bluuebunny/crossref_metadata_2025_split huggingface dataset:
Bridging Home: Building Relationships between Immigrant and Long-Time Resident Youth
Authors: Dryden-Peterson Sarah 
Published: November 2021

Background There is rising evidence that relationships that bridge between immigrants and long-time residents are critical to immigrant integration and to the overall heath of communities. The processes by which this bridging social capital is built are not well understood. Schools in new immigrant destinations, as spaces in which diverse youth come together, provide a unique opportunity to examine how immigrant and long-time resident youth connect to each other and build relationships. Purpose This article examines the processes of building relationships between immigrant and long-time resident youth and explores the meaning and consequences of these processes for the individuals involved. The article further suggests ways in which schools might adopt strategies to promote personal interaction, cooperative action, and collective identification to aid in the development of these relationships. Setting Lewiston, Maine is the setting of this study. Between February 2001 and May 2003, 1,200 Somalis arrived in Lewiston, a town of 35,690 people, 97.3% of whom were White at the time of the 2000 Census. Research Design Using the methodology of portraiture, this study examines, as an exemplary case, one relationship between two students: a Somali immigrant, and a White longtime resident. Portraiture is a methodology built on relationships, which mirrors the theoretical issues under investigation. Findings/Results This study provides new insights into how bridging relationships are built. The participants capitalized on the common space of their new immigrant destination school to transform casual personal interactions into a bridging relationship based on collective identification. Through dialogue, particularly about race, they challenged each other and themselves, and each came to understand the other in new ways; they also became invested in each other and dependent on each other to grow and to understand themselves and their places in a changing town. Conclusions/Recommendations The research identifies processes of personal interaction, cooperative action, and collective identification as central to the building of bridging relationships. It also reveals the necessity of a focus on race when researching, analyzing, or cultivating these relationships. Lessons for educators and schools seeking to foster relationships between immigrant and long-time resident youth include engaging students in direct dialogue about race and cultivating skills in empathetic storytelling and listening in order to “double-think,” or receive a counter-story.
The Storytelling Project Model: A Theoretical Framework for Critical Examination of Racism through the Arts
Authors: Bell Lee Anne , Roberts Rosemarie A. 
Published: November 2021

Background/Context Research in Europe and the United States shows that racial position shapes and gives voice to the stories people tell about race and racism, and filters how such stories are perceived and understood by listeners. Although not uniformly the case, people from the majority White racial group tend to emphasize forward progress and the declining significance of race. Minoritized people of color more often note the enduring impact of racism as a barrier to racial progress. Purpose This article describes the evolution of a theoretical model for teaching critically about racism and racial stories utilizing the arts. We reflect on the collaborative theory-building process used to develop the model, our use of the arts to create spaces of teaching and learning where racial stories can be unsettled and reexamined, and the potential of this model to guide educational projects in which participants construct alternative stories geared toward social justice. Research Design This is an analytic essay that describes the development of a theoretical construct. Conclusions/Recommendations We discuss plans for future research on the relevance of the model for teachers, teacher staff development, and curriculum design in secondary and post-secondary classrooms and in community-based dialogues and collaborative action networks.
From Information to Experience: Place-Based Augmented Reality Games as a Model for Learning in a Globally Networked Society
Authors: Squire Kurt 
Published: November 2021

Background/Context New information technologies make information available just-in-time and on demand and are reshaping how we interact with information, but schools remain in a print-based culture, and a growing number of students are disaffiliating from traditional school. New methods of instruction are needed that are suited to the digital age. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to explore how curricula that are designed to capitalize on the affordances of mobile media might be employed in schools. Population/Participants/Subjects The study took place during a 2-week unit in a poor urban school district with roughly 50 at-risk middle school students. The partnering teacher adapted the model curriculum, which involved students investigating a rash of illnesses originating from a popular local beach. This qualitative case study, derived from field notes, videotapes, interviews, and document analyses, describes the practices that emerged and the strengths and limitations of the curriculum. From a classroom management perspective, the narrative elements of the unit enabled teachers to create a dramatically different classroom culture, one that was built around students performing as scientists. Students’ performance was heavily dependent on the kinds of inscriptions that they made to organize data, suggesting the importance of designers developing tools to scaffold learning, but also suggesting trade-offs in having students struggle to organize information versus doing it for them. Most noteworthy to teachers was how the technology-enhanced curriculum enacted students’ identities as problem solvers and knowledge builders rather than as compliant consumers of information, reinforcing for them the schism between what is expected of students in school and how they interact outside of school. Teachers and students lamented the lack of opportunities to actually participate in community issues beyond the classroom, suggesting that the future of such curricula may reside in building community-school-home partnerships.
State Law, Policy, and Access to Information: The Case of Mandated Openness in Higher Education
Authors: Mclendon Michael K. , Hearn James C. 
Published: November 2021

