bluuebunny/crossref_metadata_2025_split huggingface dataset:
Two Decades of Generalizable Evidence on U.S. Instruction from National Surveys
Authors: Camburn Eric M. , Won Han Seong 
Published: November 2021

Background Students’ instructional experiences—that is, their experiences working with subject matter during classroom instruction—are a major determinant of how they learn. Given the importance of classroom instruction, valid, generalizable evidence is needed by policymakers, researchers, and practitioners. Over the past two decades, a wealth of generalizable evidence on instruction has been generated by large-scale surveys administered to nationally-representative probability samples. But this vast body of research has not been systematically summarized. Purpose of the Study This article attempts to fill a gap in the research by describing evidence on instruction from all surveys conducted between 1987 and 2005 that measured instruction using nationally-representative samples. Our goal is to generate a portrait of the evidence from these surveys that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. Research Design Evidence on instruction was compiled and summarized in four steps: (1) all surveys conducted between 1987 and 2005 that measured instruction and were administered to nationally representative probability samples were identified, (2) manuscripts using data from these surveys were selected for review, (3) the dimensions of instruction addressed by each manuscript and other manuscript characteristics were coded, and (4) the methodology and findings of each manuscript were summarized. Findings More than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/language arts and social studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers. We also found repeated evidence of a positive association with student achievement for six dimensions of instruction, and repeated evidence of a negative or null association with achievement for five dimensions of instruction. Conclusions More research is needed on disparities in the instructional experiences of low-and high-income students. More research is also needed on instruction at key transition points and on instruction in English/language arts and social studies. This review also suggests a need for studies that more rigorously test research questions about instruction using measures that more authentically reflect the complexities of instruction and that examine student achievement growth over longer periods of time.
Democracy Now? Race, Education, and Black Self-Determination
Authors: Dixson Adrienne D. 
Published: November 2021

Background/Context The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially “undoing” the 1954 Supreme Court decision in the Brown v. Board of Education of Topeka case that ended de jure racial segregation. Purpose/Objective/Research Question/Focus of Study Given the rhetoric that education in the United States is the “great equalizer,” this conceptual article considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. Research Design This article provides a conceptual analysis of the PICS decision and educational equity. Conclusions/Recommendations The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.
Eco-Apartheid: Linking Environmental Health to Educational Outcomes
Authors: Akom Antwi 
Published: November 2021

Background/Context The issue of how to achieve a racially diverse student population has become increasingly challenging since a 2007 U.S. Supreme Court split decision endorsed the importance of creating diverse schools, while simultaneously limiting the assignment to public schools based on an individual student's race or ethnicity. The article examines innovative efforts at achieving racial integration in Berkeley, California, as well as other district efforts in New York City, to curtail the dangers associated with polychlorinated biphenyls (PCBs) in school building materials and develop plans to remediate contaminated school buildings. Purpose/Objective/Research Question/Focus of Study In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a conceptual framework for linking environmental health to educational outcomes that considers the dynamic social processes through which social and environmental inequalities—and associated health and educational disparities—are produced, reproduced, and transformed. Setting Berkeley Unified School District has achieved substantial integration in a city where neighborhoods are polarized by racial-ethnic, socioeconomic status, and environmental inequality. Moreover, the Berkeley integration plan was upheld in 2009 by the state appellate court, a decision that the California Supreme Court allowed to stand. As a result, the Berkeley Unified School District's plan to maintain diversity could serve as a national model for other public schools that are seeking constitutionally sound desegregation programs. Research Design Using empirical evidence from the published literature, as well as the author's own practical experience conducting community-based participatory research in Berkeley, the author applies the eco-apartheid conceptual framework to the city of Berkeley. Conclusions/Recommendations The eco-apartheid framework provides a useful model for theory building in the study of environmental health and educational equity. Moreover, the author recommends that theories of racial and educational inequality in general would benefit from a more serious consideration of the role that environmental inequalities play in structuring the relationship between health and educational inequality. Additionally, the author highlights the ways in which existing research on desegregation remains in need of theoretical strength and methodological rigor with respect to environmental inequality.
An Invitation to Unknowing
Authors: Vasudevan Lalitha 
Published: November 2021

