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Variation in the Local Segregation of Latino Children—Role of Place, Poverty, and Culture American Journal of Education (IF 3.027) Pub Date : 2022-02-01 Bruce Fuller,Shruti Bathia,Margaret Bridges,Yoonjeon Kim,Claudia Galindo,Francisco Lagos
Purpose: Does the rising share of Latino students in US schools help to integrate previously White campuses or exacerbate racial and economic segregation over time? This article details trends in the segregation of Latino children enrolled in elementary schools, 2000–2015, then examines how evolving patterns differ among the nation’s school districts. Research Methods: We compiled enrollment data from
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Teachers’ Unionization, Socioeconomic Status, and Student Performance in the United States American Journal of Education (IF 3.027) Pub Date : 2022-01-18 Eunice S. Han,Thomas N. Maloney
Purpose: This article examines the relationship between teacher unionization and the academic performance of students in districts of varying socioeconomic status (SES). We aim to answer the following research questions: Do union effects vary with the SES of districts? Are these effects more (or less) pronounced in high-SES, mid-SES, or low-SES districts? Research Methods/Approach: We merge two nationally
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Building Coherence: An Investigation of Collective Efficacy, Social Context, and How Leaders Shape Teachers’ Work American Journal of Education (IF 3.027) Pub Date : 2021-12-17 Serena J. Salloum
Purpose: Collective efficacy (CE)—a group’s belief in its capabilities to organize and execute courses of action required to reach a goal—is an important organizational property because it facilitates goal attainment. The purpose of this sequential explanatory mixed-methods study was (1) to affirm the link between CE and student achievement, (2) to understand the antecedents of CE, and (3) to illustrate
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Framing Leaders’ Discourses on College and Career Readiness American Journal of Education (IF 3.027) Pub Date : 2021-12-15 Francesca T. Durand,Kristen C. Wilcox,Hal A. Lawson,Kathryn S. Schiller
Purpose: This multiple comparative case study investigated district and high school leaders’ framing mechanisms and discourses around priorities and challenges to understand their equity aims and their preparation of diverse student populations’ college, career, and civic readiness. Research Methods/Approach: This research used framing theory to examine semistructured interviews and focus groups with
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Teaching Bias? Relations between Teaching Quality and Classroom Demographic Composition American Journal of Education (IF 3.027) Pub Date : 2021-12-13 Hua-Yu Sebastian Cherng,Peter F. Halpin,Luis A. Rodriguez
Purpose: Prior work has drawn consistent conclusions about systematic racial disparities in the allocation of high-quality teachers in US public schools, such as classrooms with more students of color having teachers with fewer credentials and less experience. However, these fixed characteristics of teachers are only proxies for the quality of teaching, which may vary within teacher by the different
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Stability of School Contributions to Student Social-Emotional Learning Gains American Journal of Education (IF 3.027) Pub Date : 2021-11-01 Hans Fricke,Susanna Loeb,Robert H. Meyer,Andrew B. Rice,Libby Pier,Heather Hough
Purpose: Recent attempts to measure schools’ influence on students’ social-emotional learning (SEL) show differences across schools, but whether these estimated differences measure the true effects of schools remain unclear. To better understand these measures, we examine the stability of estimated school-by-grade effects across 2 years using large-scale survey data. Research Methods: We use 3 years
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“Smart Power” in Standards Implementation after No Child Left Behind American Journal of Education (IF 3.027) Pub Date : 2021-11-01 T. Philip Nichols,Adam Kirk Edgerton,Laura M. Desimone
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K–12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon 47 interviews with state and district administrators
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“This Is a Good Neighborhood. This Ain’t No Pittsburgh!”: Conflicting Narratives of Opioid Misuse within Rural School Districts and Communities American Journal of Education (IF 3.027) Pub Date : 2021-11-01 Ian Burfoot-Rochford,Kai A. Schafft
Purpose: This study examines the local and institutional factors that shape how educators and educational leaders in western Pennsylvania have understood and responded to rapid growth in opioid misuse and drug overdose within their communities. We examine how educational leaders and educators in two rural school districts in western Pennsylvania made sense of growing opioid misuse as not only a social
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Workforce Outcomes of Program Completers in High-Needs Endorsement Areas American Journal of Education (IF 3.027) Pub Date : 2021-11-01 Emanuele Bardelli,Matthew Ronfeldt
