bluuebunny/crossref_metadata_2025_split huggingface dataset:
Tracing John Dewey's Influence on Progressive Education, 1903–1951: Toward a Received Dewey
Authors: Fallace Thomas D. 
Published: November 2021

Background/Context Determining John Dewey's exact influence on civic and social education during the early 20th century has been one of the most vexing issues facing curriculum historians. Generally speaking, interpretations of Dewey's work and influence have been plagued by four recurring methodological limitations: First, historians tend to interpret Dewey's work philosophically rather than historically. Second, they use their philosophically constructed Dewey to judge the fidelity of past educators against the standard of Dewey's “true” vision. Third, historians assume that because they have read all of Dewey's major and obscure works on education, the reformers of the past must (or should) have done so also. Fourth, historians assume rather than demonstrate Dewey's direct influence on others. Purpose To overcome these limitations, this historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. By examining the specific ways in which Dewey's ideas were used by his contemporaries and peers, the author demonstrates that Dewey's words were often employed in various and conflicting ways to support a number of different curricular agendas. Specifically, the author argues that divisions between proponents of social justice and social efficiency, which play such a central role in the historical literature on progressive education, were not necessarily apparent to Dewey's contemporaries who cited him. In fact, Dewey's philosophy was often used specifically to assuage the gaps between these seemingly conflicting educational goals and objectives. Research Design The author focuses his inquiry specifically on the curriculum materials and discourse of secondary social and civic education. He focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative. Findings/Conclusions Although the evidence presented is merely suggestive, a few summative assertions regarding Dewey's influence on educators during the first half of the 20th century can be made. First, Dewey was often used by contemporaries to reconcile positivistic social science with pragmatic philosophy. Second, although Graham (1995) identified Democracy and Education as “the Bible of the educational reform movement then emerging,” there were in fact numerous Dewey texts cited, often without any reference to others. Third, Dewey's philosophy was used to support reform agendas aimed at social control and social adjustment as well as social reconstruction and social justice. To say that Dewey was used primarily in support of just one (or none) of these goals is a misrepresentation.
When Gender Issues Are Not Just About Women: Reconsidering Male Students at Historically Black Colleges and Universities
Authors: Lundy-Wagner Valerie , Gasman Marybeth 
Published: November 2021

Purpose/Objective/Research Question/Focus of Study The primary purpose of this study is to examine the research and literature on African American male enrollment, experiences, and degree completion trends at four-year HBCUs. The secondary goal is to recenter the gendered dialogue that occurs within HBCU undergraduate student research, such that barriers specific to African American men are identified and examined, with the expectation of better promoting their postsecondary success. Research Design Analytic essay, cross-sectional data analysis. Data Collection and Analysis First, we conducted a review of historical and contemporary literature to identify the role and contribution of four-year HBCUs on African American males over time. In addition, we employed a secondary data analysis of the Integrated Postsecondary Education Data System to identify six-year graduation rates for one cohort of African American male and female student at HBCUs. Findings/Results Critical analysis of historical data from the mid-19th to early 21st century indicates that African American males have indeed been neglected in research on undergraduate enrollment, experiences, and degree completion at four-year HBCUs. African American males face a number of issues that are not absolved on matriculation to HBCUs merely because their environments are predominantly Black. Our analysis suggests that in general, the nurturing and supportive environment on HBCU campuses, when harnessed by African American male (and female) students, can promote postsecondary matriculation and success. Conclusions/Recommendations HBCUs have undoubtedly afforded African American males a route by which to gain access to postsecondary education. However, the lack of attention toward their struggles has served to silence their gendered experience and perpetuate a lack of accountability for African American male underachievement within the higher education establishment. Future gendered analyses of HBCU undergraduates ought to address both the male and female experience on these campuses using a variety of appropriate methodological approaches.
Introduction: Rethinking Globalization, Education, and Citizenship
Authors: Hansen David T. 
Published: November 2021

