bluuebunny/crossref_metadata_2025_split huggingface dataset:
Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?
Authors: Jupp James C. , Leckie Alisa , Cabrera Nolan L. , Utt Jamie 
Published: November 2021

Background/Context With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms. Purpose/Objective/Research Question/Focus of Study Deploying the framework of colorblind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from 25 years of research? Research Design In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost. The simple and general search term “White teachers” conducted using year-by-year parameters provided the most systematic net for capturing relevant studies. In narrowing our focus, we developed the following criteria: (a) White teachers as central topic, (b) analytical emphases on colorblind racism, (c) publication in peer-reviewed journals, (d) use of qualitative and/or narrative research methodologies, and (e) publication date between 1990 and 2015. Data Collection and Analysis Our general search yielded 136 (N = 136) peer-reviewed empirical qualitative and/or narrative studies between 1990 and 2015, and after narrowing our criteria, we found 47 race-evasive White teacher identity studies (n = 47, 47/136) that we reviewed here. Each study in the document universe was abstracted by authors, added to a spreadsheet, and categorized by emergent themes. Findings/Results The following five themes emerged and developed over the last 25 years: (a) racialized silence and invisibility (9/47), (b) resistance and active reconstruction of White privilege (12/47), (c) whiteness in institutional and social contexts (8/47), (d) fertile paradoxes in new research (9/47), and (e) reflexive whiteness pedagogies (9/47). Conclusions/Recommendations We believe our literature review identifies the complex contours of White preservice and in-service teachers’ silence, resistance to, engagement in, and pedagogical grappling with racism, whiteness, and White privilege. The importance of pre-service and in-service teachers being able to engage, understand, and challenge these issues becomes critically important at our crossroads in the present, especially given the recent election that bolstered open and tacit White supremacists into power. If White teachers are to engage racism, whiteness, and White privilege, they must do so with as opposed to for their students, in a Freirean sense. If teaching for social justice is important, renewed interest and investment in White teacher identity studies and related whiteness pedagogies is key for the next 25 years.
Is There a Career and Technical Education Coursetaking Pipeline between High School and College?
Authors: Plasman Jay Stratte , Gottfried Michael A. , Sublett Cameron 
Published: November 2021

Background Previous studies have explored the relationship between career and technical education (CTE) on numerous secondary and college outcomes. However, a key oversight in the literature is the examination of the CTE coursetaking pipeline as it makes a direct connection between high school and college. Research Questions We asked the following research questions to address the gap in CTE literature around secondary to postsecondary pipelines: (1) Does taking CTE courses in high school predict taking CTE courses in college? (2) Does this relationship differ between students who attend 2- and 4-year colleges? (3) Does the relationship differ by different areas of CTE? Research Design To respond to these questions, we used the Education Longitudinal Study of 2002 (ELS:2002), a nationally representative dataset. We employed basic logistic regression, school fixed effects, and instrumental variable estimations to reduce biases in our estimations in the relationship between high school and college CTE coursetaking. Results We found that CTE coursetaking in high school linked to overall CTE coursetaking across all years of college. When examining 2- and 4-year college coursetaking independently, only the relationship between high school and 4-year college CTE coursetaking was significant. We also found that there existed differential linking based on type of institution in which the courses were completed and area of CTE—specifically, applied STEM, business, trade and industry, and health. Conclusions A first implication from these findings is that CTE in high school, which is itself funded through the current iteration of the Perkins legislation, appears to be having a noticeable link to CTE participation in college. From the second research question, there could very well be a strong connection between high school CTE and 2-year enrollment that is not reflected in first year CTE coursetaking at the 2-year level. Finally, the implications from the third research question speak to the need to focus on CTE as a group of individual categories as opposed to a single overarching group.
The (Mis)representation of Enslavement in Historical Literature for Elementary Students
Authors: Patterson Timothy , Shuttleworth Jay M. 
Published: November 2021