Purpose: For decades, federal and state agencies have identified teacher shortages in high-needs endorsement areas (HNEAs), including science, mathematics, and special education, as a critical problem. Many states have implemented policies and practices to recruit HNEA teachers, but little is known about how their workforce outcomes compare with other teachers. Research Methods: We leverage statewide
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A Choice between Second Chances: An Analysis of How Students Address Course Failure American Journal of Education (IF 3.027) Pub Date : 2021-11-01 Samantha Viano
Purpose: On average, one in five high school students in North Carolina fails at least one core, required course every year. After failure, students have two options to regain course credit: repeat the course face-to-face (F2F) or online credit recovery (OCR). This study seeks to provide descriptive evidence on OCR/F2F enrollment patterns over time and across schools. Research Methods: The data include
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The Effects of Student Growth Data on School District Choice: Evidence from a Survey Experiment American Journal of Education (IF 3.027) Pub Date : 2021-08-01 David M. Houston,Jeffrey R. Henig
School districts’ racial/ethnic and economic compositions are strongly related to average student achievement. Relationships between districts’ demographic compositions and average student growth are much weaker, and many believe growth measures are a more accurate indicator of student learning. We seek to understand if the dissemination of growth data influences individuals’ district preferences in
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What’s Future Is Epilogue: The Uses of Higher Education History American Journal of Education (IF 3.027) Pub Date : 2021-08-01 Ethan W. Ris
Higher education cannot escape history. If you don’t believeme, ask Clark Kerr, one of the foremost thinkers on the subject, who published a book by that name in 1994. His point was that the “contradictions and conflicts tormenting higher education” were rooted in the preconditions of the past, and that they would inevitably shape the sector’s future (Kerr 1994, xv). But the title can also be interpreted
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Multiracial Faculty Members’ Experiences with Multiracial Microaggressions American Journal of Education (IF 3.027) Pub Date : 2021-08-01 Jessica C. Harris,Jeanette C. Snider,Julia L. Anderson,Kimberly A. Griffin
Through this study, we explore 26 Multiracial tenured and tenure track faculty members’ experiences with Multiracial microaggressions while working within historically white 4-year colleges and universities in the United States. Findings from the research suggest that Multiracial faculty members often encounter Multiracial microaggressions that stifle their professional success. Yet Multiracial microaggressions
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From Central Office to Portfolio Manager in Three Cities: Responding to the Principal-Agent Problem American Journal of Education (IF 3.027) Pub Date : 2021-08-01 Katrina E. Bulkley,A. Christopher Torres,Ayesha K. Hashim,Sarah Woodward,Julie A. Marsh,Katharine O. Strunk,Douglas N. Harris
A number of districts are moving toward a portfolio management model, in which central offices act as “portfolio managers” (PMs) that oversee—but may not actively manage—publicly funded schools. Using principal-agent theory, with its focus on goal alignment and the use of incentives, we explore how PMs operated in ways distinct from traditional district offices in Denver, New Orleans, and Los Angeles
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School Factors That Promote Teacher Collaboration: Results from the Tennessee Instructional Partnership Initiative American Journal of Education (IF 3.027) Pub Date : 2021-08-01 Kristen Carroll,Susan K. Patrick,Ellen Goldring
Policy implementation research indicates that local contexts and school factors shape how teacher collaboration efforts are implemented in schools. By evaluating a statewide teacher collaboration initiative in Tennessee known as the Instructional Partnership Initiative (IPI), this article provides insight on the school-level factors that are associated with participating teachers’ frequency of IPI
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The Echo of Reform Rhetoric: Arguments about National and Local School Failure in the News, 1984–2016 American Journal of Education (IF 3.027) Pub Date : 2021-08-01 Mark Hlavacik,Jack Schneider
The public discussion of education consistently emphasizes school failure. To better understand this rhetoric, we tracked its appearance in five prominent print outlets from 1984 to 2016. By distinguishing between arguments about local schools and the nation’s schools, we found that discussions of “failing schools” surged first as a claim about the nation’s schools and then as a claim about local schools
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The Relation between the Individuals with Disabilities Education Act and Special Education Research: A Systematic Review American Journal of Education (IF 3.027) Pub Date : 2021-05-01 Maria M. Lewis,Megan M. Burke,Janet R. Decker
