bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Single Voice in the Crowd: A Case Study of One Student's Determination to Challenge Top down School Reform
Authors: Pazey Barbara , Cole Heather , Spikes Daniel 
Published: November 2021

Background Set against the backdrop of accountability reform and the dire consequences imposed upon “failing” schools, this study focuses on the advocacy of one student leader determined to resist the political direction to close his school. While a few studies have documented student voice in reform resistance, none have documented the voice of a student with a dis/ability. Objective Using a theoretical framework that weaves together self-determination theory and resiliency theory, the study seeks to understand the motivation and the conditions for that motivation driving a student to take action and the potential role of young people in current educational reform. Setting The study takes place in a large, urban city in central Texas. The high school slated for closure is in a poor, minority neighborhood and has been the subject of various reform efforts over the last two decades. Population As a single case study, the sole subject is EJ, a young black male with a dis/ability. EJ is the president of his student body and a leader in the reform resistance for his school. Research Design This case study is qualitative and uses narrative inquiry to document the story of EJ over a two-year period, following his initial involvement in reform resistance at his school to his key role as student body president during a volatile year of reform decisions by his school district. Data Collection and Analysis The study relies on data collected as part of a larger study examining the impact of school turnaround efforts on students with dis/abilities. Centering on the personal accounts of EJ and his own description of what occurred at his school and his leadership role, his narrative in analyzed through the theoretical lens of self-determination and resiliency theory. Data from the larger study is used to triangulate EJ's account. Findings The study finds that students, and particularly students historically marginalized in school settings, can be extremely effective voices for change. Conclusions The paper concludes with implications for accountability reform and a discussion of the potential of expanding approaches of student engagement in reform efforts to include student voice, particularly, the voices of students with dis/abilities. There's a lot of good things going on at this school and we just want people to understand that we're coming, we're coming, a change is going to come. Just like the song says. And it might not be tomorrow, it might not be the next day, but HHS is going to be known. We're going to make sure HHS is known—for something. (EJ, Special Education Student, Student Body President, Heritage High School, 2012–2013)
Coping Strategies of International Chinese Undergraduates in Response to Academic Challenges in U.S. Colleges
Authors: Heng Tang T. 
Published: November 2021

Background/Context One in three international students in the U.S. comes from China, propelled by a steep increase in undergraduate enrollment in U.S. colleges. This phenomenon has been accompanied by negative media discourse that portrays them as needy, passive, and unable to cope with their new educational demands. Purpose/Objective Using a hybrid sociocultural framework that privileges student agency and locates students within their sociocultural milieu, this study investigated strategies Chinese international undergraduates used to cope with challenges they faced in U.S. colleges. Population/Participants Eighteen participants—nine freshmen and nine sophomores— from three liberal arts colleges situated in an urban context took part in the study. Research Design This qualitative study followed participants through one academic year. Participants completed a demographic questionnaire, engaged in three semi-structured interviews at the beginning, middle, and end of their academic year, and wrote four journal prompts. Findings/Results Results reveal that student strategies cluster around themes of agency and self-reliance, as well as outreach and support. Students spent more time studying, used a range of learning techniques, developed self-help and psychological strategies, tapped into institutional and technological support, and reached out to teachers and peers for help. Conclusions/Recommendations Students’ coping strategies reveal fluid responses to intersecting and changing sociocultural expectations, nimbleness in their adaptations, and transience in the challenges faced. Other than contesting stereotypes around Chinese students, findings spell implications for differentiated and responsive college policies serving international students, faculty members, and local peers. It also points to the need to incorporate more longitudinal studies with clear conceptual frameworks so that novel and nuanced understanding of international students can emerge.
Disability in the Family: John and Alice Dewey Raising Their Son, Sabino
Authors: Danforth Scot 
Published: November 2021

