bluuebunny/crossref_metadata_2025_split huggingface dataset:
Negotiating the Global and National: Immigrant and Dominant-Culture Adolescents’ Vocabularies of Citizenship in a Transnational World
Authors: Myers John P. , Zaman Husam A. 
Published: November 2021

Background/Context The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents’ civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question/Focus of Study The purpose was to examine diverse adolescents’ vocabularies of citizenship, a concept that captures the tensions in their civic beliefs and affiliations. Their vocabularies were explored in terms of two topics at the intersection of national and global affiliations: universal human rights and global citizenship. The central question asked was: How do adolescents from immigrant backgrounds understand the tensions between national and global civic affiliations, and do they differ from dominant-culture adolescents’ understandings? Setting The research setting was the Pennsylvania Governor's School for International Studies, a 5-week summer program for high school students that emphasizes current scholarship and skills in international affairs, cultural studies, and foreign language. Research Design A mixed-method case study design was employed to collect detailed and rich data on the students’ beliefs about citizenship. Findings/Results The findings showed that the students from immigrant backgrounds favored universal positions and were the only students to call attention to national economic inequalities. In contrast, a majority of the dominant-culture students gave a more central role to national affiliations. However, over half of the students switched between universal and nationally oriented positions for the issues of global citizenship and human rights. It is argued that these switches represent a strong indication of the tensions in civic affiliations in light of globalization. Conclusions/Recommendations The findings presented here suggest that the question of either national- or global-oriented civic education makes little sense. This research suggests that differentiated forms of civic education are needed if all youth will have access to full citizenship and the range of civic affiliations needed in the world. Two approaches for reconceptualizing civic education are proposed: Civic education curricula should focus on the intersection of national with global issues and affiliations, and civic education should address, in addition to civic attitudes, skills, and knowledge, a conscious effort to help adolescents build flexible and multiple civic identities.
Only those who See Take off Their Shoes: Seeing the Classroom as a Spiritual Space
Authors: Schoonmaker Frances 
Published: November 2021

Background/Context Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms. Purpose and Focus The author's personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children's responses to literature with spiritual themes are used to illustrate three points: (1) Although practice of spiritual discipline may help teachers to be more sensitive to spiritual experiences, it does not necessarily follow that they know what to do with them in the classroom. (2) Early recollections of spiritual experiences and reflection on what these mean for classroom practice may be a way of helping teachers learn how to identify and support spirituality in the classroom. (3) Teachers need to recognize that children's spirituality is part of their being in the world, and honoring it in the classroom requires providing opportunities for its expression within the ordinary events of classroom life. Research Design The article is an essay, juxtaposing literature on children's spirituality with the author's personal experiences as a classroom teacher and researcher to make an argument for classrooms as spiritual spaces. Conclusions The possibilities inherent in discovering and coming to know—possibilities that are hopeful and open us up to the “more-than-ness” of being human—are often closed off in the day-to-day press of classroom life because teachers are not prepared to consider them, and they are not considered part of the curriculum. The author concludes that educators need to learn how to see the spirituality inherent in the everyday acts of learning, in coming to know, and in being in the classroom and to make space for the unseen. Further research is needed to articulate both theory and practice related to children's spirituality in the classroom.
And Worldlessness, Alas, is Always a Kind of Barbarism: Hannah Arendt and the Challenge of Educating in Worldless Times
Authors: Mackler Stephanie 
Published: November 2021