Context Elementary teachers will make difficult pedagogical choices when selecting materials to support their students’ learning about historical topics. Given the variety of historical books written for their students, certain stories will be emphasized and ultimately legitimated and others will be silenced through absence. Objective of Study The objective of this article is to identify and analyze children's literature spanning a spectrum of theoretical positioning and to interrogate their instructional implications. We investigate narratives and images of enslavement in children's literature through the question: how is enslavement portrayed in recently published elementary-level (first through sixth grade) literature? Research Design This article is a content analysis of 21 recently published elementary-level books that portray enslavement in U.S. history. Unlike previous studies of enslavement in children's literature, we analyzed both the narrative text and the illustrations in our dataset using methods that ensured interrater reliability. To accomplish this, we developed and tested an analytical tool for understanding the interpretive stances books deploy when they portray difficult moments in history. We deductively categorized textual and visual depictions of enslavement into one of three stances: selective tradition, social conscience, and culturally conscious. The criteria for these stances were established through critical race theory and the broad research tradition on African-American subjects in children's literature. Results Our analysis revealed the presence of all three depictions in children's literature. Our findings call attention to the need for careful decision-making on the part of elementary teachers, as their decisions around book selection will enact a curriculum that honors particular perspectives of U.S. history. The problematic elements identified in previous studies remain prevalent in modern books for elementary students. However, our findings also suggest teachers will be presented with a more complicated set of options when selecting among historical children's literature than previously documented by researchers. Conclusions While a diversity of interpretive narratives about enslavement is present in elementary-level history books, the invisibility of race in U.S. history remains a powerful feature in current historical resources. Researchers of a number of topics in K–12 education will find utility in the analytical tool developed for this article. Selective tradition, social conscience, and culturally conscious are interpretive frames that can be directed at any number of topics in children's literature.
Social Sources of Teacher Self-Effcacy: The Potency of Teacher Interactions and Proximity to Instruction
Authors: Neugebauer Sabina Rak , Hopkins Megan , Spillane James P. 
Published: November 2021

Background Research over the past two decades documents how social capital, or the resources attained through social relationships, is associated with a range of outcomes at both the individual and organizational levels. Yet few, if any, studies explore the relationship between social capital and teaching self-efficacy. Given that teaching self-efficacy is a significant predictor of instructional effectiveness, identifying the kinds of social interactions that facilitate positive teaching self-efficacy can offer important information with respect to how schools and school systems can bolster teachers’ perceived competence and thus their instructional capacity. Objective This study integrates social capital and social cognitive theories to frame an investigation of the social sources that contribute to teachers’ self-efficacy over time. Specifically, we explore how social interactions that vary in their relationship with and proximity to instruction influence teachers’ developing self-efficacy. Research Design We analyzed self-report survey data from 345 teachers in the same district over 4 years. These data captured various social sources of teaching self-efficacy, including indicators of verbal persuasion and vicarious experiences, and allowed us to account for contextual variables found to influence teachers’ sense of mastery. We used the multilevel model for change framework to explore associations between these types of social interactions and teacher self-efficacy over time. Findings Results suggest that interactions firmly rooted in actual teaching practice—namely, those focused on a specific instructional episode (i.e., feedback about a class) or on particular teaching practices (i.e., discussions about specific teaching resources and artifacts)—were associated with higher reports of teaching self-efficacy over time. On the other hand, interactions that reflected more general or less targeted interactions about teaching (i.e., being sought out for general instructional advice or observing someone else teach) were not. Conclusions To further the capacity of individual teachers, school and system leaders should invest in supporting social interactions among teachers that afford direct and targeted opportunities to learn about particular instructional practices and to discuss specific teaching episodes. Interactions less proximal to classroom practice may be ineffective for promoting individual teachers’ feelings of teaching competence.
Understanding Navajo K–12 Public School Finance in Arizona through Tribal Critical Theory
Authors: Martinez David G. , Jiménez-Castellanos Oscar , Begay Victor H. 
Published: November 2021

