bluuebunny/crossref_metadata_2025_split huggingface dataset:
Digital Youth in Brick and Mortar Schools: Examining the Complex Interplay of Students, Technology, Education, and Change
Authors: Peck Craig , Hewitt Kimberly Kappler , Mullen Carol A. , Lashley Carl , Eldridge John , Douglas Ty-Ron M. O. 
Published: November 2021

Context The past decade has witnessed a sustained emphasis on information and communication technologies (ICT) in education, coupled with the rise of online social media and increasing pervasiveness of personal media devices. Research Question Our research question asked: How has this changing context affected the educational experiences of American high school students? Setting The exploratory, qualitative study took place at two high schools in a large metropolitan district in the southeastern United States. One high school was in a downtown area, and the other was in a suburban setting. Research Design The researchers used various qualitative research approaches, including interviews, on-site observations, and document analysis. Our interview participants included classroom teachers and support staff as well as students drawn from across each school's grade levels. We also shadowed 10 of the student interview participants through their entire school days. Findings In terms of classroom instruction, we found that ICT had affected school, teacher, and student practices in some ways, but traditional teacher-centered practices such as student completion of printed worksheets were still prevalent. However, widespread student access to personal media devices and online social media site influence had a noticeable effect on the two high schools. The researchers encountered specific “types” of students whom technology particularly influenced: “Digital Rebels,” “Cyber Wanderers,” and “eLearning Pioneers.” In addition, we discovered that computer-based remedial programs served as problematic educational lifelines for students at risk of dropping out. Conclusions The two study high schools presented a complex portrait. In the end, technology functioned both as an imperfect school reform effort that produced only partial instructional change and as a successful though uninvited disruptive innovation that allowed students to challenge and unsettle existing educational norms. We close by considering implications of our findings.
Transnational Children Orchestrating Competing Voices in Multimodal, Digital Autobiographies
Authors: Pandya Jessica Zacher , Pagdilao Kathleah Consul , Kim Aeloch Enok , Marquez Elizabeth 
Published: November 2021

Background/Context Prior research on multimodal, digital composition has highlighted the need for educators to bring such practices into classrooms, yet little research has been done to show what kinds of products children create and what those products can tell us as researchers about how children articulate their life experiences. We draw on recent theorizations of transnationalism in relation to immigrant children's school experiences, and Bakhtinian perspectives on language and ideology, to frame our analysis of the identity work that transnational and immigrant children undertook in the multimodal, digital composition projects we analyze. Purpose/Objective We analyzed 18 digital videos made by transnational children aged 8–10, asking what the key features of their narratives told us about what they found important in their lives, what voices were orchestrated in the composition of those narratives, and what voices were omitted. We also asked what students’ narratives told us about who they were and wanted to be, as immigrants or children of immigrants. Finally, we asked what these features and omissions suggested about perspectives on their immigration experiences and current lives. Research Design These data come from an ongoing, design-based research project. Qualitative methods were employed, including: interviews with and surveys of children and teachers at various stages of the video production process; collection of children's written work; collection of children's videos; and the writing of field notes and analytic memos. Conclusions/Recommendations Asking children to write about themselves for teachers, peers, and parents meant asking them to orchestrate multiple voices into potentially contradiction-ridden, yet coherent stories. Our work so far suggests that, at the least, we should expect children to try out new identities, and seek new ways of orchestrating the voices in their lives into a coherent whole. We caution researchers and teachers who work with immigrant youth not to assume that immigration will necessarily be a pivotal moment, or even a central or important moment, to children. We also caution that children may not feel that their school is a safe place to talk about such issues; offering the space is all we can do. The kinds of composition we have described exceed the narrative writing and speaking and listening demands of the Common Core State Standards. Teachers should be aware of the ways multimodal, digital composition can help meet their immigrant students’ self-authoring needs and surpass the demands of the new standards. Finally, to connect with others, to become more aware of one's place(s) in an increasingly globalized world, and to orchestrate competing voices—these are the potentials for multimodal, digital composition with immigrant youth to which we continue to aspire.
Connections and Contradictions in Teacher Practices for Preparing Globally Minded Citizens in Two IB Public Schools
Authors: Quaynor Laura 
Published: November 2021

