bluuebunny/crossref_metadata_2025 huggingface dataset:
High-Performing English Learners’ Limited Access to Four-Year College
Authors: Kanno Yasuko
Published: November 2021

Context/Background

Currently, chances for English learners (ELs) to reach higher education in the United States are slim. Almost half of ELs do not attend postsecondary education (PSE), and access to four-year college is particularly limited, but we do not exactly know why.

Purpose

To examine what inhibits ELs’ four-year-college access in the United States, Bourdieu's notion of habitus and a related concept of institutional habitus were used as the theoretical framework.

Research Design

A longitudinal, ethnographic investigation. The study tracked the college choice experiences of two high-performing ELs who nonetheless elected to attend a local community college without applying to a single four-year institution. Data consist of interviews with the students and key staff members, classroom observations, and relevant documents.

Data Analysis

The data on each EL were first qualitatively analyzed to create an overall picture of her college trajectory (within-case analysis); the cases were then compared with one another to identify common barriers to their college access (cross-case analysis). Data segments related to the school's institutional habitus and the students’ individual habitus were extracted and coded, and patterns of the interplay between the two were identified.

Results

Three factors inhibiting ELs’ four-year college access were identified: (a) limited access to advanced-level college preparatory courses; (b) underdeveloped college knowledge to effectively navigate college planning and application; and (c) linguistic insecurity about their English proficiency. The school's institutional habitus highlighted ELs’ linguistic deficits and inclined educators to view high-performing ELs as community-college-bound. The students themselves internalized the deficit orientation and came to view community college as the only possible college choice for them.

Conclusions

A fundamental reexamination of the deficit orientation to ELs’ linguistic and academic capabilities is necessary. ELs need to be placed in advanced college preparatory courses commensurate with their abilities and provided with regular, frequent, and accessible college guidance.
Talking ‘Bout My Generation: Defining “First-Generation College Students” in Higher Education Research
Authors: Toutkoushian Robert K. , Stollberg Robert A. , Slaton Kelly A.
Published: November 2021

Background/Context

There have been numerous studies conducted in the higher education literature to determine whether parental education is related to the academic plans and success of their children. Within this literature, particular emphasis is often given to children who are “first-generation college students.” However, researchers and policy makers have not reached agreement on what constitutes a first-generation college student and whether the definition affects the findings from their studies.

Purpose/Objective/Research Question/Focus of Study

In this study, we examined whether the way in which first-generation college status was defined affected its association with the likelihood of a student going to college. We used data from the Educational Longitudinal Study of 2002 (ELS:02), which is a nationally representative longitudinal sample of 10th-grade students in 2002 who were followed up in 2004, 2006, and 2012.

Research Design

We used binary and multinomial logistic regression analysis to examine how first-generation college status, as well as other personal, family, and school characteristics, were associated with whether a student took a college entrance exam, applied to college, and enrolled in college. For this study, we constructed eight different definitions of a first-generation college student. The definitions varied with regard to the level of education needed for a parent to be considered “college educated” and the number of parents meeting the education criteria.

Conclusions/Recommendations

Our results showed that the connection between first-generation college status and these three outcomes varied depending on how first-generation college status was defined. In general, we found larger deficits for first-generation college students when neither parent was college educated and when college educated was defined as earning a bachelor's degree or higher. First-generation college students faced the largest deficits for enrolling in college, and smaller (but often significant) deficits for taking a college entrance exam and applying to college. The results imply that researchers should be very specific about how they are defining first-generation college status and should determine whether their findings are sensitive to how the variable was defined.
The Ethnic Prejudice of Flemish Pupils: The Role of Pupils’ and Teachers’ Perceptions of Multicultural Teacher Culture
Authors: Vervaet Roselien , Van Houtte Mieke , Stevens Peter A. J.
Published: November 2021

Background/Context

As a result of migration processes, schools in Flanders (the Dutch-speaking region of Belgium) are notably ethnically diverse. This evolution has coincided with an increasing number of studies focusing on ethnic-minority pupils’ experiences of ethnic prejudice from their ethnic majority counterparts.

Purpose/Objective/Research Question/Focus of Study

Taking into consideration the lack of research on the importance of cultural school features to students’ ethnic prejudice, this study investigates the association between a multicultural teacher culture and the ethnic prejudice of Flemish secondary school pupils. In addition, the analysis tests the mediating role of pupils’ perceptions of the multicultural educational practices of teachers and controls for individual and school characteristics that have been shown to be related to ethnic prejudice.