Background/Context In 1958, Hannah Arendt wrote “The Crisis in Education,” arguing that schools should not be used for political purposes and should instead introduce children to what she calls “the world.” The world, for Arendt, comprises the artifacts, ideas, values, and interactions that connect people together. In that same year, she published The Human Condition, a damning analysis of the problem of what she calls “world alienation” in the modern era. By this, she means that we experience a radical sense of disconnection and alienation from the physical and social world we share with others. The tension between these two pieces is provocative, because one advocates giving children a world, while the other suggests that there is no longer a world to give. Purpose/Objective This article begins from the aforementioned point of tension to consider what Arendt might have said about education in 2008, particularly in light of the discussion of world alienation in The Human Condition and Arendt's later work on thinking in The Life of the Mind. Although Arendt's analysis of worldlessness is multifaceted, this article focuses on one specific aspect of her argument: the way our very approaches to thinking— including the way we conduct scholarly inquiry—contribute to the loss of the world. Research Design This work is philosophical in nature, focusing on several of Hannah Arendt's published works. Conclusions/Recommendations Drawing on Arendt's work on thinking, the author argues that the best response to worldlessness is a specific type of thinking. The article concludes by suggesting that educational researchers and practitioners consider the ways in which education is currently implicated in the problem of world alienation, as well as the ways that we can start thinking differently in response. “The future man, whom the scientists tell us they will produce in no more than a hundred years, seems to be possessed by a rebellion against human existence as it has been given a free gift from nowhere (secularly speaking), which he wishes to exchange, as it were, for something he has made himself.”1
School Job Placement: Can it Avoid Reproducing Social Inequalities?
Authors: Redline Julie , Rosenbaum James E. 
Published: November 2021

Background Labor market entry is difficult for two-year college graduates. Job search literature focuses on personal connections, but disadvantaged students often lack useful contacts. Moreover, employers often don't recognize and value two-year college credentials as much as bachelor's degrees. Teacher contacts could help, but studies find that they can be biased against low achievers and minorities. Institutional school placement programs, which have the potential to reduce inequalities and help disadvantaged students in job search, have rarely been studied in the United States. Research Question How does schoolwide institutional job placement operate in a private two-year college with a highly developed program, and is it successful and equitable? Research Design This study uses a mixed-methods approach, including a qualitative case study and quantitative analysis of a single college's administrative records. Findings We find that this college created institutional job links that are different from other programs studied in the United States. It equitably serves most students and is unrelated to achievement or race. Although it does not improve students’ postcollege earnings, it does improve the skill relevance of participants’ postcollege jobs, which is a potentially important indicator of long-term success. Black and Hispanic students who use the program have earnings advantages over Whites, but this is not true for those who find jobs on their own. Conclusions Job placement can and does occur in two-year colleges in the United States. When programs are institutional rather than based on personal teacher contacts, they can serve students equitably and potentially reduce preexisting social inequalities. Colleges can effectively do job matching between the labor market and their students’ qualifications. In so doing, they can provide useful recommendations to employers and place students in skill-relevant jobs.
How Do School Peers Influence Student Educational Outcomes? Theory and Evidence from Economics and Other Social Sciences
Authors: Harris Douglas N. 
Published: November 2021

Background Interest among social scientists in peer influences has grown with recent reseg-regation of the nation's schools and court decisions that limit the ability of school districts to consider race in school assignment decisions. If having more advantaged peers is beneficial, then these trends may reduce educational equity. Previous studies have outlined individual or groups of theories about how peers influence one another, but these theories have rarely been subjected to empirical tests. Focus of Study This study provides a description of a wide range of peer influence theories from psychologists, sociologists, and economists. A taxonomy is developed that distinguishes theories based primarily on whether students are hypothesized to change each other's beliefs and values (direct influences) versus more indirect influences, such as the allocation of teachers and school resources. Whether empirical evidence, including important new advancements by economists, informs the validity of the various theories is then considered. Although far from definitive, the study highlights the importance of carrying out empirical analysis that tests specific theories. Research Design Quantitative researchers are increasingly aware of the great difficulty of determining whether correlations between individual and group outcomes reflect a causal effect of peers. The review of empirical evidence focuses on experimental and quasi-experimental studies, which most plausibly reflect causal influences. These studies focus on student achievement as the outcome of interest. Conclusions The evidence is not completely consistent with any single theory, though it is more supportive of some over others. A new hybrid theory—group-based contagion—is proposed that is more consistent with the evidence.
After Seattle: Social Science Research and Narrowly Tailored School Desegregation Plans
Authors: Armor David J. , O'Neill Stephanie Duck 
Published: November 2021

