bluuebunny/crossref_metadata_2025_split huggingface dataset:
Listening for Identity beyond the Speech Event
Authors: Wortham Stanton 
Published: November 2021

Background A typical account of listening focuses on cognition, describing how a listener understands and reacts to the cognitive contents of a speaker's utterance. The articles in this issue move beyond a cognitive view, arguing that listening also involves moral, aesthetic, and political aspects. Focus of Study This article attends to all four dimensions but focuses on the political. I argue that listening requires attention to the social identities inevitably communicated through speech. My account of “listening for identity” moves beyond typical approaches by construing listening as a collective, public process, not one located in an individual listener's mental states. To listen is to respond sensibly to others, such that participants can build a coherent interaction. Once we adopt this pragmatic account of listening, we must acknowledge that listening requires attention to patterns beyond the event of listening itself. Some of the signs and behaviors that cohere to form an instance of listening depend for their meaning on patterns from outside the event of listening. In addition to arguing that we listen for identity, then, I also argue that we must “listen beyond the speech event.” Setting The case study presented in this article comes from a yearlong study of a ninth-grade English and history class in an urban American school that served ethnically diverse working-class children. Research Design The research involved 3 years of ethnographic research in an urban American high school, 1 year of intensive ethnographic research in the classroom described, and discourse analyses of 50 hours of recorded conversation from this classroom. Conclusions Speakers inevitably identify themselves and others when they talk, and this identification can only be successful if people listen and respond in appropriate ways. We certainly listen for the cognitive contents communicated by speech, but we also listen for the identities established through speech. The two central claims made in this article and illustrated by the case study are that we inevitably listen for identity and that listening requires attention to patterns beyond the speech event.
Listening: A Virtue Account
Authors: Rice Suzanne , Burbules Nicholas C. 
Published: November 2021

Background Context Despite its significance for learning, listening has received very little attention in the philosophy of education literature. This article draws on the philosophy and educational thought of Aristotle to illuminate characteristics of good listening. The current project is exploratory and preliminary, seeking mainly to suggest what a virtues orientation might offer in terms of understanding and fostering good listing in educational contexts. Purpose This work examines how listening in educational contexts may be understood when examined through an Aristotelian lens. Virtue ethics provides a systematic orientation for the analysis of a familiar but underanalyzed phenomenon: good listening. Research Design This is an analytic essay. Conclusions/Recommendations It is possible to identify characteristics of good listening, and at least some of these would almost certainly be counted among the virtues by many working within an Aristotelian framework. We have mentioned a few already—patience, tolerance, humility, and various intellectual virtues. Our aim is not to offer a new menu of virtues as a possible replacement for those advocated by others, but rather to give some sense of how virtue ethics can inform thinking about listening.
Family Background and School Effects on Student Achievement: A Multilevel Analysis of the Coleman Data
Authors: Konstantopoulos Spyros , Borman Geoffrey D. 
Published: November 2021

Background/Context A main objective of the Equality of Educational Opportunity Survey (EEOS), conducted in 1965, was to document the lack of availability of equal educational opportunities for minority students in public schools. Another equally important objective was to reveal specific inequalities in facilities and resources available to students in predominantly minority or predominantly White schools. Coleman et al. (1966) analyzed the EEOS data and found surprisingly few differences between the characteristics of schools attended by minority and White students. As a result, Coleman et al. concluded that school characteristics are not strongly related to student achievement in the presence of family background and that family inputs are much more valuable predictors of student achievement than school inputs are. Purpose/Objective/Research Question/Focus of Study The present study revisited this issue about the importance of schools in promoting student achievement and reanalyzed the EEOS 12th grade data using multilevel models. Our sample included 12th graders in public schools in the U.S. in 1965. We sought to determine the predictive efficacy of school characteristics on student achievement net of the effects of family background. The overarching question motivating this research is: Would Coleman and his colleagues have reached the same conclusions had they had available today's multilevel modeling statistical methods that are more appropriate for determining school effects? Research Design We used both regression and multilevel models to gauge school effects and compared our findings to those reported by Coleman et al. Our estimates infer strictly correlational, not causal, associations between school characteristics and achievement. Conclusions/Recommendations We found considerable and significant between-school variance in achievement, which suggests school effects. Similarly, the observed school characteristics used in our models explained a substantial proportion of the between-school variation in achievement. Our results also indicated that schools play meaningful roles in distributing equality or inequality of educational outcomes to females, minorities, and the disadvantaged. These results are in congruence with recent studies that examined school effects from the 1970s to the 1990s using U.S. national probability samples of students (Konstantopoulos, 2006; Konstantopoulos & Hedges, 2008).
Constancy and Change in Work Practice in Schools: The Role of Organizational Routines
Authors: Sherer Jennifer Zoltners , Spillane James P. 
Published: November 2021

