrant Students

    • Authors: Sophia Rodriguez, Benjamin J. Roth, Leticia Villarreal Sosa
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’ perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers’ racial attitudes, and perceptions of racialized contexts and how they influence school social workers’ advocacy for immigrant students is offered.
      Citation: AERA Open
      PubDate: 2022-01-27T05:12:58Z
      DOI: 10.1177/23328584211073170
      Issue No: Vol. 8 (2022)
       
  • Patterns of Undergraduate Student Interpersonal Interaction Network Change
           During the COVID-19 Pandemic

    • Authors: Rachel A. Smith, Michael G. Brown, Kevin A. Grady, Stephanie Sowl, Jessica M. Schulz
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      In spring 2020, many U.S. colleges and universities rapidly shifted to online instruction and implemented social distancing policies to respond to the COVID-19 pandemic. Students experienced unprecedented disruption of their interpersonal academic and social networks due to the loss of physical proximity. We used egocentric network analysis and latent profile analysis with survey data from April 2020 and conducted follow-up interviews in September 2020 to examine some of the pandemic’s immediate effects on student interpersonal network change. We found the disappearance of interpersonal network patterns featuring coworkers and academic ties, as well as reductions in students’ overall number of connections and the role diversity of their networks. Results suggest potential ongoing reduction of peer academic relationships, implying that institutional personnel may need to pay particular attention to academic connections in online spaces and to regenerating students’ academic networks when on-campus physical spaces may again be used to support learning.
      Citation: AERA Open
      PubDate: 2022-01-27T05:10:40Z
      DOI: 10.1177/23328584211073160
      Issue No: Vol. 8 (2022)
       
  • Comparing the Growth and Predictive Performance of a Traditional Oral
           Reading Fluency Measure With an Experimental Novel Measure

    • Authors: Joseph F. T. Nese
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students’ response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading evaluation [CORE]) with Traditional CBM-R WCPM scores to determine which provides more reliable growth estimates and demonstrates better predictive performance of reading comprehension and state reading test scores. Results indicated that in general, CORE had better (a) within-growth properties (smaller SDs of slope estimates and higher reliability), and (b) predictive performance (lower root mean square error, and higher R2, sensitivity, specificity, and area under the curve values). These results suggest increased measurement precision for the model-based CORE scores compared with Traditional CBM-R, providing preliminary evidence that CORE can be used for consequential assessment.
      Citation: AERA Open
      PubDate: 2022-01-27T05:02:46Z
      DOI: 10.1177/23328584211071112
      Issue No: Vol. 8 (2022)
       
  • The Impact of Suspension Reforms on Discipline Outcomes: Evidence From
           California High Schools

    • Authors: Rui Wang
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Minority students are suspended at a disproportionately higher rate compared with others. To reduce racial suspension gaps, four California school districts banned schools from suspending students for willful defiance, a category consisting of relatively minor disruptive offenses. I evaluate the impact of these policies on high school student discipline outcomes using a difference-in-differences strategy that exploits the temporal variation in the enactment of these policies across school districts. The results suggest that while these policies decreased willful defiance out-of-school suspension rates by around 69%, they did not reduce overall out-of-school suspension rates. In fact, the policies significantly increased out-of-school suspension rates among Black students, particularly in schools with a small share of Black teachers. Taken together, the results suggest that the willful defiance suspension bans failed to address implicit and explicit biases in California schools.
      Citation: AERA Open
      PubDate: 2022-01-27T05:00:37Z
      DOI: 10.1177/23328584211068067
      Issue No: Vol. 8 (2022)
       
  • Differentiating Teachers’ Social Goals: Implications for
           Teacher–Student Relationships and Perceived Classroom Engagement

    • Authors: Chiung-Fang Chang, Nathan C. Hall
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Whereas developing meaningful connections with students has long been documented as critical for promoting classroom engagement, teachers’ differing motives for building relationships with students remain underexplored. This study examined teachers’ social achievement goals from a multidimensional perspective in relation to teachers’ self-efficacy, teacher–student relationships, and perceived classroom engagement. Results from practicing K–12 teachers (N = 154) from across Canada showed three distinct goal orientations including social mastery-approach, social mastery-avoidance, and social ability goals (combining social ability-approach and social ability-avoidance goals). Teachers who aimed to develop better social skills with students (social mastery-approach goals) reported higher self-efficacy, better relationships with students, and greater classroom engagement. In contrast, social goal orientations focused on not losing connections with students (social mastery-avoidance goals) or being well-liked (social ability goals) did not correspond with self-efficacy or classroom outcomes. Implications concerning integrative pedagogies and growth mind-sets pertaining to relationship building were discussed.
      Citation: AERA Open
      PubDate: 2022-01-27T04:55:14Z
      DOI: 10.1177/23328584211064916
      Issue No: Vol. 8 (2022)
       