Background/Context With 13 million immigrants arriving in the United States between 2000 and 2010, immigration is at its highest level in a century. At the same time, there has been an exponential increase in the number of IB PYP and MYP schools in the United States, from 88 registered in 1997 to 1,470 in 2013. Much of this increase has been in Title I schools serving diverse populations. This work examines classroom practice at the intersection of these phenomena. Purpose Within two different schools that offer IB programs and serve substantial numbers of immigrant and refugee youth, how do teachers prepare youth for citizenship? Setting This study took place at two public middle schools in suburban neighborhoods in the southeastern United States. Population Participants included seven middle school teachers, two administrators, and 27 sixth-grade students from 11 different countries. Intervention/Program/Practice Both schools were registered as IB World Schools. Research Design This article reports on a comparative case study of six classrooms in two International Baccalaureate schools. Data Collection and Analysis The author shares findings based on 65 classroom observations over the course of one semester, nine interviews with adult teachers and administrators. Data was analyzed using a phenomenological approach, beginning with analyzing data from each classroom, then from each school, and finally comparing themes between classrooms and students in the two schools. Data analysis began with codes based on theoretical frameworks for citizenship. Findings/Results A wide divergence in teacher practice was observed, with some practices exemplifying a flexible teacher orientation towards global education, acknowledging the global experiences, multiple languages, and variety of viewpoints that students brought into the classroom. Other practices exemplified a fixed teacher orientation towards global education, ignoring the variety of student experiences, languages, and viewpoints in the classroom. Conclusions/Recommendations Based on the differences in implemented curricula in the two schools across classrooms, the author proposes expanding frameworks for understanding global education. Global education can be implemented with a flexible or fixed orientation, as educators design activities and present content in ways that recognize or disregard students’ identities and experiences. The study suggests that the use of International Baccalaureate programs is no guarantee of a global education connected to the experiences of immigrant and refugee youth. Modifications in teacher practice and school structures are necessary in order to make global education relevant to diverse youth.
Pygmalion in the Classroom and the Home: Expectation's Role in the Pipeline to STEMM
Authors: Lee Se Woong , Min Sookweon , Mamerow Geoffrey P. 
Published: November 2021

Background/Context Although students frequently begin forming ideas about potential college majors or career choices prior to entering college, research on Science, Technology, Engineering, Mathematics (STEM), and (M)edicine has almost exclusively focused on students’ experiences in postsecondary institutions. To better understand the full length of the STEMM pipeline—from high school through to postsecondary levels—it is essential to identify and explore factors that influence students’ choices in STEMM while they are in secondary schools, a setting that is arguably the first critical step of the pipeline. Purpose/Objective Among factors that influence students’ choices to pursue STEMM fields, this study examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree in, and pursue a career in STEMM. Given this focus on expectation specifically, the study employs a conceptual framework developed through the application of prior literature on teacher and parent expectations, as well as Social Cognitive Career Theory. Research Design Using the Longitudinal Study of American Youth (LSAY) 1987 data, the study investigated students’ decision making at three distinct time points along a typical STEMM education/career path and predicted their persistence in the STEMM pipeline by utilizing logistic regression analyses. To further examine whether such sets of expectations are moderated by gender, analysis also included interaction terms for gender and teacher expectation, as well as those of gender and parent expectation. Findings/Results The results of this study indicate that expectation plays a significant role in students’ choices in STEMM and teacher expectation is shown to be especially influential. Focusing on gender differences, males’ choices in STEMM were shown to be most affected by their teachers’ educational expectations and encouragement while females’ choices were most affected by those of their parents. Conclusions/Recommendations The decision to pursue education and a career in a STEMM is not a one-time decision, but a longitudinal process that begins during secondary education and carries on through into college. The findings of this study provide meaningful information about the importance of students’ self-efficacy and expectation within the STEMM pipeline, as well as the influence teacher expectations and encouragement can have on students’ pursuit of and persistence in STEMM.
Reward, Task Motivation, Creativity, and Teaching: Towards a Cross-Cultural Examination
Authors: Hennessey Beth A. 
Published: November 2021