Background/Context The current biographic understanding of John Dewey's experience adopting and raising an Italian boy named Sabino emphasizes the theme of finding an emotional replacement for Morris and Gordon, two young sons who had tragically died on family trips to Europe. Lacking is substantive attention to the fact that John Dewey's son had a physical disability who grew up during the early surge of eugenics thought in American popular life. The leading biographer Jay Martin has portrayed John and Alice Dewey as rescuing Sabino from poverty, an experience that gave John Dewey “a special empathy for the second-best, the second-class citizen, the loser in society. “ What is missing from all biographic research on the Deweys is their experience of raising a boy with a physical disability during a historical time when disabilities were highly stigmatized. Purpose/Objective/Research The purpose of this historical study is to supplement the current understanding of John Dewey fathering an adopted son with an account that attends to the fact that young Sabino had a physical disability. Working in the disability studies tradition, this analysis explores both how the Deweys contended with Sabino's bone tuberculosis as an illness requiring medical treatment and how they navigated the complex political context of deeply discriminatory attitudes surrounding disabled persons. The conclusion initiates a discussion of the larger questions concerning how the experiences of fathering a boy impacted directly by disability oppression might have influenced John Dewey's political activity and scholarship. Research Design This historical analysis utilizes prior biographic research, published and unpublished works by John Dewey, and primary historical documents such as family letters and medical and popular publications of the era. Conclusions/Recommendations This analysis finds that John and Alice Dewey were very loving and attentive parents who endured many struggles due to their child's disability. They worried about their son's health, and they capably navigated the available medical options. They were troubled by their son's suffering and pain, and they worked together with great consistency to comfort and support him. Further, they directly confronted disability prejudice, including educational segregation, and worked assiduously against the powerful cultural assumption that their disabled son should lead a life of anything less than full participation in the community. The article concludes with a preliminary examination of how these experiences influenced John Dewey's political writings and activities.
The Danger of a Single Theory: Understanding Students’ Voices and Social Justice in the Peruvian Andes
Authors: Levitan Joseph 
Published: November 2021

Background/Context Working towards social justice in education requires students’ voices to be heard and understood. This is especially the case for students from marginalized populations. Prior research has shown the value and importance of students’ voices for school retention, academic success, school inclusivity, and student buy-in. However, more research is needed on how adults understand and interpret students’ voices and implement their understandings in school practice and policy. Purpose/Objective This paper uncovers the danger of misinterpreting students’ voices due to assumptions about concepts such as success and social justice. I explore this issue by interpreting first-generation Quechua (indigenous) students’ voices about success in the Peruvian Andes through four different paradigms concerned with social change, social reproduction, and social justice. The discussion places into dialogue feminist theory, critical theory, postcolonial theory, and development theory in order to highlight the implications of each interpretive framework for responsive education policy. I show how interpretations based on each theory offer divergent school policy options, the danger of a single theory for interpreting student voice. Participants The coresearchers for this paper are 14 young women from Quechua communities who are the first in their families to attend secondary school. Working with them are a woman from a Quechua community, a woman from Central Europe, and a man from the United States. Research Design A collaborative ethnographic case study utilizing student voice methods. The students developed the theme and topic for research during a student-led seminar. Based on the students’ questions, the adults helped facilitate the creation of an interview protocol with the students. The group answered the questions on the protocol and used the protocol to interview the students’ parents. We held three total focus group discussions to develop the protocol, discuss findings, and interrogate ideas of success. Conclusions/Recommendations The results highlight the vastly different interpretations and policy implications of students’ voices based on each theory—highlighting how social justice is a complex concept that requires discussion across theoretical orientations. The findings also show points of overall congruence, and cross-theory trends. Recommendations are for educational leaders and researchers (teachers, parents, administrators) to refect and think about empirical information from multiple theoretical frameworks in order to become more aware of the influence of one's own assumptions in educational decision-making.
Locating the Global: Schooling in an Interconnected World
Authors: Hull Glynda A. , Hellmich Emily A. 
Published: November 2021

