bluuebunny/crossref_metadata_2025_split huggingface dataset:
Investing Time in Technology: Teachers’ Value Beliefs and Time Cost Profiles for Classroom Technology Integration
Authors: Vongkulluksn Vanessa W. , Xie Kui , Hawk Nathan A. 
Published: November 2021

Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform intervention strategies that can shift teachers’ value beliefs and technology use in specific and purposeful ways. Purpose The purpose of this study was to examine naturally occurring profiles comprising of teachers’ positive value beliefs and time cost perception toward technology integration, and how value belief profiles are linked to teachers’ classroom technology use. Participants The sample for this study consisted of 648 high school teachers teaching a variety of content domains from 16 schools in a Midwestern state in the United States. Research Design The study featured a nonexperimental survey research design. Data Collection and Analysis Teachers at participating schools were invited to take an online survey during the spring of the 2016–2017 academic year. We employed a person-centered, latent profile analysis of different types of value beliefs, including intrinsic value, attainment value, utility value, and time cost perception. We then used hierarchical linear modeling to test the ways in which value profile membership was linked to how teachers used technology in the classroom. Findings Results from latent profile analysis showed overall corresponding patterns of intrinsic, utility, and attainment value. On the other hand, perceived time cost was found to play an important role in differentiating profile groups. Two profiles of teachers had high positive value beliefs but differed in terms of their time cost perceptions. Importantly, technology value profile membership was shown to be salient in predicting how much teachers used technology for more central, high-impact tasks in the classroom, such as use of digital content and use of technology for differentiation and assessment purposes. Conclusions Our results suggest that teacher education and professional development programs should target shifting teachers to increasingly more adaptive value belief profiles. The present study further contributes to this effort by describing the typology of teachers’ value beliefs that can be used to inform specific intervention strategies. Such programs are needed because teachers’ value beliefs are central predictors of how they use technology, especially for instructional tasks that may matter most for improving student outcomes.
Toward Caring Language and Literacy Classrooms for Black Immigrant Youth: Combating Raciolinguistic Ideologies and Moral Licensing
Authors: Warrican S. Joel 
Published: November 2021

Background In recent years, there has been a shift in migration pattern to the U.S. such that most immigrants are now coming from regions outside of Europe. These new groups (particularly Black immigrant populations) face acts of discrimination and injustices when they display, for example, linguistic and cultural divergence. Purpose This article explored the effects of raciolinguistic ideologies and moral licensing on the linguistic, literate, and broader cultural identities of Black immigrant youth and the subsequent impact on their academic achievement. Method I proposed a theory that links raciolinguistic ideologies with the concept of moral licensing to flesh out how the interconnection between these two concepts may be applied to explain seemingly helpful actions that are in fact harmful. Findings This exploration yielded a number of insights, but the standout point is that there seems to be a White Eurocentric way of being (that seems even present in schools) that has adverse effects on Black immigrants. Conclusions Under the guidance of caring teachers, Black immigrant students can be encouraged to feel valued and respected, and this should help to foster and increase their participation in classroom activities.
Practice-Driven Data: Lessons from Chicago's Approach to Research, Data, and Practice in Education
Authors: Moeller Eliza , Seeskin Alex 
Published: November 2021