Because the Individuals with Disabilities Education Act (IDEA) delineates much of the substantive and procedural dimensions of special education practice, it seems logical that IDEA should be an integral part of special education research. Yet, to what extent do special education researchers discuss IDEA? In this study, we systematically reviewed every article published in a 10-year time frame in three
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On Their Own? The Work-Related Social Interactions and Turnover of New Teachers American Journal of Education (IF 3.027) Pub Date : 2021-05-01 Matthew Shirrell
Work-related social interactions are key to the effectiveness and retention of new teachers, yet little research has examined changes in these networks over time. Using longitudinal social network data from 14 elementary schools, this study explores new teachers’ instructional advice interactions with their colleagues. Results suggest that new teachers are relatively peripheral to their schools’ networks
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In the NIC of Time: How Sustainable Are Networked Improvement Communities? American Journal of Education (IF 3.027) Pub Date : 2021-05-01 Ela Joshi,Christopher Redding,Marisa Cannata
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a
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Muddy Waters: The Micropolitics of Instructional Coaches’ Work in Evaluation American Journal of Education (IF 3.027) Pub Date : 2021-05-01 Sarah Galey-Horn,Sarah l. Woulfin
Instructional coaching has emerged as a popular policy lever for improvement efforts in an era of teacher evaluation. In this environment, coaches often face conflicting demands between their educative duties to develop teachers and their reform-oriented responsibilities to implement district policy. Coaches can wield facets of teacher evaluation to promote coherent instructional improvement. Drawing
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Do Rising Tides Lift All Boats? Exploring Heterogenous Effects of Florida’s Developmental Education Reform by High School Academic Preparation American Journal of Education (IF 3.027) Pub Date : 2021-05-01 Toby J. Park-Gaghan,Christine G. Mokher,Hayley Spencer,Shouping Hu
Underprepared students at community colleges are often assigned to a sequence of developmental education (DE) courses that can substantially delay, or even halt, their progress to degree completion. In 2014, Florida took a drastic step forward when it implemented a comprehensive DE reform. Our findings show large, positive base effects of the reform for all students as well as heterogeneous effects
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Cultural Reproduction Theory and Schooling: The Relationship between Student Capital and Opportunity to Learn American Journal of Education (IF 3.027) Pub Date : 2021-02-01 Alison Wilson,Angela Urick
The purpose of this study is to extend the literature on cultural reproduction theory and schools by problematizing the relationship between student background and student achievement. Using Program for International Student Assessment 2012 data, we analyze a series of random effects analyses of covariance to test the relationship between student social and cultural capital variables and student opportunity
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School Principals’ Time Use for Interaction with Individual Students: Macro Contexts, Organizational Conditions, and Student Outcomes American Journal of Education (IF 3.027) Pub Date : 2021-02-01 Moosung Lee,Ji Hoon Ryoo,Allan Walker
To test emerging narratives of principals’ direct effect on student outcomes on a large scale, this study investigates whether school principals’ time use for interacting with individual students is associated with academic achievement and student safety at school. Built on recent research on principals’ time use, this study explores whether economic, sociocultural, and institutional features of societies
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From Fidelity to Integrity: Navigating Flexibility in Scaling Up a Statewide Initiative American Journal of Education (IF 3.027) Pub Date : 2021-02-01 Marisa Cannata, Mollie Rubin, Michael Neel
This article is a case study of how educators made sense of the core ideas of a new statewide initiative intentionally designed to foster local flexibility. We trace the initiative’s core elements ...
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The Language of Leaders: Executive Sensegiving Strategies in Higher Education American Journal of Education (IF 3.027) Pub Date : 2021-02-01 Joshua Travis Brown
This study explores how college and university presidents strategically negotiate institutional pressures and competing social norms in an attempt to maintain organizational legitimacy. It examines...
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A Tale of Two Logics: School Discipline and Racial Disparities in a “Mostly White” Middle School American Journal of Education (IF 3.027) Pub Date : 2021-02-01 Kathryn E. Wiley
In this article, I use ethnographic data to theorize about the causes of Black-White racial disparities in discipline at a “mostly White” middle school. Using critical race and institutional theori...