Background Educators in the United States and internationally have become increasingly interested in incorporating international perspectives into curricula, programs, and policy. Rooted in a long history of international education, these efforts have been described variously as “multicultural,” “democratic,” and “international.” In this article and our work, we use the term global education for this phenomenon in order to signal, along with others, an important shift in conceptualizing how to prepare students for a globalized world. Objective This article is an initial exploration of current global education efforts in the United States and internationally. The study asks, “How do schools instantiate the global?” and considers how particular schools incorporated global concerns into their mission, curriculum, pedagogy, and structure. Research Design The research design consisted of a qualitative case study of thirteen schools located in the United States and Asia. Data Collection and Analysis Data consisted of online document collection, semi-structured interviews with administrators, teachers, and students, and observations. Data analysis consisted of iterative rounds of open-ended as well as thematic coding. Findings Findings revealed seven strategies used by schools to integrate a global orientation. Two detailed case studies showcased the complexities inherent in implementing these strategies. Conclusions This article underscores the challenges that schools in the United States and internationally face in instantiating a global education, particularly the meaningful integration of technology, second/foreign languages, and service learning as well as making a global education available across socioeconomic groups. It calls for additional research on how to foster global orientations that position all young people to become cosmopolitan members of local, national, and worldwide communities.
Selling Pre-K: Media, Politics, and Policy in the Case of Universal Prekindergarten in New York City
Authors: Delaney Katherine K. , Neuman Susan B. 
Published: November 2021

Background/Context Educational policy is informed by multiple stakeholders and actors. Research has focused on understanding how policy decisions are informed and made, as well as how teachers and school leaders take up these policies in their practice. However, few researchers have examined how educational policy is framed for the larger public and voting electorate through media coverage and how the use of rhetorical devices can shape the public's understandings of policies, practices, and promised outcomes. Publicly funded prekindergarten is an emerging movement in many states. Purpose/Objective This research examined how local and national media framed the scale-up of publicly funded, Universal Pre-Kindergarten (UPK) in the largest school district in the country: New York City. Across two years, including a mayoral primary, mayoral election, and high-profile state budget negotiations, we examine how six media outlets used rhetoric to create specific narratives about the goals, outcomes, and possibilities of UPK that resonated with voters. Research Design Qualitative methods were used to examine the content of six national and local media sources. Over 640 sources were analyzed to address the questions central to this study. Utilizing our theoretical framework of rhetorical policy analysis, as well as emergent coding, we cross-analyzed multiple themes, working to identify consistent and dominant narratives across the media coverage. Findings Findings reveal that four main narratives dominated the media coverage of the scale-up of pre-K in New York City. These narratives used emotional rhetoric to frame UPK in ways that detracted from meaningful, research-informed information about how to successfully support the care and learning of young children. Conclusions/Recommendations The role of media in framing educational policy and practice for the public is growing. Researchers and policy makers must be mindful of how the rhetorical approaches utilized by the media can and will inform the public's understanding of public education policy.
The (Mis)measure of Schools: How Data Affect Stakeholder Knowledge and Perceptions of Quality
Authors: Schneider Jack , Jacobsen Rebecca , White Rachel S. , Gehlbach Hunter 
Published: November 2021

Purpose/Objective Under the reauthorized Every Student Succeeds Act (ESSA), states and districts retain greater discretion over the measures included in school quality report cards. Moreover, ESSA now requires states to expand their measurement efforts to address factors like school climate. This shift toward more comprehensive measures of school quality provides an opportunity for states and districts to think intentionally about a basic question: What specific information should schools collect and report to their communities? Setting This study took place in the community surrounding a small, highly diverse urban school district. Population/Participants Forty-five local residents representing a range of demographic backgrounds participated in a modified deliberative poll with an experimental treatment. Intervention/Program/Practice We randomly assigned participants into two conditions. In the first, participants accessed the state web portal, which houses all publicly available educational data about districts in the state. In the second condition, participants accessed a customized portal that contained a wider array of school performance information collected by the research team. Research Design This mixed-methods study used a modified deliberative polling format, in conjunction with a randomized controlled field trial. Data Collection and Analysis Participants in both conditions completed a battery of survey items that were analyzed through multiple regressions. Findings/Results When users of a more holistic and comprehensive data system evaluated unfamiliar schools, they not only valued the information more highly but also expressed more confidence in the quality of the schools. Conclusions/Recommendations We doubt that more comprehensive information will inevitably lead to higher ratings of school quality. However, it appears—both from prior research, from theory, and from this project—that deeper familiarity with a school often fosters more positive perceptions. This may be because those unfamiliar with particular schools rely on a limited range of data, which fail to adequately capture the full range of performance variables, particularly in the case of urban schools. We encourage future exploration of this topic, which may have implications for school choice, parental engagement, and accountability policy.
How Should Fifth-Grade Mathematics Teachers Start the School Year? Relations between Teacher–Student Interactions and Mathematics Instruction over One Year
Authors: Banse Holland W. , Palacios Natalia A. , Curby Timothy W. , Rimm-Kaufman Sara E. 
Published: November 2021