Background/Context There is a body of evolving research on how educators use data for improvement, with many examples in the literature about how educators learn to use a routine of data-driven cycles of inquiry to make smart improvements to their practice. This article is not an alternative structure for engaging in cycles of inquiry, but rather a series of critical considerations for school leaders about how, why, and with what supports they can best organize their schools to use data for improvement. Purpose/Objective/Research Question/Focus of Study The study addresses the research question, “What are the conditions necessary for school leaders to use data to improve student outcomes?” To demonstrate our concept of practice-driven data, we use Chicago Public Schools as a case study of school district that worked and continues to work with its research and practice partners to implement a process using data-based indicators with the goal of improving practice and ultimately student outcomes. Research Design In this article, as authors we are participant observers of the work of bringing data to schools across various projects and many years. We write this article as leaders that are based in the University of Chicago and work with Chicago Public Schools, but are independent of the district. We rely on notes from our daily practices, observations from our experiences, and documents from the practices supporting Chicago Public School leaders. Conclusions/Recommendations We build the article around five lessons that form an approach to the use of practice-driven data: First, it is important to build capacity to facilitate hard conversations that use data to spur collective action, which requires an emphasis on trust, collaboration, and culture. Second, the preponderance of available data and the scarce resource of time require that educators and leaders prioritize research-based indicators that matter most for student success. Third, educators at all levels of the school system can use relevant research evidence to make meaning of the data to guide their practice, and to develop shared ownership over the implications of the research on improving student outcomes. Fourth, using data effectively to guide practice requires that educators and leaders use the right data at the right time of the school year. Finally, there is no more important use of data in public schools than as a tool to identify and stop inequities that continue to leave the most vulnerable students further and further behind.
Keeping Students on Track to Postsecondary Success: Learnings from the Pathways to Adult Success (PAS) Initiative
Authors: Fox Joanna Hornig , Balfanz Robert 
Published: November 2021

Background/Context Over the past decade early warning systems which use predictive indicators to identify students in need of additional supports to stay on track to high school graduation have spread from a few schools to most states. There is now a growing interest in extending the utility of early warning systems from high school graduation to post-secondary readiness. Purpose/Objective/Research Question/Focus of Study Report on initial findings and insights from a three year effort to build a learning community of early adopters of early warning systems for high school graduation to figure out how they can be extended to keep students on track to post-secondary success. Intervention/Program/Practice A key outcome of the learning community which included 150 representatives of K-12 local and state school systems, as well as non-profits and institutions of higher education was the development a framework for keeping students on track to post-secondary success, called Pathways to Adult Success which has four main components (1) how to use Early Warning Systems to support postsecondary success, (2) how to provide better postsecondary navigation and guidance supports to all students, (3) how to develop cross-sector collaborations, and (4) how to improve data use and data systems. Research Design Participant-observation supported by interviews and surveys Conclusions/Recommendations The PAS learning community assembled a multi-part framework of recommendations and guideposts to help states, schools, and districts increase and improve pathways to adult success for all youth. This framework extends the early warning approach to support bridges to postsecondary outcomes, while acknowledging the need to improve and expand navigation and guidance supports for all students, and to increase cross-sector collaborations to improve and expand existing pathways. Finally, it stresses the power of and need for data, data systems, and data use to drive all elements of the Framework. The remaining challenge will be creating the conditions which enable its widespread implementation.
Supporting Use of Data and Evidence from Early Warning Indicator Systems in Research–Practice Partnerships
Authors: Penuel William R. , Farrell Caitlin C. , Daniel Julia 
Published: November 2021

Background/Context Research on data and evidence use suggest that productive use depends on interactive processes, including sustained interactions between educators and researchers. Recent research on research-practice partnerships (RPPs) has examined conditions under which these sustained collaborations support evidence use. Findings from these studies can inform research on early warning indicators, helping interpret implementation studies of productive use and creating conditions for use of data from early warning indicator systems. Purpose This chapter presents results of a review of studies of data and evidence use within RPPs. It investigates the claim that RPPs can support productive data and evidence use only under certain conditions, conditions that are relevant to studying and supporting the implementation of early warning indicator systems in education. Research Design The synthesis focused on identifying studies published between 2013 and 2019 as journal articles, book chapters, and technical reports that focused on data and evidence use in RPPs. To be included, studies had to be empirical and related to the focal topics. A total of 114 studies met criteria for inclusion. For all studies, members of the research team developed summaries, which the team then discussed. Themes emerged from summaries, grouped by RPP, and from team discussions. Findings The review found six supportive conditions were needed for productive use of data and evidence to guide decision-making and action. These were (1) valuation of knowledge, experience, and perspectives of partners; (2) processes for identifying sources of evidence needed to answer questions that are priorities for educators and community partners; (3) complementarity of knowledge of partners; (4) adoption of a learning perspective on systems change; (5) routines for sensemaking and collaboration; (5) synchrony with decision-making processes; and (6) a commitment to developing and using evidence among partner organizations. Conclusions Developers of early warning indicator systems should consider ways an RPP can support the creation of conditions for productive use of data from systems. Effective systems likely will depend on making room for educator voice and valuing of practitioner perspectives at all stages of design and implementation of systems. They will also require allocation of time and skill for structuring opportunities to make sense of data and developing a culture where evidence plays an important role in decision-making.
A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools
Authors: Frankel Katherine K. , Deanna Brooks Maneka , Learned Julie E. 
Published: November 2021

Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediates their experiences, which previous adolescent literacy research suggests should be considered alongside other outcomes. Purpose/Objective/Research Question/Focus of Study: This meta-synthesis of qualitative research highlights additional factors that are overlooked when evidence of effectiveness is defined predominantly through assessment outcomes. It contributes insights from two decades of research on reading intervention classes (RICs), which are a long-standing approach to adolescent literacy intervention. We define RICs as compulsory, yearlong courses that supplement content-area classes with the goal of improving adolescents’ reading. Grounded in sociocultural theories of literacy and learning, our research question was: How do students experience and perceive RICs? Research Design: We conducted a qualitative meta-synthesis of 21 studies published between 2000 and 2020 that (1) focused on secondary (grades 6–12) RICs in the United States and (2) included data related to students’ experiences and perspectives. Data Collection and Analysis: We followed best practices in qualitative meta-synthesis, including assembling an author team composed of researchers with expertise in RICs, identifying a research meta-question, conducting a comprehensive search, selecting and appraising relevant studies, and coding and presenting findings using qualitative techniques. Findings/Results: We found that youth’s own diverse understandings of themselves as readers and writers, combined with the extent to which they viewed their RICs as relevant, agentive, and facilitative of relationships, mediated students’ experiences and perceptions of their RICs. In addition, students across studies described placement policies and practices as confusing, frustrating, and embarrassing. Conclusions/Recommendations: By providing a perspective that extends beyond test scores, the findings highlight some of the consequences of intervention placement policies and practices for adolescents. They also address the need for educational stakeholders to expand definitions of what counts as evidence of effectiveness to inform the future development of re-mediated literacy learning opportunities for adolescents that (1) rethink curriculum and instruction to affirm students’ literacy identities, histories, and capacities, and (2) reposition youth as literacy knowers and doers.
Colonizing the Mind: Hawaiian History, Americanization, and Manual Training in Hawaiʻi’s Public Schools, 1913–1940
Authors: Taira Derek 
Published: November 2021

Background/Context: Current historical understanding of Hawaiʻi’s territorial period celebrates American education as a crucial influence on the islands’ political development. In particular, the territory’s public school system represents an essential institution for spreading democratic freedom, fostering social mobility, and, more importantly, establishing America’s presence as a positive influence on Hawaiʻi’s political destiny. There has yet, however, to be a critical look at how White territorial school leaders used the public school system as a settler colonial institution with the intent of producing a compliant non-White population accepting of the nation’s racially stratified social, political, and economic systems of inequality. Focus of Study: Making Hawaiʻi American was about controlling the islands’ past and determining its future. Cultivating consent, as this article contends, was a critical strategy to reach this end. White school officials used their uncontestable authority to uproot local history and social systems and replace them with narratives affirming American exceptionalism and racial segregation. Throughout the territorial period (1900–1959), they designed and supported formal and informal schooling practices and policies to inculcate Hawaiʻi’s majority nonwhite students with American values, norms of behavior, and political beliefs to socially engineer acceptance of White American authority and racial hierarchy. Through repetition and enforcement of these practices and policies, they sought to replace the unfavorable local memory of American involvement in the forced 1893 overthrow of Queen Liliʻuokalani and Native protests over U.S. annexation in 1898 with an affirmative, progressive narrative justifying America’s presence and jurisdiction as a beneficent enterprise. Research Design: This article brings historical inquiry to this topic and uses archival materials from the University Archives and Pacific-Hawaiian Collections at the University of Hawaiʻi at Mānoa. Those include the entire collection of the Hawaii Educational Review, correspondence and memos produced by schoolmen (White male school officials and administrators), and newspaper clippings. It also draws on secondary literature to help further contextualize this topic. Conclusions/Recommendations: The history of White educators in territorial Hawaiʻi reveals how public education under their leadership constituted a colonizing project designed to limit student opportunities and determine their futures. The challenge for scholars and educators is not to consign such histories to mere reflections on past mistakes but to identify how forms of oppressive education continue to manifest in schools today and impact student lives.
A Spatial Analysis on Charter School Access in the New York Metropolitan Area
Authors: Lee Jin , Lubienski Christopher A. 
Published: November 2021