Background/Context Every state in the nation has legal requirements, state “sunshine laws,” to ensure accountability and fairness in institutions receiving state funds and operating under state authority. These laws have come to significantly influence the ways in which the business of higher education is conducted. Purpose/Objective/Research Question/Focus of Study This reflective essay provides perspective on laws mandating openness in higher education. It describes differences in the laws across states, reports select findings from a study on the impacts of the laws on public colleges and universities, and examines some of the implications of the contemporary debate over access to information on public campuses. Research Design The article builds on a previous field study of state sunshine laws that included site visits to six states and interviews with nearly 100 officials with firsthand perspective on the laws. Conclusions/Recommendations Information resources have expanded tremendously, yet the nature and extent of their availability to the larger public remain in question. How can deeply held values of openness and access be accommodated productively to privacy and security concerns, with minimal threats to each? The article seeks to contribute to a growing body of literature on information policy and its uses in society—in this case, how the public information laws of state governments influence the climate of data access and decision-making in public higher education.
On Pretending to Listen
Authors: Burbules Nicholas C. , Rice Suzanne 
Published: November 2021

Background/Context This article is part of a series of studies carried out by the authors in this special issue on the general topic of listening and its specific relevance to teaching. Purpose/Objective/Research Question/Focus of Study We examine the common activity of pretending to listen and argue that thinking about it carefully reveals some important insights into the practice of listening more generally. Then we turn to the question of pretending to listen in the context of teaching. Research Design This is a conceptual and normative study drawing from relevant philosophical literatures. Conclusions/Recommendations A romanticized view of listening suggests some kind of totally encompassing focus and understanding: The good listener is hearing everything, understanding everything, blessed with profound insight and infinite patience. Having set up this ideal type, however, we then judge every deviation from this perfect model as a moral failing. This way of thinking about moral conduct, we conclude, is often misleading and counterproductive.
Two Types of Interpersonal Listening
Authors: Waks Leonard J. 
Published: November 2021

Background/Context Although the concept of listening had been neglected by philosophers of education, it has received focused attention since 2003, when Sophie Haroutunian-Gordon addressed it in her presidential address to the Philosophy of Education Society. Purpose/Objective/Research Question/Focus of Study Haroutunian-Gordon offered a cognitive theory of listening, according to which an act of listening involves raising questions about both the speaker's utterance and the listener's own beliefs. Research Design This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening, a cognitive (thinking) type and a noncognitive (empathic feeling) type. Findings/Results By considering a number of familiar classroom incidents, I show that both kinds of listening have important roles in teaching and learning. Conclusions/Recommendations I conclude by questioning whether the empathic type of listening can directly be taught. I conclude that it cannot be, but that teachers can provide three kinds of “helps” indirectly to foster its growth in learners.
Parental Agency in Educational Decision Making: A Mexican American Example
Authors: Mcclain Margy 
Published: November 2021

Background/Context This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son. Relatively little attention has been paid to parents’ beliefs, attitudes, and, in particular, experiences as they actively engage in—and sometimes affect—their children's schooling. Parents’ agency in utilizing various kinds of educational strategizing, especially immigrant and urban working-class parents, has been overlooked. Deficit theories of low-income families have a long history in educational thought. Although more recent scholarship has debunked these theories, they remain pervasive across the country. Educators often do not recognize the many ways in which urban parents may be involved in their children's schooling. Voices of parents themselves speaking to their experiences with schools are just beginning to emerge. Purpose This article offers a rich example of the educational decision-making process of one Mexican American family. I take a phenomenological approach to examine human agency in specific familial decisions about this child's schooling that support the parents’ own vision of education. Here is a story of thoughtful, reflective decision-making that took place over a period of several years, when the parents finally decided to move their son from a transitional bilingual program at a public school to a parochial school taught in English. Research Design This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. It is situated within the frame of an ethnographic study on the educational life worlds of the family. The analysis draws on van Manen's use of phenomenology to examine how parents reflected upon experience to better understand a situation, resulting in “lived experience,” an understanding of the meanings a particular person finds in an event. Conclusions/Recommendations Immigrant and other urban parents may be actively engaged in their children's education, asking important and valid curriculum questions in ways that remain invisible to educators. I suggest alternatives to deficit theories that render parents’ perspectives invisible. Terms usually reserved for teachers can also be applied to parents: “knowledgeable observers” who make “pedagogically thoughtful” decisions about “curriculum.” This perspective would recommend that educational practice and policy use theoretical frameworks stressing parents’ roles as strong, positive, and active agents on behalf of their children and the need to develop dialogue based on respect. Further qualitative research in particular can provide needed depth in our understanding of parents’ struggles to negotiate the boundaries of culture, history and biography as they guide their children through the complex maze of school.
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades?
Authors: Desimone Laura M. , Long Daniel 
Published: November 2021