Background/ Context This essay is a part of a special issue that emerges from a year-long faculty seminar at Teachers College, Columbia University. The seminar's purpose has been to examine in fresh terms the nexus of globalization, education, and citizenship. Participants come from diverse fields of research and practice, among them art education, comparative education, curriculum and teaching, language studies, philosophy of education, social studies, and technology. They bring to the table different scholarly frameworks drawn from the social sciences and humanities. They accepted invitations to participate because of their respective research interests, all of which touch on education in a globalized world. They were also intrigued by an all-too-rare opportunity to study in seminar conditions with colleagues from different fields, with whom they might otherwise never interact given the harried conditions of university life today. Participants found the seminar generative in terms of ideas about globalization, education, and citizenship. Participants also appreciated what, for them, became a novel and rich occasion for professional and personal growth. Purpose/ Objective The purpose of the present essay is to outline the aims and activities of the faculty seminar on globalization, education, and citizenship. I describe its origins, its composition, and the sequence of discussions, readings, and writings participants undertook. I discuss how the seminar adopted as its method of working the form of the spoken and written essay. “Essay” derives from the French essayer, denoting a trial of ideas in an attempt to understand. The introduction also anticipates the scope and style of the essays that comprise this special issue of the journal. Conclusions/ Recommendations The final portion of this introduction raises questions for continued research and practical wisdom. Among them are questions about the nature and purposes of education in our time (with education treated as more than schooling); the meaning of unofficial as well as official notions of citizenship; the dynamics and problematic of “belonging” in a changing world; the meaning of learning as well as misuses of the concept; the place of beauty in inquiry into globalization, education, and citizenship; how the essay form opens up a reconsideration of faculty support and assessment; the benefits and limitations of technology; and the meaning of respect as an orientation in research and practice in globalized conditions.
[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform: Disability Studies Unravels the Myth of the Normal Child
Authors: Baglieri Susan , Bejoian Lynne M. , Broderick Alicia A. , Connor David J. , Valle Jan 
Published: November 2021

Background/Context This article calls attention to the restrictive notions of inclusive education promulgated within the discourse of special education in the United States and asserts the value of using disability studies in education to support broader conceptualizations of inclusion that potentially incorporate all students. Purpose/Objective/Research Question/Focus of Study By dismantling the myth of the typical/average child, the authors reveal ways in which educational practices actively contribute to the creation of “normalcy” and discuss the harmful effects that this can have on all citizens. They illustrate selected practices that help constitute the normative center of schools by using the organizing principle of disability as a heuristic device to enable multiple simultaneous critical standpoints. Research Design Analytic essay. Conclusions/Recommendations The authors call for the dissolution of the normative center of schools through an interdisciplinary alliance between disability studies and other criticalist fields that share the aim of claiming value in human diversity over standardization.
An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment
Authors: Braun Henry , Kirsch Irwin , Yamamoto Kentaro 
Published: November 2021

Background/context The National Assessment of Educational Progress (NAEP) is the only comparative assessment of academic competencies regularly administered to nationally representative samples of students enrolled in Grades 4, 8, and 12. Because NAEP is a low-stakes assessment, there are long-standing questions about the level of engagement and effort of the 12th graders who participate in the assessment and, consequently, about the validity of the reported results. Purpose/Focus This study investigated the effects of monetary incentives on the performance of 12th graders on a reading assessment closely modeled on the NAEP reading test in order to evaluate the likelihood that scores obtained at regular administrations underestimate student capabilities. Population The study assessed more than 2,600 students in a convenience sample of 59 schools in seven states. The schools are heterogeneous with respect to demographics and type of location. Intervention There were three conditions: a control and two incentive interventions. For the fixed incentive, students were offered $20 at the start of the session. For the contingent incentive, students were offered $5 in advance and $15 for correct responses to each of two randomly chosen questions, for a maximum payout of $35. All students were administered one of eight booklets comprising two reading blocks (a passage with associated questions) and a background questionnaire. All reading blocks were operational blocks released by NAEP. Research Design This was a randomized controlled field trial. Students agreed to participate without knowing that monetary incentives would be offered. Random allocation to condition was conducted independently in each school. Data Collection/Analysis Regular NAEP contractors administered the assessments and carried out preliminary data processing. Scaling of results and linking to the NAEP reporting scale were conducted using standard NAEP procedures. Findings Monetary incentives have a statistically significant and substantively important impact on both student engagement/effort and performance overall, and for most subgroups defined by gender, race, and background characteristics. For both males and females, the effect of the contingent incentive was more than 5 NAEP score points, corresponding to one quarter of the difference in the average scores between Grades 8 and 12. In general, the effect of the contingent incentive was larger than that of the fixed incentive, particularly for lower scoring subgroups. Conclusions/Recommendations There is now credible evidence that NAEP may both underestimate the reading abilities of students enrolled in 12th grade and yield biased estimates of certain achievement gaps. Responsible officials should take this into account as they plan changes to the NAEP reading framework and expand the scope of the 12th-grade assessment survey.
Preparing Teachers to Lead Mathematics Discussions
Authors: Boerst Timothy , Sleep Laurie , Ball Deborah , Bass Hyman 
Published: November 2021