Population/Participants/Subject/Research Design

Multilevel analyses were carried out on data from 2,083 Flemish pupils and 636 teachers in 40 secondary schools, collected by means of a written questionnaire.

Findings/Results

The main finding of this study is that a more multicultural teacher culture is associated with reduced ethnic prejudice among Flemish pupils. However, the association between a multicultural teacher culture and pupils’ ethnic prejudice is mediated by pupils’ perceptions of multicultural teaching.

Conclusions/Recommendations

These findings highlight the importance of including macro factors, individual variables, and their interdependence when explaining ethnic prejudice. The findings also show that what matters most for reducing prejudice among pupils is not what teachers claim they do in terms of multicultural teaching, but pupils’ perceptions of what their teachers do in practice.
Dividing by Zero: Exploring Null Results in a Mathematics Professional Development Program
Authors: Hill Heather C. , Corey Douglas Lyman , Jacob Robin T.
Published: November 2021

Background/Context

Since 2002, U.S. federal funding for educational research has favored the development and rigorous testing of interventions designed to improve student outcomes. However, recent reviews suggest that a large fraction of the programs developed and rigorously tested in the past decade have shown null results on student outcomes and, often, intermediate variables. Scholars reporting on null results often explain such results by citing factors they informally identified while they either delivered or observed the program.

Purpose/Objective/Research Question/Focus of Study

In this paper, we argue for a more systematic approach to examining null results, and develop a framework for evaluating null results based on the policy implementation literature. We then illustrate this approach by examining why one professional development program failed to show impacts on measures of teaching and student learning in a recent study.

Setting

The professional development program took place in a mid-sized urban school district on the East Coast. The provider was fully scaled up, capable of providing professional development in most U.S. locations.

Research Design

The main study of this program was conducted as a cluster randomized trial with 105 teachers in 18 schools. Here, we engage in a qualitative case study, using multiple sources of evidence to assess the likelihood that specific reasons for null results are valid.

Data Collection and Analysis

The case study sources of evidence include observations of professional development; teacher surveys and logs; transcribed videos of teachers’ mathematics instruction; and teacher interviews.

Findings/Results

Our analysis suggested that null impacts could result from district priorities and instructional guidance that compete with professional development goals; weaknesses in the intervention as well as its fit to teachers’ needs; and the difficulty of implementing ambitious instructional practice.

Conclusions/Recommendations

Our findings suggest the need for further elaboration of the null-results framework. They also suggest that professional development providers consider both (a) both the organizations in which programs operate and (b) fit of the program to teachers’ needs as potential barriers to success.
Mission as Metaphor: Reconceptualizing how Leaders Utilize Institutional Mission
Authors: Zenk Leslie R. , Louis Karen Seashore
Published: November 2021

Background/Context

Institutional missions serve many purposes within universities, but most studies focus on how mission points to direction, guidelines, or priorities. However, organizational missions have been shown to have other functions such as instructing members about actions or behaviors that are acceptable. This paper therefore examines texts for evidence of how respondents’ ideas about mission go beyond just a statement of direction or priorities.

Purpose/Objective/Research Question/Focus of Study

To consider the use of metaphor in describing institutional mission, the following research questions were examined: 1. How are metaphors used to describe institutional mission? 2. What function(s) is the discourse around institutional mission being used to serve?

Research Design

The study is a discourse analysis of written texts and interview transcripts as part of a qualitative, comparative case study of six master's-granting institutions that are campuses within one state's public university system.

Data Collection and Analysis

Interviews were conducted with 36 university leaders including chief academic officers, deans, department chairs, and faculty members including at least one: (a) member of the institution's body of collegiate deans, (b) department chair and/or collegiate dean directly involved in decision making, and (c) current and/or previous president of the faculty governance body. Qualitative data analysis was conducted using an iterative data analysis method drawing from grounded theory and constant comparative analysis. Following qualitative analysis, a subsequent word count was conducted to determine the extent to which the metaphors were used.