Background/Context Although there is relative agreement on the pattern of the achievement gap, attributing changes in the gap to schooling is less clear. Our study contributes to understanding potential teacher and teaching effects on achievement and inequality. Purpose/Objective/Research Question/Focus of Study We intend our work to contribute to understanding the school's role in addressing the achievement gap. We investigate the extent to which specific aspects of teacher quality (degree in math, experience, certification, math courses, and professional development) and teaching quality (time spent on math instruction and conceptual, basic procedural, and advanced procedural instruction) influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. Research Design, Data Collection and Analysis In this secondary analysis, we examine the first four waves of data from the National Center for Education Statistics’ Early Childhood Longitudinal Study (2000), a nationally representative longitudinal sample of students who were kindergartners in 1998. We use multilevel growth models to estimate relationships. Findings/Results We found evidence that lower achieving students are initially assigned to teachers who emphasize basic instruction, and higher achieving students are assigned teachers who emphasize more advanced instruction. The use of advanced procedural instruction and time spent on math were related to achievement growth for traditionally disadvantaged populations—Black students and low-SES students. Other types of instruction and teacher quality variables were not related to achievement growth. Conclusions/Recommendations We found weak or no effects for teacher quality and type of instruction, which suggests that these aspects of teacher and teaching quality may operate as sorting variables. This may explain a part of the findings of past cross-sectional and gain studies that would likely interpret correlations between teachers and teaching as part of the effect of instruction. We found that low achievers tend to get teachers who spend less time on instruction, a variable we found significant in influencing achievement growth. If, as our study found, time on instruction matters, and disadvantaged students are more likely to get the weakest teachers who spend less time on instruction, we can identify an area in which schooling exacerbates the achievement gap but has the potential to ameliorate it.
Research on Individual Differences within a Sociocultural Perspective: Co-regulation and Adaptive Learning
Authors: Mccaslin Mary , Burross Heidi Legg 
Published: November 2021

Background/Context Research is presented on teacher-centered instruction and individual differences among students within a sociocultural perspective—specifically, within a co-regulation model. Purpose of Study To determine the utility of a co-regulation model for understanding teacher and student adaptation to the press of cultural and social demands for student achievement. Research Design Multiple methods were used and quantitative procedures applied to data obtained in Grades 3–5 classrooms (N = 47) in schools (N = 5) that primarily served students living in poverty and were engaged in comprehensive school reform. Data sources include observation of classroom practices (N = 108; mean = 2 observations per classroom) to identify differences in instructional opportunity within teacher-centered instruction; students’ (N = 439) reported self-monitoring of their classroom activity to ascertain individual differences among them in their adaptation to classroom demands; and student performance on classroom-like tasks (story writing; individual student unit of analysis) and standardized tests (SAT9 language, math, and reading subtests; grade-level unit of analysis) to illuminate the dynamics of opportunity, activity, and adaptation in student achievement. Conclusions/Recommendations Results support the potential of a co-regulation model to understand and enhance teacher-centered instruction of students who differ in adaptation to classroom demands and achievement expectations in nontrivial ways. The practicable instructional opportunities that most aligned with cultural demands for improving student performance on mandated tests was a basic form of direct instruction. Direct instruction appears to cast a wide safety net, including students who are and are not yet ready to profit from this mode of instruction as expressed by mandated test performance. Students not yet ready for culturally mandated performances are nonetheless acquiring desirable and personally meaningful adaptations to learning challenges that are co-regulated by direct instruction opportunities. Unfortunately, these students remain largely invisible to sociocultural policy makers who portray them as uninvested in, if not resistant to, school learning. It is reasonable to ask how long students will continue to participate in and adapt to classroom demands without cultural validation of that participation and recognition of the learners these students are and wish to become. It is time for deliberate examination of cultural beliefs and regulations that equate student performance on mandated tests with meaningful learning, a prepared future citizenry, and the effectiveness of the public school.
Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity
Authors: Akiba Motoko 
Published: November 2021

Background/Context Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service teachers’ competency to teach diverse students. However, only a few empirical studies have examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills. Research Questions The study answered two research questions: 1) How do the initial level and change in pre-service teachers’ beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics? Participants The participants were 243 pre-service teachers enrolled in eight sections in a diversity course and accompanied field experience component in a teacher education program in a Midwest Research I university. Research Design Pre- and post-surveys were conducted to examine: 1) pre-service teachers’ background characteristics (gender, socioeconomic status, class standing, hometown location, and prior exposure to diversity), 2) beliefs about diversity in personal and professional contexts, and 3) four characteristics of teacher preparation for diversity: classroom as a learning community; instructor modeling constructivist and culturally-responsive teaching; field experience for understanding diverse students; and opportunity for reflection. Findings The study found that three characteristics of teacher preparation for diversity reported by pre-service teachers: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts. Conclusions/Recommendations Creating a sense of community in classrooms, and modeling constructivist and culturally responsive teaching are likely to promote positive beliefs about diversity among pre-service teachers. In addition, field experiences should promote pre-service teachers’ interactions with people from diverse backgrounds, assign a mentor to support their learning experience and promote self reflection, and provide opportunities to understand the connection with diversity coursework.