Background/Context In most judicial and social science debates about school desegregation, it is usually assumed that educational and social benefits, if significant, help establish a compelling purpose for school desegregation plans. Less thought has been given to whether the degree of benefits should factor into whether a plan is narrowly tailored according to Supreme Court standards. Hence, many were surprised when Justice Kennedy argued in the Seattle case that school desegregation meets the compelling purpose requirement but that desegregation plans that classified and assigned all students on the basis of race violated the narrow tailoring requirement. Purpose/Objective/Research Question/Focus of the Study The essay offers a social science rationale for Justice Kennedy's views about narrow tailoring issues and suggests several approaches to desegregation plans that may meet narrow tailoring requirements in the future. Setting For illustrative purposes, the study uses student achievement data from Charlotte-Mecklenburg, North Carolina, between 2001 and 2006. The data were obtained from the North Carolina Education Research Data Center at Duke University. Population/Participants/Subjects From a larger North Carolina data set, a cohort was drawn consisting of about 4,050 Black students from the Charlotte-Mecklenburg district who began third grade in 2000–2001 and completed the eighth grade in 2005–2006. Research Design This essay is primarily an analytic essay with a brief quantitative analysis of student achievement data. Data Collection and Analysis The quantitative analysis of achievement data utilized longitudinal methods, tracking socioeconomic-status-adjusted achievement trends for Black students over time. Findings/Results A modest relationship between school desegregation and Black student achievement (0.2 standard deviations over 5 years) masks a substantial overlap in test scores for individual students in desegregated versus segregated schools. That is, many Black students in segregated schools score higher than the typical desegregated Black student, and vice versa. Conclusions/Recommendations Using evidence from within social science, the authors find that the current design of most mandatory desegregation plans does not fit within the current Court's (especially Justice Kennedy's) view of narrowly tailored plans. However, there are several ways in which school boards and other policy makers can promote school desegregation: considering race when drawing attendance zones, building new schools, closing schools, and locating magnet schools in strategic areas. Further, magnet schools might meet narrow tailoring requirements if race is only one of several factors considered during the application and administration process.
Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation
Authors: Goldsmith Pat Rubio 
Published: November 2021

Background Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. Purpose This study examines the extent to which neighborhoods’ racial composition is inherited across generations and the extent to which high schools’ and colleges’ racial composition mediates this relationship. To understand the underlying social processes responsible for racial segregation, I use the spatial assimilation model, the place stratification model, and perpetuation theory. Population Data for this project are from the National Education Longitudinal Study (NELS), the Integrated Postsecondary Education Data System (IPEDS), and the U.S. Census. Research Design A longitudinal design tracks the racial composition of the schools, colleges, and neighborhoods from adolescence through age 26. Findings Holding constant the percent white in teenagers’ neighborhoods, socioeconomic status, and other variables, the percent white that students experience in high school and college has a lasting influence, affecting the percent white in young adult neighborhoods and explaining 31% of intergenerational continuity of neighborhood racial composition. Conclusions The analyses suggest that racial segregation in high schools and colleges reinforces racial segregation in neighborhoods.
Internationalizing Higher Education: The Development of Practice and Policy in South Africa
Authors: Dolby Nadine 
Published: November 2021

Background/Context Internationalization has moved from the periphery to the core of many universities’ policies, mission statements, and strategic plans. In contrast to earlier paradigms of internationalization, the current period is significantly shaped by the global dominance of capitalism, the rise of the audit and accountability culture, and states’ retreat from funding of public services and goods, including higher education. Purpose The purpose of this study is to examine how the practice and policy of internationalization evolved in the specific context of a South African university from 1996 to 2006. Setting The research took place in the International Academic Programmes Office (IAPO) at the University of Cape Town in 2006. Research Design This research is an instrumental case study of IAPO at the University of Cape Town in 2006. Data Collection and Analysis The analysis presented in this article is based on three major sources of data. First, I examined documents produced by IAPO from 1996 (the founding of the office) to 2006, including reports, strategic plans, operational plans, goals and objectives, financial reports, all publicity material, and the draft of the internationalization plan. Second, I analyzed documents produced by the University of Cape Town during this same time period, including mission statements, annual reports, documents related to the transformation process, and the university's 2006 policy on internationalization. Third, I interviewed all key personnel (9 individuals) in IAPO in March 2006. Conclusions/Recommendations I identify three areas that are the focus of the major concerns and tensions regarding internationalization in the first 10 years of the office: study abroad, international full-degree students, and relationships with Africa and the rest of the world. I argue that the lack of a formal institutional policy on internationalization allowed for considerable individual and organizational agency in these areas. While the adoption of a formal policy in 2006 may hinder and channel internationalization policy, IAPO's practices have transformed the everyday life of the University of Cape Town, though some of the outcomes have been unanticipated.
The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction
Authors: Hall Leigh A. 
Published: November 2021