Background/Context Discussion is central to mathematics teaching and learning, as well as to mathematics as an academic discipline. Studies have shown that facilitating discussions is complex work that is not easily done or learned. To make such complex aspects of the work of teaching learnable by beginners, recent research has focused on approaches to teacher education that decompose practice into smaller tasks or routines that can be articulated, unpacked, studied, and rehearsed. Purpose/Objective/Research Question/Focus of Study Drawing on the elements of Grossman et al.'s (2009) framework for pedagogies of practice in professional education, this article describes an approach to analyzing teaching practice that supports the design of teacher education in which novices to learn how to engage in high-leverage teaching practices and simultaneously develop a sense of why the work is done. Setting The context for the study is a mathematics methods course for prospective elementary teachers. Research Design The study involved qualitative analysis of both the design of the course and its implementation. Conclusions/Recommendations Results from this study suggest that: (1) Decomposing teaching into nested practices of varying grain sizes that maintain the connection between techniques and domains can support beginning teachers in attending simultaneously to the how and the why of practice, as well as provide a map of teaching that teacher educators can use to support the learning of teaching. (2) Nesting early approximations of practice inside subsequent ones is a way to support beginning teachers in building toward recom-posed teaching practice. As practices are nested, teacher educators can increase the complexity of the approximations by adjusting the content and authenticity of the context of practice as well as by decreasing the amount scaffolding provided. (3) Assessment is vital to pedagogies of practice. Decompositions, approximations, and representations of practice need to be developed in ways that support assessment for the array of teacher education purposes. (4) Because subject matter is at the heart of teaching, it is crucial to attend to the ways in which the content interacts with pedagogies of practice.
“Don't Know Much About History”: The New York Times 1943 Survey of U.S. History and the Controversy it Generated
Authors: Halvorsen Anne-Lise 
Published: November 2021

Background/Context Educators, parents, politicians, and the media often complain that young people know little history and compare them unfavorably to better-educated, earlier generations. However, the charge is exaggerated. Young people have performed poorly on history tests for decades. Students’ poor scores on one test in particular, the focus of this study, caught the nation's attention: the New York Times 1943 survey of college freshmen's history knowledge. Focus of Study This study examines the debate between supporters of history education and supporters of social studies education about the New York Times 1943 survey of college freshmen's history knowledge. In a report on the survey results, the newspaper claimed that these students knew little of their country's history, and not much more about its geography. The study places the survey in the broader context of history and social studies education in the early to mid-twentieth century. The study traces the origins of the survey and the debate between two key players, Allan Nevins and Erling Hunt, and describes reactions to the survey from educators, politicians, the media, and the public. In addition, the study describes how the American Historical Association, the Mississippi Valley Historical Association, and the National Council for the Social Studies counteracted the survey's findings to defend the teaching of history and social studies in the U.S. Research Design This study is a historical examination of the survey and the controversy it generated. The study uses archival resources, primary documents, contemporary newspaper and journal articles, and key players’ private letters, to explain how the survey was developed, reported on, and responded to. Conclusions Although the survey was not the first of its kind, and certainly not the last, and did not result in major changes in history and social studies instruction, it gave defenders of history education and social studies education a national battleground for their war of words. In examining the increased interest in the pedagogical debate on fact-based learning versus historical thinking skills that the survey provoked, this study brings perspective to a long-standing controversy, highlights the tension between advocates of history education and advocates of social studies education, and shows how the public reacted with deep alarm to the survey's results. This study highlights the divisive effects of using a single test to draw conclusions about the state of education. In the conclusion, the study calls for a negotiation by all sides in what are known today as “the history wars.”
The Social Perspective Taking Process: What Motivates Individuals to Take Another's Perspective?
Authors: Gehlbach Hunter , Brinkworth Maureen E. , Wang Ming-Te 
Published: November 2021