Background/Context Currently, Native American education policy reports and empirical research papers have largely focused on sociocultural challenges to Native sovereignty and the policy that impedes Native sovereign states. This paper deviates from that theme by implicating policy as preventing improvement of educational outcomes by proxy of the fiscal revenue available to reservation schools, focusing specifically on the Navajo Nation. To date, this is the first empirically driven, Native-specific school finance study that attempts to compare how Anglo and Native schools are funded and how the quality and dispersion of this funding affects Native education and outcomes. Purpose/Objective/Research Question/Focus of Study This study reports on a longitudinal descriptive analysis of school fiscal revenue (2006–2012), comparing Navajo K–12 school districts against Arizona public school districts. This empirical research paper attempts to answer the following questions: How did Navajo K–12 public school district demographics compare to those of Arizona public school districts from 2006 to 2012? How did Navajo K–12 public school districts perform academically compared to Arizona public school districts from 2006 to 2012? How did Navajo public school district tax rates and assessed property valuation compare to those of Arizona public school districts from 2006 to 2012? How did Navajo public school district revenues compare to those of Arizona public school districts from 2006 to 2012? Research Design This research study is a univariate statistical analysis (i.e., mean, median, standard deviation, range, and percentile) examining general descriptions of individual fiscal revenue variables for schooling. Data Collection and Analysis The data comprised publicly available Arizona Department of Education Excel files (Excel v14.0) merged into one consolidated dataset imported to SPSSv22.0. Our analysis began by selecting Navajo public school districts from our dataset and then comparing them to Arizona public districts (excluding Navajo and nontraditional LEA districts) from 2006 to 2012. Findings/Results This study has two conclusions: (a) There is a clear and growing achievement gap between Navajo and Arizona districts; and (b) Our results seem to suggest that Arizona's equalization formula is not effectively counterbalancing the impact of local property wealth, as shown by the disparities in combined state and local revenue between Navajo K–12 school districts and Arizona districts. Conclusions/Recommendations The findings in this study indicate that Arizona must address policy and practice in order to remedy the educational disparity between Navajo students and their non-Navajo peers. Navajo Nation schools require agency to designate priorities and state funding to meet these priorities.
Structuring Disruption within University-Based Teacher Education Programs1: Possibilities and Challenges of Race-Based Caucuses
Authors: Varghese Manka , Daniels Julia R. , Park Caryn C. 
Published: November 2021

Background Teacher education candidates are in different places in terms of developing their identities and relationships to equity and social justice. Various approaches have been taken within university-based teacher education programs to engage with candidates, wherever they are in this development. One such approach has been engaging or drawing on teachers’ own lenses, especially through challenging and understanding their racialized selves. Purpose This conceptual article examines how race-based caucuses (RBCs) in one teacher education program attempted to shift candidates’ understandings of their racialized selves as related to their teacher identities. Context RBCs were instituted in one elementary teacher education program to help White teacher candidates and candidates of Color construct critical teacher identities. Candidates were asked to participate in caucuses according to the ways they had been racialized within schools. Facilitators who demonstrated a willingness to sit with the work of engaging race and racialization led the caucuses. Observances For the candidates of Color, the “overwhelming presence of Whiteness” in the teacher education program and in the schools required the RBCs to focus on reframing deficit narratives of teachers of Color to an asset-based view of their value and contribution to the teaching profession. The RBC provided space for White teacher candidates to explore the consequences of Whiteness for their future identities as teachers and for the kinds of communities that they could and wanted to cultivate with students. Messiness and challenges abounded in both RBCs. Discussion and Reflections Emotions—and especially emotion labor—were central to RBCs. For teacher candidates of Color, facing one's own oppression was painful but also presented opportunities for them to articulate emotions and experiences in relatively safe spaces. In a different way, the RBCs resulted in significant emotional upheaval for White teacher candidates that shifted into deeper self-reflection and sense of awareness and allyship (for some)— although in a few cases, RBCs led to even deeper resistance. Conclusions Race-based caucusing is a messy and challenging practice that can provide opportunities to reflect constructively on emotions and produce emotional upheaval for teacher candidates. Teacher educators and programs must approach RBCs with an orientation toward hyperreflexivity.
Pathways to Working Alliances: Special Educators’ Emotional Labor and Relationships with Students with Emotional and Behavioral Disorders
Authors: Valenti Michael , Brown Elizabeth Levine , Horner Christy Galletta , Mahatmya Duhita , Colditz Jason 
Published: November 2021