  • Corrigendum to “A Different Experience in a Different Moment'
           Teachers’ Social Media Use Before and During the COVID-19 Pandemic”

    • Abstract: AERA Open, Volume 8, Issue , January-December 2022.

      Citation: AERA Open
      PubDate: 2022-01-21T01:07:38Z
      DOI: 10.1177/23328584221074351
      Issue No: Vol. 8 (2022)
       
  • Disparate Impacts of Performance Funding Research Incentives on Research
           Expenditures and State Appropriations

    • Authors: Xiaodan Hu, Justin C. Ortagus, Nicholas Voorhees, Kelly Rosinger, Robert Kelchen
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Performance-based funding (PBF) policies with research incentives have grown in popularity over the years despite little understanding regarding whether they actually work. This study leverages a novel national data set to examine the impact of PBF research incentives on the research expenditures and total state appropriations among public 4-year institutions, with a particular focus on minority-serving institutions. We find that PBF research incentives had no impact on the total amount or relative share of total research expenditures or the total amount of state appropriations allocated to treated institutions, regardless of minority-serving institution status. PBF policies that allowed institutions to self-select or opt into including research incentives as part of their PBF formula had a positive impact on the relative share of expenditures allocated to research and total state appropriations.
      Citation: AERA Open
      PubDate: 2022-01-20T10:23:14Z
      DOI: 10.1177/23328584211071109
      Issue No: Vol. 8 (2022)
       
  • Using Longitudinal Student Mobility to Identify At-Risk Students

    • Authors: Dan Goldhaber, Cory Koedel, Umut Özek, Eric Parsons
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      We use administrative data from three states to document the relationships between geographic mobility and student outcomes during K–12 schooling. We focus specifically on nonstructural mobility events—which we define as school changes that do not occur as the result of normal transitions between schools—and on longitudinal measures that capture these events cumulatively for students. We show that the number of nonstructural moves experienced by a student is a powerful indicator of low-test performance and graduation rates. Longitudinal information on student mobility is unlikely to be readily available to local practitioners—that is, individual districts, schools, or teachers. However, due to recent investments in longitudinal data systems in most states, this information can be made available at low cost by state education agencies.
      Citation: AERA Open
      PubDate: 2022-01-20T08:19:17Z
      DOI: 10.1177/23328584211071090
      Issue No: Vol. 8 (2022)
       
  • Predictors of First-Grade Teachers’ Teaching-Related Time During
           COVID-19

    • Authors: Anna D. Johnson, Owen N. Schochet, Sherri Castle, Diane Horm, Deborah A. Phillips
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Exposure to teachers and teaching-related activities is vital for young children’s learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which necessitated shifts in planning time. The current study identifies pre-COVID predictors of time teachers devoted to each of these teaching-related activities to illuminate actionable levers for supporting educators during widespread educational disruption. Teachers with higher prepandemic job commitment devoted more overall time to pandemic-induced remote teaching. Teachers’ prepandemic executive functioning and observed classroom instructional and organizational quality—features of successful teachers during normal times—predicted more during-pandemic time remote teaching, while teacher older age and having more high-needs students was associated with less remote teaching time. These results contribute to an emerging literature that spotlights potential promising avenues for supporting teachers via professional development during normal times as well as in future widespread educational disruptions.
      Citation: AERA Open
      PubDate: 2022-01-20T08:17:15Z
      DOI: 10.1177/23328584211067798
      Issue No: Vol. 8 (2022)
       
  • Designing Online Professional Learning to Support Educators to Teach for
           Equity During COVID and Black Lives Matter