Conclusions/Recommendations

Results suggest mission is a socially constructed phenomenon with a variety of different functions revealed through metaphor that engage different audiences and are closely tied to institutional context and purpose. Metaphors of mission articulated by respondents include mission as: (a) symbolic unity, (b) boundary object, (c) tool, (d) cage, (e) metamorphosis, (f) cultural artifact, (g) motivator, (h) authoritative text, (i) transaction, and (j) treaty document. Understanding the complexities of institutional mission suggests a need to reconsider it and the ways in which leaders engage with their institutional missions.
Earning Professional Legitimacy: Challenges Faced by Women, Underrepresented Minority, and Non-Tenure-Track Faculty
Authors: O'Meara Kerryann , Templeton Lindsey , Nyunt Gudrun
Published: November 2021

Background and Context

Little research has focused on how legitimacy is understood and conveyed through interactions between faculty colleagues, despite its importance to faculty careers. Not all faculty experience an even playing field in trying to access professional legitimacy. This is especially true for women, underrepresented minority (URM), and nontenure-track (NTT) faculty. These groups experience common dilemmas in their pursuit of professional legitimacy in research university environments, though each group also faces distinct challenges of its own. An ideal place to understand experiences of faculty trying to earn professional legitimacy are faculty learning communities.

Purpose

The purpose of this study was to analyze how women, URM, and NTT faculty understand and describe professional legitimacy in one research university. We sought to understand the challenges these groups experienced in trying to obtain legitimacy from colleagues that they attributed to their gender, race, or appointment type. Through this study, we hope to provide an understanding of and recommendations for creating inclusive academic work environments for all three groups.

Setting

The study took place at Land Grant University (LGU), a research-intensive institution. LGU received a National Science Foundation ADVANCE grant to focus on issues of equity in the retention and advancement of women and URM faculty. Out of recognition that the institution faced challenges in retaining and/or advancing women, URM, and NTT faculty, LGU's ADVANCE program created faculty learning communities.

Research Design

A qualitative case study approach was used to understand how women, URM, and NTT faculty interpreted institutional scripts of legitimacy within their academic departments.

Data Collection and Analysis

Data were collected using semistructured participant observations of five faculty learning communities, which were formed to support the retention and advancement of women, URM, and NTT faculty over five years.

Findings/Results

Women, URM, and NTT faculty participating in faculty learning communities understood professional legitimacy as associated with belonging, merit, autonomy, and voice in decision making. Participants described multiple ways in which they felt their gender, race, and/or appointment type constrained their ability to achieve legitimacy.

Conclusions and Recommendations

In this study, we used our findings to “mark” how inequality is maintained through professional interactions with colleagues. Implicit bias influenced several of the inequalities and barriers to earning legitimacy noted in the study. One recommendation, therefore, is to raise awareness of implicit bias and provide department-wide trainings on how to address it. This study also supports the use of faculty learning communities as a place of restoration for faculty seeking professional legitimacy and as a tool to create inclusive academic environments.
Black Students in Handcuffs: Addressing Racial Disproportionality in School Discipline for Students with Dis/abilities
Authors: Hines Dorothy E. , King Robb , Ford Donna Y.
Published: November 2021

Although there are federal protections for students with dis/abilities under the Individuals with Disabilities Education Act (IDEA) 1975, Black students with and without dis/abilities continue to be suspended and expelled at rates that exceed their peers. Still, there is limited research on how Black girls and Black boys are disciplined across suspension types, and based on their identification for special education services. The purpose of this article is to examine the overrepresentation of Black girls and Black boys with and without dis/abilities and to determine, using a quantifiable percentage, how the overrepresentation of Black students for in-school and out-of-school suspension can be eradicated. We use data from the U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection 2011–2012 to examine equity (justice and fairness) in disciplinary referrals using state-by-state and regional data. Using an equity formula, we analyzed national data to determine the magnitude of Black females’ and Black males’ overrepresentation in in-school and out-of-school suspensions for students with and without dis/abilities. This study indicates that Black females with dis/abilities had the highest rate of overrepresentation in the Midwest in in-school and out-of-school suspension. In comparison, Black males experienced a greater representation in in-school suspension. Regardless of geographic area Black girls and Black boys are continuously being overrepresented in disciplinary punishments. To end the over-representation of Black girls and Black boys in in-school and out-of-school suspensions, schools and policy makers must collaborate with communities of color, eliminate teacher implicit and explicit racial biases, and discontinue racially punitive school policies.
Every Student Succeeds (Except for Black Males) Act
Authors: Allen Keisha Mcintosh , Davis Julius , Garraway Renee L. , Burt Janeula M.
Published: November 2021