Background/Context Though change is constant in organizations, determining how to successfully implement planned change has been a perennial challenge for both organizational scholars and practitioners. While the empirical knowledge base on planned change in schools and other organizations offers numerous insights, the inattention to activity, or the practice of leading and managing change, remains. Organizational change theory, and specifically organizational routines, offers a useful lens with which to examine planned change in work practice in schools. Purpose The purpose of this study is to understand the role organizational routines play in changing school work practice. Research Design We employed a longitudinal case study of leadership practice at Adams, a K–8 urban school, over the course of four years. We spent 90 days collecting observations, interviews, and artifacts from a wide range of individuals (e.g., teachers and administrators). We identified one key routine, the Five Week Assessment Routine, and analyzed the ostensive and performative aspects of the routine, identifying similarities and differences in the routine over time. In addition, we identified two different kinds of change, planned and unplanned, as well as the reasons why participants changed the routine. Conclusions Organizational routines structure work practice, stabilizing it over time, even in the face of considerable change. They represent one mechanism for sustaining leadership. In addition, routines can be a source of both episodic and continuous change in the work place. New routines can serve as a mechanism to build instructional coherence, internal accountability, and professional community. This account suggests that one way to change norms and culture in an organization is through the design and implementation of new routines. Leaders can create opportunities for change in school practice. By designing and supporting an organizational routine, the leaders at Adams focused the practice of the faculty on improving teaching and learning in ways they had never done before. The case of Adams demonstrates that in the enactment of a routine, school staff can also create change in practice. How they make sense of the routine, and integrate it into their practice, can create shifts in teaching and learning. Change happens in the interplay between individual agency and the structure of the routine. Through a case study of one organizational routine in one school, we analyzed how organizational routines can enable both change and constancy in school practice.
So NOT Amazing! Teach for America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program
Authors: Carter Heather , Amrein-Beardsley Audrey , Hansen Cory Cooper 
Published: November 2021

Background Much of the research related to Teach For America (TFA) is related to the concerns surrounding whether such teachers should assume primary teaching responsibility and whether alternatively certified teachers are effective in the classroom. This research study takes a different approach and moves the conversation into a new domain of evaluating the coursework that TFA teachers undertake to meet state-mandated certification requirements. Based on initial course evaluations at a college of education, TFA students rated their university courses and instructors more critically than did non-TFA students. Purpose of Study The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of TFA students. Setting This research was conducted at a college of education at a Research I university involved with a TFA partnership through which TFA students earn master's and certification while teaching in high-needs schools. Participants Participants in this study were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. Both sets of students were enrolled in their first year of their teacher preparation program. Research Design The researchers analyzed the numerical differences between student evaluation scores posted for the same instructors by different groups of students (TFA and traditional students enrolled in the same methods coursework). The researchers also analyzed survey (Likert-type and open-ended) data to evidence and explain differences. Findings/Results (1) TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers; (2) TFA students, as practicing teachers in charge of real-time classrooms, were more critical consumers, critical in the sense that they needed—or, more appropriately, felt that they needed—coursework that provided just-in-time knowledge; and (3) TFA students did not feel as if they were treated like master's students. They wanted instructors who modeled practical teaching strategies and did not dumb down course activities, many of which they believed were irrelevant and a waste of time given their immediate needs. Conclusions/Recommendations Issues related to certification coursework are highlighted, and included are specific and immediate course improvement recommendations and a call to reexamine educational policies related to alternative teacher certification.
The Role of Context in Understanding the Contributions of Financial Aid to College Opportunity
Authors: Perna Laura W. , Steele Patricia 
Published: November 2021

Background/Context Financial aid is a critical policy lever for increasing college access, choice, and attainment. Even with the substantial investment in financial aid programs, however, inadequate financial resources continue to limit postsecondary educational attainment. The persistence of financial barriers despite the substantial annual investment in student financial aid programs suggests the need to better understand the role of financial aid in promoting college opportunity. Purpose The study explores three questions: What are high school students’ perceptions of and expectations for financial aid? How do these perceptions and expectations inform college-related behaviors? How are perceptions and expectations for financial aid influenced by the state and school contexts in which students are embedded? Research Design The study uses data from descriptive case studies of 15 high schools, three in each of five states: California, Florida, Georgia, Maryland, and Pennsylvania. Within each state, we purposively selected three high schools. The three high schools, selected from one school district or metropolitan region, may be characterized as relatively “low,” “middle,” or “high” resource based on the demographic and academic characteristics of enrolled students. Conclusions/Recommendations The results of this study suggest the importance of considering perceptions and expectations about aid, rather than actual amounts of available aid, when examining the relationship between financial aid and students’ college-related decisions. The results also suggest that knowledge and understanding of aid are related to characteristics of the schools that students attend and characteristics of available aid (an aspect of the state context). In addition, the results indicate that perceptions of and expectations about aid may encourage students to engage in other behaviors that promote college access and success, particularly academic preparation. The article concludes by offering implications for future research.
Global Seeing
Authors: Gaudelli William 
Published: November 2021