Background Extrinsic incentives and constraints, such as the promise of a reward or the expectation of an evaluation, have long been used by educators to motivate students. Previous research has consistently found that expected reward consistently undermines intrinsic task motivation and creativity of products and performance in students of all ages. For a majority of learners, the promise of a reward made contingent on engagement in an open-ended task frequently serves to undermine intrinsic task motivation and qualitative aspects of performance, including creativity. Purpose The implications of these experimental findings for education in the U.S. and around the world are immense. Teachers contemplating the use of reward incentives must avoid them in situations where creativity is at stake. This article explores whether the motivational and performance processes triggered by the promise of a reward are a universal phenomenon or whether they are, at least in part, culturally-dependent. Research Design Five parallel studies in five separate nations focused on elementary school students who had been randomly assigned to experimental (constraint) and control (no constraint) conditions. The complexities of the relation between task motivation and performance outcomes are reviewed and cross-cultural implications are explored. Conclusions While there is no consensus on the impact of extrinsic constraints across cultures, there is no evidence to suggest that intrinsic motivation is anything but a powerful and positive driving force for students of all ages and backgrounds—teachers are best advised to work to increase the intrinsic motivation and creativity of their students on a case-by-case basis until we understand more.
Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers who Were Teaching Assistants First
Authors: Fortner C. Kevin , Kershaw David C. , Bastian Kevin C. , Lynn Heather H. 
Published: November 2021

Background/Context In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review existing literature related to teaching assistants and utilize administrative data to examine a number of characteristics of individuals who transition from work as teaching assistants to jobs as regular classroom teachers. Study Purpose Individuals who become classroom teachers after having prior experience in schools working as teaching assistants may perform differently than other teachers due to additional exposure to classroom practices. The purpose of this study is to identify differences in the characteristics, effectiveness, and persistence of teachers who work as teaching assistants prior to entering the classroom as regular classroom teachers. Population While the population of focus varies somewhat across research questions, we generally focus on teachers with less than five years of experience working in elementary and middle school grades in all North Carolina public schools from 2005–2006 to 2009–2010. Additional data on teaching assistants employed from 2000–2001 to 2009–2010 in North Carolina public schools allows identification of individuals who had prior experience as teaching assistants in the state. Research Design Using administrative data records, we utilize quantitative descriptions of teacher characteristics and persistence to identify differences between teachers who entered the classroom with prior teaching assistant experience and other groups of teachers. For effectiveness comparisons, we estimate value-added models to compare the effectiveness of teachers in the identified groups of interest. Findings/Results Overall, we find that teachers who began as teaching assistants are (1) older, more racially diverse, lower-scoring on licensure exams, and more likely to enter the profession alternatively; (2) more effective in elementary-grades math and reading; and (3) more likely to remain as classroom teachers in North Carolina public schools. Conclusions/Recommendations These findings indicate that former teaching assistants represent a quality and highly persistent labor source and call for continued research to understand how additional exposure to classrooms benefits early-career teacher performance.
Changing the Context of Student Engagement: Using Facebook to Increase Community College Student Persistence and Success
Authors: Fagioli Loris P. , Rios-Aguilar Cecilia , Deil-Amen Regina 
Published: November 2021

Background Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. Social media may be a particularly attractive option because it can provide a potentially effective and exciting mechanism for catalyzing such connections for students. Purpose/Objective This study examines the use of social media/social networking sites and its relationship to academic outcomes in the context of community colleges. Population/Participants We used longitudinal data from about 17,000 students who joined a Facebook based online application (the Schools App) in seven community colleges across the country. We compared these members to students who did not join the app for an overall sample size of about 98,000. Research Design This study used a quasi-experimental design with propensity score matching and random effects regression to estimate the effects of online engagement on student outcomes. Findings/Results We find that there is, indeed, a relationship between social media use and academic outcomes. The most active users as well as passive users had the highest GPAs and chances of continuing the next semester compared to inactive members of the online community as well as compared to nonmembers. Conclusions/Recommendations We find that certain forms of online engagement have a distinct relationship with GPA and persistence. The results of this study also suggest that, although potentially valuable, it is not easy to build an online community. Sustaining continued use of the application was challenging and strongly dependent on the quality and relevance of the posted comments and discussion. Nevertheless, this study found that for those who continued to use the application, there were positive effects in terms of student outcomes. Our findings further support the notion that integration is relevant for community college student persistence, but the nature of that integration—more simultaneously social as well as academically oriented—is important to consider in both offline and online contexts. Recommendations focus on a more strategic use of social media, which puts specific emphasis on answering questions and getting involved in online communities and not using social media solely for marketing or dissemination of information purposes. On campuses where students realized that answers to pertinent questions were available (through administrators and peers), online engagement was of high quality. Sustaining high quality online interaction is therefore one element in ensuring a positive effect on student engagement and outcomes.
The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors
Authors: Palardy Gregory , Rumberger Russell , Butler Truman 
Published: November 2021