In PreK–12 schools throughout the United States, Black male students are the most under-served and punished population. The Every Student Succeeds Act (ESSA) misleads Black male advocates and stakeholders into believing that it ensures they succeed. This article examines ESSA and its implications for educational equity for Black boys. Using critical race theory, the authors argue that, similar to past policies, ESSA intends to ensure educational equity for all students but ignores the ways in which race, gender and other forms of oppression are implicated in the teaching and learning process and constrain Black male youths’ opportunities to learn. This article calls for culturally grounded and social-justice-oriented perspectives in the development of policies for Black male students.
Minding the Gap between Diversity and Institutional Transformation: Eight Proposals for Enacting Institutional Change
Authors: Stewart Dafina-Lazarus
Published: November 2021

The current generation of college student activism led by racially minoritized students has called for direct actions, tangible outcomes, and greater institutional accountability for creating and sustaining campus environments that are both more diverse and more inclusive. Institutional rhetoric that focuses on diversity and inclusion has not resulted in tangible campus transformations as incidents of racial macroaggressions against minoritized faculty, staff, and students continue. This chapter proposes eight policy proposals and ten recommendations for campus leaders to enact transformational leadership to facilitate equity and justice in institutional structures, processes, and practices.
Plantation Politics and Neoliberal Racism in Higher Education: A Framework for Reconstructing Anti-Racist Institutions
Authors: Squire Dian , Williams Bianca C. , Tuitt Frank
Published: November 2021

Overcoming the deeply embedded anti-Black racism and colonial heritage of North America is an ongoing project. Scholars have yet to explicate fully the ways that racism and colonialism are foundational to the construction of institutions of higher education. Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. To better explore the applicability of this theory, the authors share an example of the parallel between slave plantations and contemporary universities called “The Oxymoronic Social Existence of Whites (or Neoliberalism as the New Slave Code)” and its implications for campus practice toward racial liberation. The authors argue that the institutional logics of colonialism and imperialism— which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.
Negotiating the Boundaries of Parental School Engagement: The Role of Social Space and Symbolic Capital in Urban Teachers’ Perspectives
Authors: Durand Tina M. , Secakusuma Margaret
Published: November 2021

Background/Context

Research has documented the benefits of family and parental involvement in children's schooling, both developmentally and across domains. Classroom teachers play pivotal roles in establishing and maintaining home–school partnerships because of their sustained contact with children. Despite this, few studies have examined empirically how urban teachers actually define their own roles in helping schools to connect with diverse families and, especially, the power asymmetries that exist between families, teachers, and schools themselves in a climate of increased accountability and scrutiny of urban public schools.

Purpose/Objectives

Using Bourdieu's concepts of social space and symbolic capital, this qualitative study examined urban teachers’ perspectives on their roles in facilitating effective partnerships with diverse families and the ways that issues of power, authority, and the need for boundaries in home–school relationships were expressed in their discourse.

Setting

Data were gathered at four public schools in a major metropolitan city in the Northeast. All were racially/ethnically diverse (more than 50% non-White in all schools) and served high percentages of low-socioeconomic-status families.

Participants

Participants were 44 classroom teachers. All but two teachers were female; participants were racially diverse (42% White, 42% Black, 16% Latino/a) and had been teaching for an average of 17.25 years.

Research Design

Qualitative focus group interviews were conducted with teachers at each participating school site over the course of six months.

Data Collection/Analysis

Focus group data were analyzed using qualitative content analytic techniques.

Findings/Results

Analyses generated three themes that illustrated the powerful but contradictory positioning of teachers in facilitating authentic partnerships with families—(a) creating responsive relationships, (b) casting engagement as education, and (c) creating varied and tailored opportunities—yet also revealed teachers’ assertions of power and authority, most often expressed as a need for boundaries between home and school.

Conclusions/Recommendations

Findings support a progressive approach to family engagement and educator resistance whereby teachers engage in collaborative advocacy with urban families to reclaim the notion of teaching as a public service aimed at the promotion of equitable, accessible, and culturally responsive schools.
Do Nonresident Students Affect Prices for In-State Students at Public Colleges?
Authors: Kelchen Robert
Published: November 2021

Background/Context

Public colleges and universities have sought to recruit and enroll more students from outside their home state in an effort to both enhance institutional prestige and generate additional revenue from the higher tuition rates than nonresident students generally pay. A body of research has shown that nonresident students tend to be more economically advantaged and less racially diverse than in-state students and that increases in out-of-state students crowd out lower income and minority state residents from more selective public colleges.