Background/Context A growing literature describes multiple benefits of social perspective taking—many of which are particularly important for schools. Despite these potential benefits for administrators, counselors, teachers, and students, little is known about social perspective taking as a process. Purpose/Research Question If educational researchers are ultimately to design interventions to help improve the perspective-taking capacities of those in schools, they need to fully understand the underlying process. Particularly important is the need to understand: What initially motivates individuals to take the perspective of others? Participants To investigate this question, a sample of 18 adults from an array of different professions (who were nominated as adept perspective takers) and 13 high school students (who were nominated as struggling with social perspective taking) participated in the study. Research Design Participants completed a survey, a performance task, and in-depth interviews as part of this mixed-method exploratory study. The interviews served as the primary source of data and were coded for evidence of what triggered (or inhibited) participants’ motivation to engage in the social perspective-taking process. Findings The interview data established the existence of 13 specific factors that impacted participants’ motivation to engage in social perspective taking across a wide array of contexts. Seven factors generally enhanced individuals’ motivation to engage in social perspective taking; three factors were mixed; and three factors inhibited their motivation. Conclusions/Recommendations This research indicates that not only might individuals be motivated to engage in social perspective taking through multiple pathways, but these pathways might be combined and/or interact with one another. These motivating factors raise important issues for further research. In addition, at a practical level, they provide a foundation for developing structures to motivate individuals in schools to engage in perspective taking more often.
Identity Literacy: Reading and Teaching Texts as Resources for Identity Formation
Authors: Schachter Elli , Galili-Schachter Inbar 
Published: November 2021

Background/Context Literacy has been traditionally posited as a primary educational goal. The concept is now understood in the literature as extending way beyond the mere technicalities of proficiency in reading and writing, encompassing a broad range of skills and practices related to comprehension, communication, and the ability to use texts in multiple settings. Cultural literacy and critical literacy are two conceptual models frequently used to understand the essence of literacy and why it is a worthy educational goal. Each model prescribes different curricular goals and preferred teaching practice in educational settings spanning all disciplines and age groups. In this article, we suggest a third conceptual model, identity literacy, based in developmental psychology's concept of identity. We define identity literacy as readers’ proficiency and willingness to engage the meaning systems embedded within texts and to consider adopting them as part of their own personal meaning system—that system within which they define themselves and their relation to the world. Setting identity literacy as a goal of teaching frames the practice of teaching texts differently than the other models. Focus of Study The concept emerged from a qualitative study focusing on high school teachers who primarily teach texts in the classroom. The study examined their goals and justifications for their chosen practices of teaching texts and examined these in light of extant literature regarding literacy, and the literature on identity development. Setting and Participants Twelve expert teachers of the curricular subject of Jewish thought taught in the Israeli nonreligious school sector served as the empirical foundation for developing the concept. Research Design Qualitative methodology was used to explore teachers’ ideas regarding teaching texts. Teachers were interviewed twice: once regarding their life story, reasons for becoming a teacher, and general goals in teaching, and once after they were observed teaching, regarding their reflections on the practices they employed in teaching texts. Common themes were identified using techniques based in grounded theory analysis. Findings/Results Three themes regarding teachers’ ideas on the proper way to teach texts emerged from the analysis: Good textual study is potentially personally meaningful; good teaching accentuates the potential of texts to trigger identity processes in the reader; and for students to learn to read in this manner, a particular stance toward texts needs to be taught. Conclusions/Recommendations The concept of identity literacy is suggested as an alternative conceptual lens with which to frame the purpose and practice of teaching texts in the classroom that may be relevant to teachers in a broad range of school disciplines.