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Sources of Professional Support: Patterns of Teachers’ Curation of Instructional Resources in Social Media American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Kaitlin Torphy, Yuqing Liu, Sihua Hu, Zixi Chen
In twenty-first-century classrooms, teachers are increasingly seeking resources and finding connection within the virtual space. Within a mass of online choice, this work tests theories related to the choices of individuals on social media and examines individuals’ agency as they curate resources. Identifying driving forces across individuals’ choice and school district purview, this work examines
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Drinking from the Firehose: The Structural and Cognitive Dimensions of Sharing Information on Twitter American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Martin Rehm, Frank Cornelissen, Alan J. Daly, Miguel Del Fresno García
The continuous professional development of teachers is a pivotal element in the provision of high-quality education. Informal social networking sites (SNS), such as Twitter, can contribute to this process by enabling teachers to share their ideas and collaboratively reflect on their practice. In this context, educational scientists have increasingly acknowledged that the concept of social capital can
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(Dis)connected: The Role of Social Networking Sites in the High School Setting American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Vanessa P. Dennen, Stacey A. Rutledge, Lauren M. Bagdy
This study examines the role of six popular social networking sites (SNSs)—Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest—in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing
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#Cloud2Class: The Disruption and Reorganization of Educational Resources with Social Media American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Christine Greenhow, Sarah Galvin, Emilia Askari, Diana Brandon
This article provides an overview of the state of research on social media and education in the twenty-first century. We begin with a synthesis of recent literature reviews to provide context for the articles within this special issue of the American Journal of Education titled “#Cloud2Class: The Disruption and Reorganization of Access and Use of Educational Resources in the 21st Century.” Next, we
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Social Learning and Learning to Be Social: From Online Instruction to Online Education American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Yong Zhao
The COVID-19 pandemic in 2020 had many unprecedented, long-lasting and consequential effects on virtually all aspects of society worldwide Education is certainly one of the most affected sectors With more than 1 5 billion students being forced to stay away from their schools for extended periods of time, policy makers, school leaders, teachers, and parents all had to scramble to improvise education
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Social Media in a New Era: Pandemic, Pitfalls, and Possibilities American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Alan J. Daly, Miguel Del Fresno García, Peter Bjorklund Jr.
As an international team (US and Spain), we write these words while both our countries and the rest of the world are in the throes of a pandemic. We are all social distancing, and the normalcy we once took for granted has shifted dramatically, leaving us struggling to find our equilibrium. The shift has been significant for every aspect of life, particularly for educational institutions. Most of these
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COVID-19 and the Racial Equity Implications of Reopening College and University Campuses American Journal of Education (IF 3.027) Pub Date : 2020-11-01 Shaun R. Harper
COVID-19 forced many colleges and universities to suspend in-person operations in spring 2020. Students and instructors abruptly shifted to virtual learning and teaching, and most employees began working remotely during the global pandemic. Presented in this article are 12 racial equity implications for federal and state policy makers, as well as higher education leaders, as they consider reopening
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Changing the Grammar of Schooling: An Appraisal and a Research Agenda American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Jal Mehta, Amanda Datnow
In 1994 and 1995, David Tyack, William Tobin, and Larry Cuban (Tyack and Cuban 1995; Tyack andTobin 1994) coined the term “grammar of schooling” to characterize the long-lasting and largely unchanging core elements of schooling. These elements include batch processing of students, separation of classes by academic discipline, age-graded classrooms, teaching as transmission, leveling and tracking, and
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A Neoliberal Grammar of Schooling? How a Progressive Charter School Moved toward Market Values American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Elise Castillo
Although initially ideologically diverse, the charter school movement has become increasingly aligned with neoliberal ideology, which assumes that public services, including education, are improved through market forces, such as accountability, competition, efficiency, and managerialism. Yet little is known about how leaders of ideologically progressive charter schools sustain their founding pedagogical
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Design Thinking, Leadership, and the Grammar of Schooling: Implications for Educational Change American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Lea Hubbard, Amanda Datnow
A growing number of schools across the globe have implemented design thinking (DT) as an instructional approach to increase student engagement, motivate creative thinking, and teach students to problem solve. Although offering significant opportunity to students, implementing DT can involve pushing against the traditional “grammar of schooling.” Drawing on in-depth qualitative case study data, we present
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Rethinking the Grammar of Student-Teacher Relationships American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Hillary l. Greene Nolan
One educational structure with its own grammar is the student-teacher relationship. The conventional relational grammar involves teachers and students connecting to pursue academic learning—a grammar rooted in both historic attempts to define the professional domain of teaching as the transmission of academic knowledge as well as current efforts to “learnify” education. This study describes 154 student-teacher
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Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Miranda S. Fitzgerald
Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems.