Purpose/Research Questions

Although research has shown some adverse effects of additional nonresident enrollment, no prior research has examined whether the additional money generated from out-of-state students’ higher tuition rates is used to help make college more affordable for state residents. In this article, I examined whether increased percentages of nonresident students were associated with changes in the sticker or net prices of attendance at four-year public colleges and whether any relationships were different between broad-access and selective public colleges.

Research Design

I used data on college pricing and nonresident enrollment from the U.S. Department of Education's Integrated Postsecondary Education Data System from the 2000– 01 through 2013–14 academic years from 505 public four-year colleges in this analysis. I used panel regressions with controls for other state-level factors that could have affected nonresident enrollment. In my preferred specifications, I used Arellano–Bond estimators to account for autoregressive processes in the data and used a one-year lag between nonresident enrollment and when prices paid by in-state students were measured.

Results and Conclusions

There was no systematic relationship between changes in the percentage of nonresident students and the sticker or net prices faced by in-state students. This suggests that although state residents do not appear to be subsidizing an amenities arms race to attract students from other states, the additional tuition revenue coming from nonresident students is not being used to help subsidize in-state students. Future research should investigate how public colleges are using the additional revenue if it is not being used for student financial aid.
Exploring Freirean Culture Circles and Boalian Theatre as Pedagogies for Preparing Asset-Oriented Teacher Educators
Authors: Stillman Jamy , Beltramo John Luciano
Published: November 2021

Background/Context

Teacher educator development remains an undertaking that is both understudied and underavailable as an explicit professional path, despite scholarship suggesting that teacher education's transformative potential hinges on teacher educators’ pedagogical work.

Purpose, Practice, & Participants

This article reports on a qualitative study that explored the development of teacher educators who expressed deep commitments to educational equity for minoritized youth. Fifteen current and prospective teacher educators participated over three years in situated adaptations of two critical pedagogical approaches: Freirean culture circles, where participants engaged in critical dialogue around conflicts encountered in their teacher education work that involved issues of inequity, particularly deficit-based ideas of P–12 students and their families, and Boalian theatre (or teatro), interactive role-play where participants dramatically re-enacted these conflicts and imagined potential responses to them. This study examines the ways in which these critical pedagogical spaces facilitated participants’ development as asset-oriented teacher educators.

Research Design & Data Collection

This research represents an ethnographic self-study, as the authors engaged in culture circles and teatro as participant-researchers. To study these spaces of critical teacher educator development, the authors collected ethnographic data, which included semistructured interviews with each participant, field notes, and audio/ video recordings of dialogue and role-play, as well as participant written reflections.

Findings/Results

Through their engagement in culture circles and teatro, participants came to recognize some of the micro-pedagogies of asset-oriented teacher education, grappled with the relational dimensions of teacher learning, became familiar with possible tools of asset-oriented teacher education, and interrogated the social, political, and historical dimensions of the work. In doing so, they understood each area as linked both to specific settings and individuals and as connected to more common dilemmas that may play out across teacher education contexts.

Conclusions/Recommendations

While cautioning against widespread, mechanistic implementation, the authors recognize culture circles and teatro as offering special promise for the development of asset-oriented teacher educators. In particular, findings suggest that these critical pedagogies support the conditions for learning—particularly spaces that center participants’ identities and experiential conflicts—that can cultivate complex understandings about, and tools for engaging, the contingent work of asset-oriented teacher education. Such spaces seem particularly well equipped to cultivate critical understandings deemed essential for transforming the field of teacher education.
Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015
Authors: Warkentien Siri
Published: November 2021

Background/Context

Trends in district and metropolitan school segregation over the past several decades have been well documented, but less attention has focused on the racial/ethnic composition changes at individual schools that generate aggregate trends. These shortcomings limit our ability to understand complex and dynamic patterns of racial/ethnic change within schools, which may in turn prevent policy interventions that could increase school diversity and direct needed educational resources to schools.

Purpose/Objective/Research Question/Focus of Study

This study identifies distinct trajectories of racial/ethnic change occurring in public elementary schools between 2000 and 2015 and describes the characteristics and prevalence of each trajectory. In addition, the study examines how initial levels of school poverty are associated with membership in different trajectories.

