bluuebunny/crossref_metadata_2025_split huggingface dataset:
Museum Literacies in Mexico City: Formations of Power, Texts, and Identities
Authors: Eakle A. Jonathan , ChÁVez-Eakle Rosa 
Published: November 2021

Background/Context Drawing from critical theory and new literacies studies, the article examines the design and production of museum literacies—broadly conceived to comprise reading spaces and objects, including language texts—and how these practices can be read in terms of political, social, historical, and economic relations. Because museums house and create texts that mirror various and sometimes conflicting cultural values, museum literacies can be revealing for education research and practice. For these purposes, Bonfil Batalla's concepts of México profundo and México imaginario are explained and used to show how identities and power relations are embedded in the literacies of three Mexican museums. Purpose/Objective/Research Question/Focus of Study The research goals were: (a) to investigate the literacies of three emblematic museums in Mexico City with diverse content (science, popular culture, and archeology), (b) to explore how museum exhibition designs and missions are related to identity and power relations, and (c) to examine from the perspective of museum designers how literacies are used, transformed, and resisted. These goals framed two research questions: (1) How might the design and production of museum literacies influence formations of identities? (2) How were museum literacies used, transformed, or resisted? Research Design In this qualitative research, three expert museum exhibit designers were extensively interviewed. These data were supported by visitor surveys, observations in and surrounding the museums, and artifacts collected using ethnographic tools during a one-year period. Data analyses were conducted in four phases following notions of hybridity that framed the research, proceeding with a cross-examination of the respective analyses produced by the two researchers, which share commonalities with the design and production of museum literacies. Conclusions The museum literacies of this investigation have implications for educators and researchers, especially those who work with Mexican migrant communities. If educators and education researchers want to connect with these communities, it is critical for them to better understand México profundo traditions that are very much part of these migrants’ everyday lives. As shown in the present study, literacies of Mexico City museums provide such opportunities. Exhibit designers presented indigenous Mexican heritage perspectives; however, those views were sometimes taken up by political networks to make use of identity constructs in attempts to hold and maintain power. Nonetheless, findings suggest that museums can be used as sites of resistance to imposed identities.
A Reanalysis of the Effects of Teacher Replacement Using Value-Added Modeling
Authors: Yeh Stuart S. 
Published: November 2021

Background In principle, value-added modeling (VAM) might be justified if it can be shown to be a more reliable indicator of teacher quality than existing indicators for existing low-stakes decisions that are already being made, such as the award of small merit bonuses. However, a growing number of researchers now advocate the use of VAM to identify and replace large numbers of low-performing teachers. There is a need to evaluate these proposals because the active termination of large numbers of teachers based on VAM requires a much higher standard of reliability and validity. Furthermore, these proposals must be evaluated to determine if they are cost-effective compared to alternative proposals for raising student achievement. While VAM might be justified as a replacement for existing indicators (for existing decisions regarding merit compensation), it might not meet the higher standard of reliability and validity required for large-scale teacher termination, and it may not be the most cost-effective approach for raising student achievement. If society devotes its resources to approaches that are not cost-effective, the increase in achievement per dollar of resources expended will remain low, inhibiting reduction of the achievement gap. Objective This article reviews literature regarding the reliability and validity of VAM, then focuses on an evaluation of a proposal by Chetty, Friedman, and Rockoff to use VAM to identify and replace the lowest-performing 5% of teachers with average teachers. Chetty et al. estimate that implementation of this proposal would increase the achievement and lifetime earnings of students. The results appear likely to accelerate the adoption of VAM by school districts nationwide. The objective of the current article is to evaluate the Chetty et al. proposal and the strategy of raising student achievement by using VAM to identify and replace low-performing teachers. Method This article analyzes the assumptions of the Chetty et al. study and the assumptions of similar VAM-based proposals to raise student achievement. This analysis establishes a basis for evaluating the Chetty et al. proposal and, in general, a basis for evaluating all VAM-based policies to raise achievement. Conclusion VAM is not reliable or valid, and VAM-based polices are not cost-effective for the purpose of raising student achievement and increasing earnings by terminating large numbers of low-performing teachers.
Variety and Drift in the Functions and Purposes of Assessment in K–12 Education
Authors: Ho Andrew D. 
Published: November 2021