Background/Context This essay is part of a special issue that emerged from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose was to examine in fresh terms the nexus of globalization, education, and citizenship. Participants came 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 brought 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, those 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. They also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/Objective/Research Question/Focus of Study At a time when there is increased hybridity in local and global citizenship, language and literacy practices, and performances of cultural identity and affiliation, narrowing of our ways of knowing can detrimentally impact how educators and scholars engage in intellectual inquiry and educational practice. This essay uses the mode of questioning to create a dialogue about the discursive, rhetorical, and even physical postures that educators and scholars might embrace when re-imagining everyday practices of teaching, learning, and research to be open to unexpected trajectories. Questions are woven together with descriptive vignettes of films, excerpts from research studies, personal narratives, and reflective analyses that invoke texts from a wide range of scholarly traditions in order to propose unknowing as a stance through which to engage more fully with and be responsive to a changing world. Conclusions/Recommendations Unknowing is proffered as a stance and a lens through which to re-imagine practices associated with educational practice and research to be more open to new ways of knowing. Rather than offering definitive recommendations, this essay concludes with an invitation for the broader educational community, and especially institutions of education, to reclaim an ethos of inquiry and possibility in the daily acts of seeing, being, becoming, belonging, and storying through which knowing and knowledge are enacted.
Being across Homes
Authors: Hubard Olga 
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 My inquiry is driven by the following questions: How is our sense of self influenced by the place where we live? And what happens when our lives take place in two different homes, two cultures? Research Design I explore the guiding questions through the unique perspectives of three individuals whose lives straddle Mexico City and New York City. I share these perspectives as much for the ideas they embody as for the panderings they provoke. Thus, my reflections, often in the form of questions, are interwoven into the three accounts. Conclusions/Recommendations The three accounts and their juxtapositions make evident how the experience of being across cultures can be fraught with opposing experiences, with tensions and contradictions that are, in too many cases, unresolvable. The challenge, then, is not to try to eliminate the tension altogether, but to find ways to become more at home in a world of ambiguity and confusion.
Renaissance, Sharing, and Belonging: A Messy Language of Hope
Authors: Torres-Guzmán María E. 
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 Torres-Guzman encourages the reader to consider globalization as a “renaissance” and to embark on the task of rescuing the debris left by modernity to construct a language of hope. Using the rescued concept of hybridity, she foreshadows what might be an intergenerational offering as she reflects on education as sharing and citizenship as belonging. Conclusions/Recommendations Torres-Guzman proposes that a fresh look at hybridity can render a rich concept for constructing resistance to conformity and uniformity, and for renewing a commitment to a multicultural, multilingual, egalitarian, ecologically-sound, and democratic world.
From “Liberal Professions” to “Lucrative Professions”: Bowdoin College, Stanford University, and the Civic Functions of Higher Education
Authors: Dorn Charles 
Published: November 2021

Background/Context Over the past three decades, Americans’ conception of higher education has shifted from a public good to a private one. Wary of colleges and universities’ increasing commodification, proponents of higher education's civic engagement have responded with a reform agenda that, they argue, reflects an earlier era during which colleges and universities enthusiastically embraced wide-ranging public purposes. Using Bowdoin College and Stanford University as cases, this study investigates: (1) whether such an era ever existed, (2) how colleges and universities articulated and enacted their civic functions, (3) whether students’ reasons for pursuing higher education aligned with institutional priorities, and (4) how, if at all, those priorities influenced graduates’ career trajectories. Purpose/Objective Although their curricular programs differed greatly, Bowdoin College (founded in 1794) and Stanford University (established in 1885) sought to “qualify” students for “direct usefulness” in life. Nevertheless, these two institutions adopted contrasting civic functions, with Bowdoin officials emphasizing graduates’ “peculiar obligations” to exert their talents “for the public good” while Stanford University's founders asserted that the “object” of their university was “to qualify its students for personal success.” What led to this shift in higher education's central purpose? Research Design Historical analysis of two cases—Bowdoin College and Stanford University—during their founding decades. Conclusions/Recommendations This study contends that during the early national period, America's social ethos was infused by preferences and attitudes that rewarded civic virtue and a commitment to the public good—what political theorists and historians have come to collectively call “republicanism.” By the late 19th century, however, political, economic, and social forces, including the rise of commercialism and the development of an urban, industrial, class-stratified society, refashioned this ethos into one that emphasized citizens’ personal advancement at least as much as the common good. As a result, colleges and universities’ institutional priorities, as well as students’ reasons for engaging in higher learning, changed over time.
Relationship Between “Form” and “Content” in Science Writing among English Language Learners
Authors: Lee Okhee , Penfield Randall D. , Buxton Cory A. 
Published: November 2021