Research Design

This secondary data analysis relies on data from the National Center for Education Statistics Common Core of Data (CCD) and employs latent class growth analysis.

Findings/Results

Despite the rapidly changing demographics of the overall student population, approximately 45% of all public elementary schools in the sample had stable racial compositions between 2000 and 2015. Close to half of the remaining schools, about 25% overall, experienced racial change at such a pace that they will be completely minority isolated within the next several decades if the pace continues. In the remaining schools, the pace of racial change is sufficiently slow to maintain diverse schools for many decades. Schools experiencing rapid Hispanic growth tend to have initially higher proportions of low-income students, indicating where racial change may likely occur and where schools will become racially and socioeconomically isolated without proactive policies in place.

Conclusions/Recommendations

Results suggest that absent intentional interventions that target the type of change trajectories being experienced at the school level, the overall increasing diversity of the student population will not likely lead to sustainably diverse schools for the majority of students. Providing the benefits of a non-racially isolated education for all children is possible, but we must first identify the school trajectories of change and stability, then determine the most appropriate strategy for improving school diversity, and finally provide the resources and policies needed to foster and maintain diverse schools that are inclusive of all students.
Opening the Gates: Detracking and the International Baccalaureate
Authors: Atteberry Allison , Lacour Sarah E. , Burris Carol , Welner Kevin , Murphy John
Published: November 2021

Background/Context

There is broad agreement about the benefits of taking AP and/or IB courses in high school. Nonetheless, student access to such courses remains uneven and inequitable, due largely to the practice of tracking students by perceived “ability.” These tracking practices are often defended based on the contention that detracking and mixed-ability classes are impractical or unworkable. This study's conclusions inform the policy debate on the efficacy of detracking as an instructional strategy and add to the emerging literature concerning the potential of providing a school's most challenging, highest quality curriculum to all students.

Research Questions

We study a reform that combines two basic elements: detracking in Grades 6 through 10 plus open IB enrollment in Grades 11 and 12. We answer four questions: (a) Did greater numbers (and proportions) of students enroll in IB courses as the district progressively detracked its math and ELA courses? (b) As detracking took place over time, did IB courses become accessible to a broader range of students with respect to prior achievement? (c) How did students who enrolled in IB courses after detracking perform on their end-of-course IB assessments, conditional on prior achievement? Here we particularly focus on whether high-performing students appeared to perform worse on the IB assessments as the IB classes were composed of higher numbers of students with lower prior achievement. (d) Conditional on taking a math IB course, did students become less likely to take the more challenging Math SL IB course (relative to the less challenging Math Studies IB course)?

Intervention/Program/Practice

Policy to detrack access to high school IB courses. Research Design: We use an interrupted time series approach to examine whether the onset of detracking coincided with (a) increased IB participation or (b) decreased IB scores. We also document whether low-, middle-, or high-prior skill groups of students perform less well during detracking. Finally, we explore whether racial achievement gaps on statewide assessments were exacerbated by detracking.

Recommendations

The results associated with this detracking reform challenged two widespread beliefs. First, the school's highest achievers continued to succeed in the more heterogeneous IB classes. Second, the average IB scores for the school's lower achievers were the same or higher after detracking began, even though many more such students enrolled in those courses. In short, this case study documents the potential for not rationing the enriched, world-class curriculum of the International Baccalaureate.
Mapping Curricular Assemblages
Authors: Eaton Paul William , Hendry Petra Munro
Published: November 2021

Background/Context

This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education.

Focus of Study

The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum.

Research Design

In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action.

Conclusions

The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being∼becoming.
Arranged Empowerment versus Empowering Arrangements: Narratives of Muslim Women Teachers from Pakistani Rural Communities
Authors: Khurshid Ayesha , Leyava Emily
Published: November 2021

The issue of education for Muslim women has become central to many global discourses and policies focusing on Muslim countries. These paradigms present education for Muslim women as the solution to issues ranging from poverty to religious extremism. Embedded in these narratives is not only the image of Muslim women as oppressed victims of their culture, but also the image of Islam as a patriarchal religion. Education becomes an instrument to empower these women through enabling them to challenge their “oppressive” cultural and Islamic traditions. In other words, education becomes a site, tool, and institution to arrange the empowerment of Muslim women against their families, communities, and Islam.
Educational Leadership in the Twitterverse: Social Media, Social Networks, and the New Social Continuum
Authors: Daly Alan J. , Liou Yi-Hwa , Fresno Miguel Del , Rehm Martin , Bjorklund Peter
Published: November 2021