Background/Context The target of assessment validation is not an assessment but the use of an assessment for a purpose. Although the validation literature often provides examples of assessment purposes, comprehensive reviews of these purposes are rare. Additionally, assessment purposes posed for validation are generally described as discrete and static. Purpose/Objective This paper has two goals. The first is to synthesize recent frameworks that differentiate among purposes of large-scale standardized assessments. The second is to describe the forces that shape the purposes of any particular assessment over time. The author highlights the tendency of assessment purposes toward purpose drift, where purposes evolve and differentiate from purposes originally intended. The author argues that this process is predictable enough that validation practices that ignore drift are incomplete and insufficient. Research Design This paper is comprised of a synthesis of past validation frameworks and a case-based argument in favor of expanding these frameworks. Conclusions/Recommendations If predictable forces cause the purposes of an assessment program to expand beyond the purposes originally validated, then conventional validation approaches proposed in the assessment literature are incomplete. Validation efforts should follow known vectors that propagate purpose drift and address the appropriateness of the purposes at the destinations of these vectors. Vectors include the aggregation of scores to support group-level inferences, the disaggregation of student results into scores for diagnostic or formative purposes, and rising stakes on metrics like “adequate yearly progress” and “teacher value added.”
Ubiquitous Creativity, Imagination in Dialogue, and Innovative Practice-in-Action
Authors: Custodero Lori A. 
Published: November 2021

Background Over the past century, the role of creativity in teaching and learning has been interpreted in many ways, leading to often conflicting discipline-specific definitions, measurements, and pedagogical applications. Purpose/Objective This issue takes on the perspective of creativity as ubiquitous, and follows that line of inquiry in its psycho-social manifestations, its application in innovative educational settings, and the persistence through which ideas and imagery become active forces for transformation and social change. Research Design As an introduction to the issue, this article summarizes and articulates the relatedness between scholars within a variety of educational fields. Conclusions/Recommendations When viewed as ubiquitous, creativity can be a lens through which to interpret learning as a transformational experience, where the learner resources the social and physical environment to move from not knowing to knowing. Motivating such transformation are (a) the ability to identify what is not known, (b) the juxtaposition of difference to reveal alternate ways of knowing, and (c) the openness to possibility and willingness to explore.
Listening to “Frequent Flyers”: What Persistently Disciplined Students Have to Say about Being Labeled as “Bad”
Authors: Kennedy-Lewis Brianna L. , Murphy Amy S. 
Published: November 2021

Background Educators’ increased use of suspension and expulsion has led to some students repeatedly losing access to learning opportunities. Students excluded from school are at a higher risk of dropping out, with those who receive multiple sanctions, often called “frequent flyers” by K—12 educators, faring even worse. The loss of access to classroom instruction resulting from exclusionary discipline disproportionately affects low-income students of color, reflecting a discipline gap between White students and their minoritized peers. Purpose While discourse regarding persistently disciplined students typically positions them as poor decision-makers who squander opportunities, a growing number of studies examine how educators and social contexts play a role in student exclusion. This study investigates middle school students’ experiences with becoming “frequent flyers” to understand whether and how they adopt educators’ labels of them as “bad” and how this label may shape their educational experiences. Setting/Participants Data collection occurred at Peninsula South Middle School, an urban school located in the Southeast. Participants included four African American boys, five African American girls, and two girls of mixed racial descent. During the school year in which we interviewed them, these students were suspended between one and six times and received an average of 28 office referrals. Research Design/Data Collection/Analysis We interviewed each student four times, with each interview lasting between 45 and 60 minutes, asking them about their school experiences starting from kindergarten through their current grade. We coded all transcripts according to our symbolic interactionist theoretical framework and derived themes. Findings Students explained how they experienced an iterative cycle of labeling and exclusion; they viewed “badness” as fleeting but believed that teachers saw it as a pervasive character trait; and, in their descriptions of the challenges they attempted to make against a system they perceived as unjust, students’ accounts revealed that those attempts only heightened the power their “badness” elicited from institutional agents. Conclusions While participants did not see themselves as “bad kids,” their descriptions of their schooling suggested that labeling occurred as written documentation of infractions via office referrals led to students’ physical exclusion from school. Students discussed how their previous punishment led educators to presume students’ guilt and employ more exclusionary discipline with them. Students did not adopt the label of “bad” as part of their identities even though their responses, reactions, and resistance led them to play the role of “bad hid “in some situations.
The Adaptive Learning Landscape
Authors: Natriello Gary 
Published: November 2021