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Reforming the Grammar of Schooling Again and Again American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Larry Cuban
For each generation of progressive educators since the early twentieth century, the history of attempted classroom, school, and district reforms to alter the “grammar of schooling” has been a dismal tale of disappointment and failure. The structures of the age-graded school and the district bureaucracy, both of which tilt pedagogy toward teacher-centered instruction, have seemingly forged cage-like
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Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling? American Journal of Education (IF 3.027) Pub Date : 2020-08-01 Julie A. Marsh, Taylor N. Allbright, Katrina E. Bulkley, Kate E. Kennedy, Tasminda K. Dhaliwal
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these
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Ghosts in the Schoolyard: Racism and School Closings on Chicago’s South Side by Eve L. Ewing. Chicago: University of Chicago Press, 2018. 275 pp., $22.50. American Journal of Education (IF 3.027) Pub Date : 2020-05-01 Maithreyi Gopalan
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What Matters Most for Recruiting Teachers to Rural Hard-to-Staff Districts: A Mixed Methods Analysis of Employment-Related Conditions American Journal of Education (IF 3.027) Pub Date : 2020-05-01 Henry Tran, Douglas A. Smith
This study reports on findings from a convergent parallel mixed methods analysis examining the perspectives of college students concerning their teaching considerations at a rural district with severe teacher-staffing problems. Based on a framework of multiple attribute utility theory, a utility analysis was used to compare the relative importance of working characteristics for a sample of college
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Beyond Funding: How Organizational Resources Support Science Professional Learning American Journal of Education (IF 3.027) Pub Date : 2020-05-01 Kathryn N. Hayes, Christine L. Bae, Dawn O’Connor, Jeffery C. Seitz
Instructional reform in the United States is often accompanied by financial investment. Recent evidence suggests that such funding can improve educational outcomes; however, unexplained heterogeneity in the relationship between resources and outcomes has led to calls for research on the processes by which resources translate into instructional improvement. In responding to this call, this case study
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The “Discourse of Derision” in News Coverage of Education: A Mixed Methods Analysis of an Emerging Frame American Journal of Education (IF 3.027) Pub Date : 2020-05-01 Kevin Coe, Paul J. Kuttner, Manusheela Pokharel, Dakota Park-Ozee, Meaghan McKasy
Commentators have observed a “discourse of derision” in news coverage of the US education system, but the contours of this discourse are not well understood. This article pairs quantitative content analysis with qualitative framing analysis to sharpen the conceptual and empirical focus of the discourse of derision as an object of study. We theorize four components of this discourse—tone, assessments
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American Academic Cultures: A History of Higher Education by Paul H. Mattingly. Chicago: University of Chicago Press, 2017. 423 pp., $35.00 (paper). American Journal of Education (IF 3.027) Pub Date : 2020-02-01 Nicholas M. Strohl
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Flunking Democracy: Schools, Courts, and Civic Participation by Michael A. Rebell. Chicago: University of Chicago Press, 2018. 288 pp., $30.00 (paper). American Journal of Education (IF 3.027) Pub Date : 2020-02-01 Joshua E. Weishart
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Salir Adelante: Collaboratively Developing Culturally Grounded Curriculum with Marginalized Communities American Journal of Education (IF 3.027) Pub Date : 2020-02-01 Joseph Levitan, Kayla M. Johnson
In this article we discuss a collaborative research project meant to ground community members’ voices in curriculum design. We argue that performing collaborative research with students and parents can better inform curriculum design decisions, particularly for communities whose identities, knowledge(s), and ways of being have been historically marginalized. Building from the culturally responsive
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The Organizational Landscape of Schools: School Employees’ Conceptualizations of Organizations in Their Environment American Journal of Education (IF 3.027) Pub Date : 2020-02-01 Andrea Prado Tuma
A growing body of evidence suggests that schools’ partnerships with neighborhood organizations can improve educational outcomes, but less is known about how educators, who play a crucial role in procuring, carrying out, and maintaining such partnerships, conceptualize the different organizations in their environment. This study uses data from 52 qualitative interviews to systematically examine how
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A Tale of Racial Fortuity: Interrogating the Silent Covenants of a High School’s Definition of Success for Youth of Color American Journal of Education (IF 3.027) Pub Date : 2020-02-01 Jason Salisbury