    • Authors: Christopher J. Buttimer, Joshua Littenberg-Tobias, Justin Reich
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The massive racial inequities exposed by the COVID-19 pandemic and the nationwide protests in response to the killings of unarmed Black people forced a reckoning among many educators about racial injustice in the educational system. In March 2020, we launched a massive open online course designed to support teachers in adopting antiracist equity mind-sets and practices. We used a mixed-methods approach to describe how the participants experienced the online course between March and July 2020. Participants in immediate post- and follow-up surveys reported statistically significant shifts in their mind-sets and practices toward equitable teaching practices (effect size = 0.18–58 SD). In interviews, participants described how the course helped them change their practice through acquiring new language, reflecting collaboratively on practice, and engaging in calls to action. The findings provide insight to designers of online professional learning experiences focused on equity and open up new research areas on online professional learning for equity teaching mind-sets and practices.
      Citation: AERA Open
      PubDate: 2022-01-20T08:14:56Z
      DOI: 10.1177/23328584211067789
      Issue No: Vol. 8 (2022)
       
  • Is Teacher–Student and Student–Principal Racial/Ethnic Matching
           Related to Elementary School Grade Retention'

    • Authors: Christopher Redding
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This study uses data from the Early Childhood Longitudinal Study, 2010–2011 to better understand the rates of grade retention during elementary school and the factors associated with this grade retention. Using matched student–teacher and student–principal data, I examine the student-, teacher-, and school-level factors associated with a student’s probability of being retained. I then apply within-student comparisons to examine the extent to which students with a teacher or principal of the same race/ethnicity had a lower probability of being retained. No evidence of a relationship is found between student–teacher and student–principal racial/ethnic matching and reduced grade retention for Black, Latinx, or White students.
      Citation: AERA Open
      PubDate: 2022-01-18T04:58:24Z
      DOI: 10.1177/23328584211067534
      Issue No: Vol. 8 (2022)
       
  • (Dis)Connected: Establishing Social Presence and Intimacy in
           Teacher–Student Relationships During Emergency Remote Learning

    • Authors: Hilary N. Tackie
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      In the effort to “flatten the curve” of the COVID-19 pandemic, teachers were required to adapt their curricula, pedagogy, and relationships with their students to remote learning structures. Using data gathered through an online qualitative survey of over 800 Chicago teachers in July 2020, this article will examine the ways that the shift to remote learning challenged teachers’ relationships with their students during the spring of 2020. By utilizing social presence theory and considering the significance of emotional connection in teacher-student relationships, the study captures some of the relational challenges that teachers experienced during the initial months of remote instruction. The study identifies increased individualization, deeper holistic understandings of students, and a diversity of mechanisms of engagement as pedagogical techniques that allowed teachers to maintain and even improve their relationships with students.
      Citation: AERA Open
      PubDate: 2022-01-17T10:41:13Z
      DOI: 10.1177/23328584211069525
      Issue No: Vol. 8 (2022)
       
  • From Yellow Peril to Model Minority and Back to Yellow Peril

    • Authors: Lin Wu, Nhu Nguyen
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      During the COVID-19 pandemic, some perceptions of Asian Americans in the United States shifted as anti-Asian hate crimes escalated. However, little is known about how these shifting views manifest in K–12 schools. This qualitative case study uses Asian critical race theory to examine how two Southeast Asian American students faced exclusion and erasure before and during the COVID-19 pandemic and how their Southeast Asian American teacher advocated for them at a public elementary school in the Pacific Northwest. Implications include how researchers can pursue inquiries about Asian American students’ holistic development and how in-service and pre-service teachers can address anti-Asian xenophobia.
      Citation: AERA Open
      PubDate: 2022-01-17T10:17:14Z
      DOI: 10.1177/23328584211067796
      Issue No: Vol. 8 (2022)
       
  • Immigrant Children in a Pol(ICE) State

    • Authors: Silvia Rodriguez Vega
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Guided by the following questions: (1) What are the experiences of immigrant children attending schools in communities experiencing police brutality and anti-immigrant sentiments' (2) How do middle school children of immigrants visually represent their experiences with legal violence' and (3) What are children’s visions of freedom and community safety in this context', this article highlights the understudied preadolescent children of immigrants through a 2-year study of a multidisciplinary theater class at a local elementary school in South Central Los Angeles. Data includes child interviews, class observations, artwork, and performance videos, from recently arrived Mexican and Central American children aged 10 to 13 years. Findings reveal how children come to understand policing, reinforcing concepts like “good cop/bad cop,” conflating local police and ICE (Immigration and Customs Enforcement) agents, but also imagining alternatives for community safety outside of police systems. This work contributes to the fields of immigration, abolitionist education, and ethnic studies, among others, offering new ways of supporting immigrant children through the use of arts-based tools.
      Citation: AERA Open
      PubDate: 2022-01-11T10:28:51Z
      DOI: 10.1177/23328584211067536
      Issue No: Vol. 8 (2022)
       