Background/Context While different instructional approaches have been proposed to integrate academic content and English proficiency for English language learning (ELL) students, studies examining the magnitude of the relationship are non-existent. This study examined the relationship between the “form” (i.e., conventions, organization, and style/voice) and “content” (i.e., specific knowledge and understanding of science) of expository science writing among third grade ELL students in the beginning and at the end of each year during the three-year implementation of the intervention. Purpose/Objective/Research Question/Focus of Study The study is part of a larger five-year research and development project aimed at improving science and literacy achievement of ELL students in urban elementary schools in a large school district. Research Design The intervention was comprised of curriculum units for students and teachers and professional development workshops for teachers throughout the school year. As a school-wide initiative, all third grade teachers and their students from six treatment schools participated. The study involved 683 third graders during the first year, 661 third graders during the second year, and 676 third graders during the third year. Approximately half of the students were Hispanic and the other half were Black, including Haitians and Caribbean Islanders. A writing sample was used as a measure of English proficiency and ability to explain science concepts in writing. At the beginning and end of each school year, teachers administered the writing prompt to their students. Data were analyzed using a hierarchical linear modeling approach. Findings/Results The results indicated significant relationships between writing form and content at both pretest and posttest, with a stronger relationship at posttest. The effect of English proficiency on the magnitude of the relationship was significant only at posttest, for which the relationship was stronger for non-ELL students. The results suggest that through our intervention over the course of the school year, students with greater English proficiency learned science content and developed English literacy simultaneously, whereas students with lower English proficiency did not show this simultaneous growth to the same degree. Conclusions Thus, interventions such as ours, which primarily present science curriculum and instruction in English, might be expected to have limited positive effects for ELL students at the beginning and intermediate levels of English proficiency. The results point out potential conflicts in current educational policies, including high-stakes testing and accountability and English-only policies, which affect ELL students.
Reclaiming Assessment through Accountability that is “Just Right”
Authors: Graue Elizabeth , Johnson Erica 
Published: November 2021

Background This article builds on three years of qualitative research on Wisconsin's Student Achievement Guarantee in Education (SAGE) program, a class size reduction policy in Wisconsin. Objective In this article, we take a practice-oriented perspective on assessment, examining how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. Setting The research took place in nine elementary schools across South and Central Wisconsin. Research design Data for the qualitative case studies were generated through multiple methods, including ethnographic observations, interviews, administration of the Classroom Assessment Scoring System (CLASS), document and artifact collection, and analyses of school-level standardized test scores. Results The current political and educational context oriented our focus to an intersection of issues: the implementation of class size reduction, instructional practice, assessment, and accountability. We identify three aspects of assessment practices that affect this intersection: alignment, audience, and action. Conclusions We found that coherent and collaborative assessment practices were more likely to take place in schools where there were explicit connections through assessments to varied communities of interest: district, school, teachers, students, and families. In supportive assessment systems, teachers had tools that they understood and that they could use to improve their practice to meet the needs of their students. In contrast, assessment in lower quality classrooms took place in disjointed systems that focused primarily on summative rather than formative assessment. A focus on accountability without attention to the quality of instruction and the quality of assessment resources is inherently flawed.
The Growth of Community Colleges in the American States: An Application of Count Models to Institutional Growth
Authors: Doyle William R. , Gorbunov Alexander V. 
Published: November 2021

Background/Context The establishment of community colleges in the American states stands as one of the most unique features of our system of postsecondary education. Four possible explanations have been suggested for the growth of community colleges. An economic perspective argues that the development of community colleges came about as a result of increased demand. The sociological perspective argues that these institutions were developed as a result of broader social forces. The political science literature focuses on the role of lobbying and constituent demands. The organizational ecology literature suggests that community colleges fill a unique niche. Purpose/Objective/Research Question/Focus of Study We seek to understand why certain states created large systems of community colleges, whereas other states developed few or none of these institutions. Research Design We test theories from the literature using a multilevel Poisson regression model, using Bayesian methods for estimation and inference. Data Collection and Analysis The data for this study come from a unique data set, compiled from a variety of sources of state-level data. The data cover all 50 states for the years 1969–2002. We estimate four models: a complete-pooling model with no unit-specific controls, a no-pooling model with controls for each state, a partial pooling model that allows state effects to vary, and a partial pooling model with a state-specific time trend. Findings/Results Our results indicate support for the idea that community colleges grew in response to changes in state populations and that states with a large number of other types of institutions of higher education saw slower growth. Little support is found for theories regarding community colleges as engines of stratification. Conclusions/Recommendations This study provides support for the idea that the supply of higher education institutions is responsive to demand. Little support is found for the role of social stratification in the development of new institutions. Political forces do appear to play at least a small role in the expansion of institutions. Existing institutions may slow the growth of newer forms of postsecondary education.