Background Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices include mathematical discourse, tasks, and coherent lessons. Purpose Using extant fifth-grade teacher observation data, we investigate the following questions: (1) Do quality DN practices at the start of a fifth-grade school year relate to higher DS practices at the end of the year? (2) Do early, quality DS practices relate to later, higher use of DN practices? Specifically, we investigate relations between emotional support and mathematical discourse, instructional support and mathematical tasks, and classroom organization and mathematical coherence. Research Design We use an autoregressive, cross-lagged structural equation model with three time points from a single academic year. Findings/Results Results indicated that early levels of high emotional support and classroom organization were associated with later high levels of mathematical discourse and coherence, respectively. Early implementation of demanding tasks was associated with later, higher instructional support. Recommendations We discuss implications for professional development and practice. Specifically, we suggest that teachers and instructional coaches consider how DN and DS practices relate to each other in order to boost teachers’ effectiveness.
Teachers’ Cognitive Flexibility on Engagement and Their Ability to Engage Students: A Theoretical and Empirical Exploration
Authors: Stein Kristy Cooper , Miness Andrew , Kintz Tara 
Published: November 2021

Background Student engagement is a cognitively complex domain that is often oversimplified in theory and practice. Reliance on a single model overlooks the sophisticated nature of student engagement and can lead to misconceptions and limited understandings that hinder teachers’ ability to engage all of their students. Assessing varied models simultaneously frames student engagement as a dynamic process contingent upon interactions among many contextual variables. Purpose We explore the relationship between how high school teachers understand student engagement and their ability to consistently engage students in their classes. We present cognitive flexibility theory and its seven reductive biases to illustrate the complexity of engaging students across contexts and subjects. This theory makes a compelling a priori case that teachers who more consistently and effectively engage students in their classes are likely to be those who possess higher levels of cognitive flexibility in the domain of student engagement. To test this hypothesis empirically, we asked: Do teachers who are more effective at engaging students reveal more cognitive flexibility when discussing student engagement, as compared with teachers who are less effective at engaging students? Research Design We present a mixed-methods case study conducted over three years at one high school. We utilize annual student survey data to identify teachers with whom students reported relatively more and less classroom engagement. Then, we examine the comments of 18 teachers who participated in annual focus groups about student engagement across those three years to identify differences in how more and less engaging teachers express cognitive flexibility in their understanding of student engagement. Findings We find that teachers whom students found more engaging tended to illustrate more cognitive flexibility in how they thought and spoke about engagement. By contrast, teachers whom students rated as less engaging tended to see engagement in more simplistic and compartmentalized ways. Within these trends, the data provide evidence that individual teachers fall along the seven theorized continuums regarding the extent to which they demonstrated cognitive flexibility on engagement. Conclusions By bringing cognitive flexibility theory to the domain of student engagement, we call for a new research agenda focused on understanding the development of teachers’ knowledge of student engagement and, in turn, engaging instruction. In place of receiving a new model, tool, or checklist, teachers need opportunities to grapple with the complexity of engagement, to see and analyze various cases, and to build schema in relation to their classroom practice.