Leadership is one of the most examined concepts in the literature, and while the study of social networks is also gaining interest, the intersection between leadership and online social networks has received limited attention. The key notion underlying most leadership research is that the behaviors or attributes of a leader matter for a variety of outcomes. While offering valuable insights, this dominant view of leadership behavior and attributes underestimates the impact of social networks. Scholars are increasingly recognizing the importance of social processes involved in leading. Leadership has often been conceptualized as a process of influence toward an outcome. Social relationships through networks may provide leaders with the necessary infrastructure to access resources in achieving outcomes. Leadership from a network perspective emphasizes the interdependence reflected by a network of ties, which may ultimately moderate, influence, or determine the activity and movement of practices and knowledge.
Conceptualizing Virtual Instructional Resource Enactment in an Era of Greater Centralization, Specification of Quality Instructional Practices, and Proliferation of Instructional Resources
Authors: Lane John L. , Boggs Brian J. , Chen Zixi , Torphy Kaitlin T.
Published: November 2021

This article conceptualizes the enactment of virtual instructional resources. We propose a framework that combines traditional concepts of curricular enactment (e.g., the designated, intended, and enacted curriculum) with concepts more salient to the implementation of virtual instructional resources. More specifically, we develop a model that considers the purpose of virtual instruction resources (core or supplemental), the social organizational contexts (e.g., district administrators, teacher professional communities, individual teachers) that shape the enactment of virtual instruction resources, and the process—from creation to enactment—through which virtual instructional resources impact classrooms. We first offer a brief overview of the greater specification of desirable instructional practices and greater centralization, because it is our assertion that virtual instructional resource enactment can best be understood in the context of other important changes and contexts in education more broadly. Next, we introduce our conceptual model of virtual instructional resource enactment. We then specify the concepts of purpose, social organization, and process and situate these concepts in our model. Third, we explain how purpose, social organization, and process influence different aspects of life in schools, including sensitivity to specific contexts, teacher learning, affordances for search and transfer, opportunities for participation in professional communities, and consistency of implementation. We conclude with a discussion in which we articulate the potential tensions and provide direction for future research.
Education and Social Media: Research Directions to Guide a Growing Field
Authors: Greenhow Christine , Cho Vincent , Dennen Vanessa P. , Fishman Barry J.
Published: November 2021

Social media play an increasing role in our everyday lives and in education. Teachers and administrators may use social media for professional learning, to find materials for use in the classroom, and as a vehicle for engaging students with each other or with the world at large. As this body of scholarship continues to grow, now is the time to reflect on where the field might go from here to conduct the most impactful scholarship on education and social media. Accordingly, this chapter proposes research directions and approaches that promise to advance this expanding field, grounded in insights from the long history of studying technology in education, including over a decade of research on social media. We summarize insights from reviews of the existing research literature on learning and teaching with social media in education. Next, we apply a typology of the kind of studies needed to advance the field of education and educational technology as a useful lens for assessing prior work, identifying gaps in the knowledge base, and envisioning potential research directions. The chapter argues that new scholarly work is needed into three main areas: (1) research focus, or the subjects or topics of research that are needed; (2) methodological work, or new or underutilized approaches to studying education and social media; and (3) conceptual work, or theorization or framing of studies in education and beyond. We provide specifics in each of these areas in the final section.
“Like Having a Tiger by the Tail”: A Qualitative Analysis of the Provision of Online Education in Higher Education
Authors: Ortagus Justin C. , Derreth R. Tyler
Published: November 2021

Background/Context

Online education has become an increasingly prevalent medium of instruction and the primary source of enrollment growth for colleges and universities. The well-documented growth of online education is often regarded as a response to rising costs in higher education, but the same cost-saving strategies that would allow institutions to increase their net revenue through online education may also serve to endanger the quality of student learning.

Purpose/Objective/Research Question/Focus of Study

This study explores how leading universities reconcile financial and quality considerations when offering online education.

Research Design

Drawing from interviews with 22 administrators, faculty members, and instructional designers, we conduct a qualitative analysis of how to navigate financial and quality considerations pertaining to the development and delivery of online courses and exclusively online degree programs.