Background Extant literature has consistently indicated that access to charter school markets is shaped by social geography. Given interest in location shown by charter schools and parents, estimating potential spatial access to charter schools has become instrumental in understanding equal opportunities for charter school enrollment in metropolitan areas with preexisting residential segregation. Purpose By considering the increasing significance of sociogeography, this article asks whether students have equal opportunities for potential spatial access to charter schools across communities and how disparities in charter school access are related to housing patterns. Setting This study focuses on 122 charter schools in the New York metropolitan region, a highly segregated metropolitan area in the United States where charter schools are a primary component of education reform. Research Design The first part of this study illustrates patterns of spatial accessibility of the area's charter schools, within a 20-minute commuting time, to students aged 5–13 years by employing the enhanced two-step floating catchment area method using a Gaussian function. The next part of the study tests the hypothesis that students are able to access charter schools equitably and irrespective of their place of residence. The spatial lag regression model is used to compare distributions of potential spatial accessibility with 15 demographic and socioeconomic variables. Findings Even after controlling for disproportionate population sizes by census tract, the potential need for charter schools is matched inequitably with the supply of educational service providers. The spatial lag regression results indicate that children in areas less accessible to charter schools within a convenient travel period tend to be exposed to communities with more populations of color, higher unemployed groups, and less expensive housing. Conclusions The findings offer empirical evidence that access to charter school differs depending on demographic and socioeconomic attributes, in significant combination with geography, illuminating charter school location strategies in real-world contexts. Though charter schools have been promoted as a vehicle to offer significant equity advantages across politically designed and strictly operated school attendance boundaries, charter schools in metropolitan New York exercise a distinct and profound form of pseudo-zoning by use of location strategies to exclude certain children who may be considered less desirable.
“Stone Steppers” and “Place Makers”: Community College Students’ Transfer Aspirations and Perceptions of Time
Authors: Ippolito Mary 
Published: November 2021

Background/Context Sociologists of education have studied how community colleges’ institutional authorities and organizational barriers stratify students’ postsecondary aspirations. Notions of how students might diverge in their pursuits are less understood. This study builds on imagined futures and postsecondary aspiration literature to demonstrate how students’ agency and institutional barriers interconnect, creating two different transfer approaches based on patterns in students’ sense of place and time. Research Questions (1) How do community college students who aspire to transfer perceive campus as a place? (2) How do students see their time at community college as part of their plans? Setting Tutoring center, campus events, classrooms, and surrounding areas at a community college in Southern California. Research Design Drawing on combined data from 11 months of participant observation (approximately 185 hours), eight semistructured interviews with key participants, and a novel timeline approach, this study analyzes how students’ mental boundary work and interactions with others reveal distinct interpretations of being a transfer-bound student. Findings/Results In noting patterns in students’ sense of place and time, I found two “lived pathways”: students act as “stone steppers” or “place makers.” Stone steppers had tighter boundaries around what on-campus activities they defined as academic or work and a detailed plan for their future. Place makers were less segmented in their view of academic or work activities and more open-ended in their plan for the future. Conclusions/Recommendations This study offers a contextual and process-focused examination of the pursuit of postsecondary aspirations based on students’ lived experiences and narratives. In focusing on the interplay between students’ agency and community college context, this study provides several key takeaways for community college personnel and other stakeholders to use in serving students and best connecting their goals to their pathways and movement through college.