Background/Context The 1954 U.S. Supreme Court decision on Brown v. Board of Education concluded that segregated schools were inherently unequal and therefore unlawful. That decision was not based solely upon the notion that segregated black schools were inferior in terms of academic instruction, curricular rigor, resources, etc., but also on research that showed segregating black children had negative social-emotional and behavioral consequences. However, the vast majority of the research on school segregation over the past 50 years, has focused on its effects on academic achievement and opportunity to learn. As a result, little is known about the effects of school segregation on social-emotional and behavioral outcomes. This is a critical gap in the literature because other research indicates that school behaviors are as strong or stronger predictors of long-term educational, social, and employment outcomes as academic achievement. Objectives The purpose of this study is to examine the effects of three forms of school segregation—socioeconomic, ethnic/racial, and linguistic—on school behaviors (i.e., attendance, grade retention, and suspension) and academic performance (reading and math achievement test scores and GPA) in high school. The study also examines the degree to which each of three school mechanisms (school inputs, peer influences, and school practices) mediates the effects of segregation on student outcomes. Research Design The study uses survey data from the Educational Longitudinal Study of 2002 (ELS:02). A sequence of multilevel models are fit to the data to address the research objectives. Conclusions American high schools are highly segregated by race/ethnicity, socioeconomic status, and English language status. Racial/ethnic and socioeconomic segregation are strongly associated with school behaviors and academic performance. The negative effects of racial/ethnic and socioeconomic segregation on school behaviors and academic performance inordinately effect black, Hispanic, and low SES adolescents because they are far more likely to attend segregated schools. School practices that reduce disorder and disruption and emphasize academics strongly mediate of the effects of segregation as does having friends at school with an academic focus. Adopting positive behavioral practices to reduce behaviors that interfere with learning without increasing suspension and expulsion are likely most critical for ameliorating the effects of segregation. Reducing academic tracking is also recommended, given that it likely contributes to negative within-school peer influences among low SES and minority adolescents. However, greater integration is likely necessary to fully address the consequences of segregation.
Feet to the Fire: New Orleans Kids Rethink Their Devastated School System
Authors: Wholey Jane , Burkes Betty 
Published: November 2021

Before 2005, when Hurricane Katrina destroyed most New Orleans public schools, youth voice was rarely heard in the superintendent's office. In this chapter, we tell the story of a youth organization that grabbed the historical moment to rethink one of the lowest-performing school systems in the United States. “The Rethinkers,” as they called themselves, advocated for policy change at well-attended, youth-led news conferences, coaxed agreements from officials in front of TV cameras, and held their civic leaders’ feet to the fire. Eventually, the Rethinkers earned a seat at the school reform table in New Orleans. We describe the first generation of Rethinkers as they gradually deepen their dedication to one another and their cause. We highlight the critical role adult partnerships played in the success of the Re-thinkers. These adults deeply respected youth voice and shared skills such as critical thinking, architectural design, and public speaking. Finally, we describe how the Rethinkers have built victories from a strong set of beliefs that include mutual respect and honest relationships with outsiders based on common goals. “We have a vision: a great education for every kid in New Orleans, no matter what neighborhood they stay in, no matter how much money their parents make, no matter the color of their skin.” – Isaiah Simms, Rethink-er, age 11, at a 2006 news conference
“Planting the Seeds”: The Influence of the Council on Education Policy and Practice
Authors: Bertrand Melanie , Ford Arlene J. 
Published: November 2021

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1