This qualitative case study employing a critical race theory methodology uses Derrick Bell’s conceptualization of racial fortuity to examine the ways leaders at Carver High School responded to accountability pressures related to supporting students of color. Findings highlight how school leaders’ espoused racially just improvement initiatives and definitions of success were actually instantiations
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“My Voice Matters”: High School Debaters’ Acquisition of Dominant and Adaptive Cultural Capital American Journal of Education (IF 3.027) Pub Date : 2020-02-01 Karlyn J. Gorski
Low-income, racial/ethnic minority youth in under-resourced schools have certain opportunities to acquire cultural capital that is valued in dominant institutional contexts. I use observational data from 6 months of debate practices and competitions with two teams in the Chicago Debate League, as well as interviews with 12 debaters and 2 coaches, to show that debate participation can contribute to
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Takeover: Race, Education, and Democracy by Domingo Morel. New York: Oxford University Press, 2018. 206 pp., $105.00 (cloth). American Journal of Education (IF 3.027) Pub Date : 2019-11-01 Tina Trujillo,Rachel E. Williams,René Espinoza Kissell
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Fast and Curious: A History of Shortcuts in American Education by Robert L. Hampel. Lanham, MD: Rowman & Littlefield, 2017. 173 pp., $63.00 (cloth), $32.00 (paper), $30.00 (eBook). American Journal of Education (IF 3.027) Pub Date : 2019-11-01 Christine A. Ogren
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How Principal Leadership Seems to Affect Early Career Teacher Turnover American Journal of Education (IF 3.027) Pub Date : 2019-11-01 Jihyun Kim
Early Career Teacher (ECT) turnover is a critical issue; the teacher turnover rate is significantly higher among ECTs as compared with experienced teachers, and they are more likely to fill vacancies in hard-to-staff schools. This study examines how principal leadership might affect ECT turnover by using a large-scale, nationally representative data set, the Beginning Teacher Longitudinal Survey (BTLS)
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Early Tracking and Social Inequality in Educational Attainment: Educational Reforms in 21 European Countries American Journal of Education (IF 3.027) Pub Date : 2019-11-01 Herman G. Van de Werfhorst
This article studies socioeconomic inequalities in educational attainment in 21 European countries for cohorts born between 1925 and 1989, and asks the question whether reforms to track students later in the school career have reduced inequalities. Country fixed effects models show that inequalities by parental occupational class were reduced after policies were implemented that separated children
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Trading Off Democracy? School Choice, Voter Turnout, and School Bond Election Outcomes American Journal of Education (IF 3.027) Pub Date : 2019-11-01 David Casalaspi
Education researchers and political scientists have long raised theoretical objections to market-based reforms like school choice on the grounds that these policies may undermine public participation in democratic politics and erode public support for public institutions like schools. Little work, however, has empirically tested this claim. Drawing on a unique dataset of 191 off-cycle school bond elections
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Narrowed Gaps and Persistent Challenges: Examining Rural-Nonrural Disparities in Postsecondary Outcomes over Time American Journal of Education (IF 3.027) Pub Date : 2019-11-01 Ryan S. Wells, Catherine A. Manly, Suzan Kommers, Ezekiel Kimball
Empirical studies have concluded that rural students experience lower rates of college enrollment and degree completion compared to their nonrural peers, but this literature needs to be expanded and updated for a continually changing context. This article examines the rural-nonrural disparities in students’ postsecondary trajectories, influences, and outcomes. By comparing results to past research
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Why and When Do School Resource Officers Engage in School Discipline? The Role of Context in Shaping Disciplinary Involvement American Journal of Education (IF 3.027) Pub Date : 2019-11-01 F. Chris Curran, Benjamin W. Fisher, Samantha Viano, Aaron Kupchik
The use of law enforcement in schools raises concerns about impacts on school discipline. Drawing on a large-scale qualitative study of approximately fifty schools across two school districts, this study explores school resource officers’ (SROs’) involvement in school discipline and how it is shaped by their context. We use interview, focus group, and observation data from nearly 200 participants to
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Reading and Math Achievement among Low-Income Urban Latino Youth: The Role of Immigration. American Journal of Education (IF 3.027) Pub Date : 2016-09-07 Katarina Guttmannova
Using data from a household-based, stratified random sample of youth and their caregivers from low-income inner-city neighborhoods, this study examined the variability in the academic achievement of Latino youth. The results indicate a significant advantage in reading achievement for first- and second-generation immigrant youth, as compared to the third generation, which persisted even after controlling