  • Higher Education in India in the Time of Pandemic, Sans a Learning
           Management System

    • Authors: Sudipta Roy, Shannon Brown
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Higher education in India was caught completely unawares by the COVID-19 pandemic and the necessitated closure of educational institutions. Despite almost a decade of experience with online and distance learning at some top-tier and private institutions, the vast majority were unprepared and looked for quick solutions for different components of teaching–learning depending on the need of the hour. The immediate tool sought was a videoconferencing platform to substitute in-class lectures. With no access to a learning management system, faculty chose one platform for videoconferencing, one for interaction with students, and another for uploading class notes. Disparity in students’ access to devices and the internet presented challenges. Assessment of learning, which hitherto was largely pen and paper based, was delayed for lack of a viable solution. Experiences documented in this study demonstrate faculty resilience, but lack of institutional leadership and preparedness is starkly evident.
      Citation: AERA Open
      PubDate: 2022-01-11T04:44:34Z
      DOI: 10.1177/23328584211069527
      Issue No: Vol. 8 (2022)
       
  • Race, Geography, and School Choice Policy: A Critical Analysis of Detroit
           Students’ Suburban School Choices

    • Authors: Jeremy Singer, Sarah Winchell Lenhoff
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.
      Citation: AERA Open
      PubDate: 2022-01-10T08:50:46Z
      DOI: 10.1177/23328584211067202
      Issue No: Vol. 8 (2022)
       
  • When Learning Is Life Giving: Redesigning Schools With Indigenous Systems
           of Relationality

    • Authors: Meixi, Fernando Moreno-Dulcey, Lucia Alcalá, Ulrike Keyser, Emma Elliott-Groves
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      This article illustrates how designing schools with Indigenous systems of relationality can be life giving for a healthier post-COVID world. Indigenous systems of relationality—the worldviews, beliefs and practices, and moral precepts of being in relation with the rest of the living world—are the cornerstone of Indigenous knowledges, and the cornerstone of Indigenous families and communities. We consider the ways in which Indigenous systems of relationality can offer strategies for educators, families, and communities to redesign approaches to learning in schools in ways that sustain and promote life. Drawing on three case studies of schools in Thailand, México, and Colombia, we show how educators might respond to the specific needs within their communities, repair the fracturing of humans from nature, and orient us to life-giving forms of activity that are beneficial beyond our current crises and into the future.
      Citation: AERA Open
      PubDate: 2022-01-10T08:36:46Z
      DOI: 10.1177/23328584211062587
      Issue No: Vol. 8 (2022)
       
  • Teachers’ Time Use and Affect Before and After COVID-19 School
           Closures

    • Authors: Nathan D. Jones, Eric M. Camburn, Benjamin Kelcey, Esther Quintero
      Abstract: AERA Open, Volume 8, Issue , January-December 2022.
      Several large-scale survey efforts have attempted to understand teachers’ experiences in the early months of the pandemic. Our study complements this literature by providing direct evidence of teachers’ work prior to and after the onset of COVID-19. We leverage unique longitudinal time use and affect data on 131 teachers from one district across the 2019–2020 school year. Specifically, we provide a full accounting of teachers’ instructional activities, their reports of their positive affect and negative affect while engaged in these activities, and the extent to which teachers’ work experiences changed post-COVID. Our results suggest a large reduction in teachers’ daily instructional minutes, which were replaced with increased planning, paperwork, and interactions with colleagues and parents. Teachers’ overall positive and negative affect did not change post-COVID. But teachers’ affective responses to specific work activities did. Post-COVID, we saw increases in teachers’ positive affect when with students.
      Citation: AERA Open
      PubDate: 2022-01-08T04:59:56Z
      DOI: 10.1177/23328584211068068
      Issue No: Vol. 8 (2022)
       
 
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