Background/Context The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers’ comprehension abilities can be improved if their subject-matter teachers provide them with appropriate skill and strategy instruction, as well as regular opportunities to read and discuss texts. However, struggling readers may choose not to apply the reading skills they have been taught and may approach reading tasks in ways that they know prevent them from learning content and that marginalize their abilities to grow as readers. Purpose/Objective/Research Question/Focus of Study The multiple case study presented here was intended to explore how middle school struggling readers and their content-area teachers made decisions about how to work with classroom reading tasks and each other over a period of one academic year. A case study approach allowed for the actions that took place to be closely documented. Theories of identity, including models of identity, identity capital, and discursive identity, framed the analysis for this study and were used to interpret the research questions. The research questions were: (1) How do middle school teachers interact with struggling readers in relation to the reading task demands of their classrooms? (2) How do middle school struggling readers interact with the reading task demands of their content-area classrooms? Setting This study took place in one sixth-grade social studies classroom, one seventh-grade mathematics classroom, and one eighth-grade science classroom. Population/Participants/Subjects The participants were: (a) Sarah and Mrs. O'Reilly in sixth grade, (b) Nicole and Mrs. Harding in seventh grade, and (c) Alisa and Mrs. Baker in eighth grade. Research Design This was a descriptive year-long multiple case study. Data sources included biweekly observations, questionnaires, interviews, and graded class work. Findings Teachers’ interactions with struggling readers were based on (a) their models of identity for what it meant to become a good reader and (b) the discursive identities they created for their students based on their models of identity. Students’ interactions with classroom reading tasks were based on (a) how they identified themselves as readers and (b) their goal to prevent their peers, teachers, or family members from constructing a discursive identity of them as poor readers.
The Prevalence of Developmental Instruction in Public and Catholic Schools
Authors: Kelly Sean 
Published: November 2021

Background/Context Prior research has investigated differences in course-taking patterns and achievement growth in public and Catholic schools, but the nature of instruction in Catholic schools is currently understudied. One important dimension of instruction that impacts student engagement is the prevalence of developmental or student-centered instruction. Purpose/Objective/Research Question/Focus of Study The overall goal of the present study was to investigate whether student and teacher reports of developmental instruction differ in public and Catholic schools. In addition, is a teacher's approach to instruction shaped by the social context of the school, as measured by the teacher's perception of her students? Finally, can differences in the social context of schools explain reported differences in the prevalence of developmental instruction in public and Catholic schools? Population, Participants/Subjects Data for this analysis came from the Chicago School Study, a large longitudinal study of public and Catholic schools in the Chicago area. Research Design The prevalence of developmental instruction in public and Catholic schools was analyzed using three student-reported measures of developmental instruction and one teacher-reported measure. Multilevel regression models were used to investigate the relationship between four potential predictors of developmental instruction—teachers’ perceptions of challenging instruction, teachers’ expectations of students’ future educational attainment, teachers’ knowledge of their students’ cultural backgrounds, and principals’ endorsement of developmental instruction—and teacher reports of developmental instruction. Conclusions Catholic school teachers and students were less likely to report the use of developmental instruction than public school teachers and students. This finding was particularly striking given Catholic school teachers’ high expectations for their students’ future educational attainments, a factor that was associated with an increased likelihood of reporting developmental methods in the classroom.