Background Personalizing education by adapting learning opportunities and instructional practices to individual abilities and dispositions has been a long-standing objective among educators and indeed, among all who seek more powerful learning experiences. Interest in adapting learning opportunities to meet the needs of learners has continued throughout history up to the present time. Purpose This article considers both historical and contemporary work to create adaptive learning opportunities to illustrate the various strands of thought about the personalization of learning experiences and to identify active lines of relevant research and development activities. Research Design A wide range of work to create adaptive learning applications both within the education sector and the research community and beyond is reviewed. The review is organized according to a model of the processes leading to adaptive learning opportunities that calls attention to seven categories of work encompassing everyday tasks, learning tasks, learning theory, assessment, curriculum, teaching, and networking activities. Conclusions After noting some promising directions for additional work, the paper concludes by identifying issues that should be considered in the further development of adaptive learning applications to avoid potential negative effects.
Examining Racial Disparities in Teacher Perceptions of Student Disabilities
Authors: Cooc North 
Published: November 2021

Background/Context The overrepresentation of some minority groups in special education in the United States raises concerns about racial inequality and stratification within schools. While many actors and mechanisms within the school system may contribute to racial disparities in special education, the role of teachers is particularly important given that teachers are often the first ones to refer students for services. Previous studies examining biases in teacher perception of student disability have used simulations and vignettes that lack information on how teachers may perceive their own students. Purpose of the Study This study examined whether teachers disproportionately perceive minority students as having a disability based on survey information from teachers about their students. The study provides additional insight into teacher perception of student disability by accounting for student background, teacher traits, and school characteristics. Research Design The study used data on a nationally representative sample of high school sophomores from the Education Longitudinal Study of 2002. The dataset included surveys that asked teachers about their students, including whether they perceived them to have a disability. Logistic regression models were used to model the relationship between teacher perception of student disability and student race, controlling for background factors relevant to identification for a disability. Results The findings show that while teachers were more likely to perceive Black, Hispanic, and Native American students as having a disability compared to White students, controlling for individual background characteristics and school contextual factors often resulted in underidentification. The exception is Asian Americans, who were consistently less likely to be perceived to have a disability. Conclusions/Recommendations Since teachers were less likely to perceive certain racial minority students as having a disability when accounting for student background characteristics, the finding provides a different perspective on how teachers may contribute to disproportionality in special education. The results also raise concerns about whether racial minority students are appropriately identified for services, especially Asian Americans who were consistently less likely to be perceived to have a disability, even when their achievement and behavior were similar to those of other students. Policies and practices should focus on using culturally and linguistically appropriate methods to identify students who may have disabilities.
A New Perspective for Understanding School Managers’ Roles: The Impact of Principals’ Boundary Activities on the Effectiveness of School Management Teams
Authors: Benoliel Pascale , Somech Anit 
Published: November 2021