Background/Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/ Objective The aim of the essay centers on a question: What can we see beyond seeing? This essay considers the typical ways in which we see the world in the a-typical settings of travel. I consider how this type of seeing, when the very purpose of the excursion is to see, often positions the seer to do so as a spectator, consumer or flattener of others. Conclusions/ Recommendations I consider how empathic, interpretative and intimate domains can frame seeing others differently within the plasticity of seeing, moving from a position of global seeing as knowing more towards one of knowing with. I offer a distinctly humanistic and pedagogical approach to reimagining seeing that is cognizant of the rich life-world of the viewed.
¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students
Authors: Militello Matthew , Schweid Jason , Carey John 
Published: November 2021

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.
Disability Life Writing and the Politics of Knowing
Authors: Ferri Beth A. 
Published: November 2021

Background/Context Scholars in disability studies in education, like scholars in other critical fields of inquiry, increasingly draw on a more interdisciplinary range of texts in their research and teaching, including art, fiction, film, and autobiography. Purpose/Objective/Research Question/Focus of Study The author asserts that contemporary disability life writing can and should be read with view to challenging a tangle of oppressive ideologies and destabilizing any claim to a normative or fixed center. Autobiography as a genre, however, requires a particular set of critical reading practices to fully illuminate myriad ways in which these texts can serve as important and politically grounded counternarratives to the dominant discourse. Read critically, these texts have the potential to unravel the myth of normalcy that undergirds so many of the exclusionary practices in education. Research Design Analytic essay. Conclusions/Recommendations A critical disability studies approach requires more than the infusion of different kinds of texts; it also requires the incorporation of diverse methods of analysis and theoretical framing of those texts in order to fully appreciate their transgressive potential.
Toward Communal Negotiation of Meaning in Schools: Principals’ Perceptions of Collective Learning from Success
Authors: Schechter Chen 
Published: November 2021

Background In light of the growing complexity of schoolwork, it is important that faculty members move away from isolated learning toward a more collective type of thinking regarding teaching and learning issues. Purpose Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this study examines principals’ perceptions (mindscapes) about the notion and strategy of collective learning from faculty members’ successful practices. Research Design The study employed a qualitative topic-oriented methodology to explore principals’ mindscapes concerning collective learning from success in schools. Data Collection and Analysis Data were collected via face-to-face interviews with 65 elementary, middle, and high school principals. The analysis process involved identifying common themes, contrasting patterns, and elucidating the differences among principals’ voices. Findings Principals argued that in contrast to collective learning processes to evaluate failures and problems, collective learning from successful practices requires a deliberate and conscious shift in mindset with regard to collaborative learning in schools. Principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust. Recommendations As a leadership strategy to foster collective learning in schools, both practitioners and researchers need to evaluate whether a learning community can be developed when staff members are encouraged to collectively analyze their successful practices and receive affirmation for doing so. It is important to further inquire how different stakeholders perceive this collaborative learning from successful practices.
Undocumented Immigrants in Higher Education: A Preliminary Analysis
Authors: Garcia Lisa D. , Tierney William G. 
Published: November 2021

Background/Context Undocumented immigrant postsecondary students are an understudied group on American campuses. The authors suggest that increased national attention on the topic of undocumented immigration warrants an in-depth study of a small subset of the larger undocumented population—college students. Purpose/Objective/Research Question/Focus of Study The research questions guiding this analysis are: (1) How do the formal educational experiences of unauthorized college students affect their postsecondary education goals? (2) How do undocumented students attend college on a daily basis (e.g., transportation, finances, studying, employment, support networks)? (3) What role does social, political, and economic support play in unauthorized students’ success in college? The purpose of the analysis is to outline the most significant challenges that undocumented college students face in pursuing a postsecondary education. The intent is to inform a research community about those challenges and suggest future research directions. Research Design The manuscript begins with an overview of previous research on the topic of undocumented immigrant postsecondary students. The authors discuss three traditional areas in which first-generation, low-socioeconomic-status students encounter difficulties while pursuing a college education—financial obstacles, academic preparation, and perceptions of belonging. The article then considers the challenges these students face by way of a yearlong qualitative study that involved interviews and observations with 40 students and 5 educators knowledgeable about undocumented students. The authors frame these findings within a social capital theoretical framework that helps identify two themes—relationships and finances—concerning how undocumented students’ access to social capital can be limited by their immigration status. Conclusions/Recommendations Research pertaining to undocumented students is growing in its production and diversity. The authors conclude with recommendations for improving future research focusing on undocumented college students based on the project's emerging themes.