Findings/Results

The central finding of this study focuses on the importance and pursuit of quality as an actionable goal when offering online education. We also find emergent themes related to the business model of online education, the influence of online education on the changing faculty role, and the shift toward student-centered learning in online education.

Conclusions/Recommendations

We offer a novel conceptual model, the Model of Quality-Driven Decision-Making in Online Education, to show how universities can navigate financial and quality considerations when offering online education in higher education.
“More than Equivalent to a Year of College”: Hubert Harrison and Informal Education in Harlem's New Negro Movement
Authors: Nocera Amato
Published: November 2021

Background/Context

Spurred on by the mass migration of African Americans from the South and blacks from the Caribbean, Harlem by the 1920s was defined by its association with New Negro culture and was widely known as the “mecca” of black life. The New Negro movement, as the period was called by contemporaries, has become a focus of scholars interested in black radical politics. Still, there has yet to be a focused study of the underlying educational experiences that helped create the New Negro movement and the mass political awakening that accompanied it.

Focus of Study

This paper takes as its focus Hubert Harrison, an Afro-Caribbean immigrant who arrived in New York City at the dawn of the New Negro movement and became a leading public intellectual and educator of the movement. In particular, it focuses on Harrison's participation and influence in several dimensions of the network of informal education that emerged as a part of Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press. After a brief overview of Harrison and his political development, I examine each educational practice, discussing both Harrison's contribution and the wider culture of radical education he helped to create. I argue that at the foundation of the New Negro movement—and the burgeoning political consciousness among inhabitants of the uptown neighborhood in New York—was a system of education unlike anything that could be found inside a classroom. It was dynamic, democratic, and for many black residents moving into Harlem, inspirational.

Research Design

This paper uses archival materials from Hubert Harrison's papers at Columbia University. Those include newspaper clippings, diary entries, and pamphlets for talks and courses, among other material. It also draws upon newspapers and reports from the period as well as secondary literature on the topic.

Conclusions/Recommendations

While education scholars have often grappled with the limits of school as a mechanism for changing society, the history of Harrison and informal education in Harlem reveals the importance of political education outside the classroom in creating and sustaining social movements. For Harrison and the Harlemites of the 1920s, street oratory, educational forums, and a radical black press served as essential mechanisms for broadening what historian Robin D. G. Kelley has called the “black radical imagination.” Yet the educative experience of blacks arriving in Harlem is not so different from the experience of others who have participated in social movements in the 20th and 21st centuries. The challenge for scholars is not to identify and study political movements that can be linked to various forms of schooling, but to identify the educative dimensions of social uprising that take place beyond the walls of the classroom.
Evidence of Failure: How High School Counselors and Administrators Make Sense of Promise Scholarship Merit Requirements
Authors: Rifelj Kelly Krupa , Kuttner Paul J.
Published: November 2021

Background

Promise scholarship programs designed to increase college access and success are proliferating across the country. However, little research has investigated how such programs are implemented or how differences in program design, such as the inclusion of merit requirements, could affect the success of these initiatives.

Project/Research Design

This study is part of a randomized control trial examining outcomes of the Degree Project (TDP), a $12,000 promise scholarship for students in a Midwestern urban school district. TDP was designed with GPA and attendance merit requirements in order to understand the impact of a targeted scholarship design.

Purpose

We set out to understand how school staff tasked with implementing the Degree Project scholarship made sense of the program, its merit requirements, and data on students meeting those requirements and how this sensemaking may have affected the attitudes and actions of staff in ways that could alter the impact of the program on students.

Data collection/Analysis

Over the first two program years, we conducted interviews in over 90% of treatment schools (year 1 N = 17; year 2 N = 15). Using theories of sensemaking and attribution, we analyzed how staff used data from the merit requirements as evidence to frame the program as a success or failure.

Findings

We find that some school staff used data on the number of students still on track for the scholarship as evidence that TDP was succeeding or—more often—failing. Moreover, they mainly attributed this success or failure to characteristics of the students themselves and rarely to their own work practice. Staff who saw the program as failing were in schools that already had lower academic achievement, and there is evidence that they took fewer actions to support student access to TDP than did staff in higher-performing schools.

Conclusions

These findings raise concerns that staff sensemaking around TDP may be reinforcing low expectations of students and deficit discourses of youth from low-wealth communities of color, as well as stratification of access to college-related support. Additionally, it raises important implementation and equity concerns about both promise programs’ use of merit requirements and data use in schools in general.