Background/Context Increasingly, educational leadership research has stressed that leadership is not solely embedded in formal roles but often emerges from relationships between individuals. Senior management teams (SMTs) are an important expression of a formal management structure based on the principle of distributed leadership. Such structures may require a reconceptualization of school leadership and the role of the principal in such a way as to better meet new challenges and enable principals to manage SMTs more effectively. Accordingly, it is proposed that to improve effectiveness, principals engage in boundary activities, the principals’ internal activities directed toward the SMT aimed at dealing with internal team matters and the principals’ external activities directed toward external agents in the team's focal environment to acquire resources and protect the team. Purpose/Objective The present study attempts to advance a theoretical model of principals’ internal and external activities toward their SMTs. This study's purpose is twofold: First, the study tries to determine which of the internal and external activities principals engage in more frequently and less frequently and to what extent. Second, the study attempts to determine how these activities are related to the SMT effectiveness outcomes: in-role performance and innovation. Taking on a distributive perspective to school leadership, our goal is to extend our knowledge about the activities that might facilitate SMT effectiveness, by highlighting the principal boundary activities as fundamental. Research Design Quantitative study. Data Collection and Analysis Data were collected from two sources to minimize problems associated with same source bias: 92 SMTs and their principals from 92 public schools in Israel. Principals evaluated the SMTs’ effectiveness through validated surveys of team in-role performance and team innovation, and SMT members evaluated the internal and external activities of the principal. Findings/Results ANOVA analyses indicate significant mean differences between the principal's internal and external activities. Results from Structural Equation Model indicate that internal activities were related to SMT performance, whereas external activities were related to SMT innovation. Conclusions/Recommendations Principals who manage both the internal SMT dynamic by promoting SMT identity and building team trust, while also promoting a common mission, serve the role of coordinator between SMT members and constituencies external to the SMT, enhancing SMT effectiveness. It may be, then, that studying new models of school leadership and management, including the relationship of the principal and the SMT, may deepen our understanding of the increasingly complex role of principals today.
Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?
Authors: Tichnor-Wagner Ariel , Allen Danielle , Socol Allison Rose , Cohen-Vogel Lora , Rutledge Stacey , Xing Qi W. 
Published: November 2021

Background/Context This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social Emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model. The model emphasized a top-and-bottom process in which implementers played a central role in the innovation design, and adaptations were planned, tested, and refined based on local school contexts. Purpose This study sought to understand what implementation integrity looked like in three high schools participating in a continuous continuous-improvement process that promoted deliberate, planned adaptations to PASL, and as well as to uncover factors that may explain differences in the integrity of PASL implementation across the three schools. Research Design We conducted embedded, qualitative case studies of three large, racially-, ethnically-, and linguistically- diverse urban high schools. Data collected and analyzed included interviews with school innovation design design-team members, student focus groups, and observations of teachers implementing PASL. Findings Each school made site-specific adaptations to the PASL innovation before and during implementation. However, there was variation in the extent to which the schools demonstrated integrity to the PASL design and their own adaptations. A combination of local contextual factors helped explain differences in implementation integrity across the schools. These factors included the availability of resources and ongoing technical support, the will of local implementers, and perceptions about policy alignment. Conclusions/Recommendations While PASL was implemented across the three school sites, the degree of implementation integrity varied, suggesting that encouraging program adaptation alone may not solve longstanding challenges associated with achieving depth of implementation. This is the first study of its kind in education, however, and more research is clearly warranted.
Learning-Centered Leadership Practices for Effective High Schools Serving At-Risk Students
Authors: Huff Jason , Preston Courtney , Goldring Ellen , Guthrie J. Edward 
Published: November 2021

Background/Context Modest gains in NAEP scores by American high schools over the past twenty years highlight the need to identify different factors associated with gains in student achievement. Amongst those potential factors is school leadership; limited research on leaders’ work in secondary schools highlights the need to understand how high school leaders structure their schools to promote student learning. Purpose/Objective/Research Question We ask the question, What distinguishes leaders’ practices in more effective high schools from those in less effective high schools that serve large proportions of at-risk youth? Research Design We first identify more and less effective high schools using value-added scores, and we analyze interview, observational, and survey data collected in these schools to compare and contrast how leaders support key practices and organizational routines by their staff. Our analyses include work by traditional leaders (principals and assistant principals) as well as other leaders’ (e.g. department chairs, teacher leaders) practices within the schools. Conclusions/Recommendations We found differences between higher and lower value-added schools in terms of leaders’ conceptions of the intended routines (those ideal policies that faculty are to carry out) and their attention to the implementation of them, through closer examination of faculty members’ actual actions or their directed support for faculty members’ practices. Two primary themes characterize the differences in their practices. First, leaders in higher value-added high schools are more involved in, intentional about, and attentive to how their ideal/intended routines are implemented, thus ensuring that teachers’ actual practices are changed. They focus on how these routines provide ongoing monitoring and feedback for their faculty to build and improve teachers’ quality instruction, alignment of curriculum, and systems of support for students. Second, higher value-added school leaders provided more targeted, systemic efforts to support personalized learning for students.