Background/Context Research has also shown that educators who are more socially and emotionally competent are more likely to create nurturing relationships and high-quality classroom environments that result in more academic success for students. Despite the importance of teacher-student relationships on student outcomes, limited research has investigated factors that contribute to development of these relationships, particularly for special education teachers (SETs) working with students with emotional/behavioral disorders (EBDs). Focus of Study This study explores educators’ emotions in the classroom through emotional labor theory, a framework for understanding how employees engage in the deliberate suppression or expression of emotions to achieve an organization's goals. We empirically investigate the potential connections between SETs’ perceptions of their administrators’ expectations about emotional displays, SETs’ emotional acting strategies, and teacher-student relationships. Setting This study was conducted within three schools in Western Pennsylvania serving students with EBDs in self-contained classrooms. Participants Participants included SETs (N = 61) serving K–12 students who have been identified as having EBDs. SET demographics were as follows: 75% female, average age 32 (range 23–51), and 97% Caucasian. Participants averaged 4.62 years of teaching experience with the study site. Research Design All SETs reported on their perceptions of emotional labor and their working alliances with each of their students in the fall semester. Students were nested within teachers, so we used multilevel path analyses to estimate mediational effects of emotional display rules and emotional acting on the teacher-student working alliance. Results The results of this study suggest important connections between SETs’ perceptions of emotional display rules, their use of emotional acting strategies, and their working alliances with students with EBDs. Specifically, SETs’ reported perceptions of negative display rules affected how they engaged in surface acting when interacting with students. SETs’ ratings of surface acting were associated with their working alliance tasks scores. Conclusions/Recommendations These findings confirm recent research showing that educators engage in emotional acting and that some dimensions of this acting contribute to their relationships with students. Our findings may also suggest that surface acting is an acceptable emotional acting strategy that supports SETs’ relationships with students. Because the emotional labor research in special education has yet to extrapolate on what display rules lead to the emotional acting strategies that the organization desires, how we make these rules more explicit could help teachers establish more sensibility regarding this area of their job.
Showing Up: Disparities in Chronic Absenteeism between Students with and without Disabilities in Traditional Public Schools
Authors: Gottfried Michael A. , Stiefel Leanna , Schwartz Amy Ellen , Hopkins Bryant 
Published: November 2021

Background While chronic absenteeism hurts all students, one particularly vulnerable group, students with disabilities (SWDs), has received little attention in research or policy. Particularly troubling is the dearth of research into the patterns of absences for SWDs and GENs who attend school together in urban school systems, given relatively higher absenteeism when compared to suburban and rural districts. Research Questions First, how do rates of chronic absenteeism compare between SWDs and students without disabilities (GENs) attending the same schools (hereafter traditional schools)? Second, are there differences between SWDs who are educated in “GEN-majority” classrooms and those educated in “SWD-majority” classrooms? Finally, do these patterns differ for students with different disabilities? Subjects Our study consists of GENs and SWDs in grades 1–6 who attended a traditional NYC public school between 2006 and 2012. Our sample includes 653,736 students across 37,867 classrooms, and 1,148 public elementary schools. Measures include race/ethnicity, gender, age, foreign-born status, limited English proficiency, free/reduced price lunch eligibility, grade level, classroom ID, school ID, the number of days each student was absent, and the total number of school days each student was registered in the district. For SWDs, the data include indicators for the thirteen disability classifications defined under IDEA and a primary assigned special education setting. Research Design We begin with a baseline model, where being chronically absent (i.e., missing 10% or more of the school year) is regressed on an indicator for being a SWD, controlling for grade and year. We build on this model by first including demographic control variables, then school fixed effects, and finally classroom fixed effects. We then explore this model for differences by type of classroom setting as well as by type of disability. Findings Chronic absenteeism is considerably higher for SWDs than GENs in traditional schools, and there is important heterogeneity by disability classifications. Specifically, students with emotional disturbances exhibit extremely high rates of chronic absenteeism and the largest group of SWDs, students with learning disabilities, have quite high rates as well. Further, SWDs in GEN-majority classrooms are less likely to be chronically absent than those in SWD-majority classrooms, again with variation by disability. Conclusions As the nationwide trend of providing SWDs with more education in GEN-majority classrooms continues to press forward, our study shows that increasingly GEN-majority settings are associated with fewer absences for SWDs. And while school attendance, among other non-achievement outcomes, are not the primary focus of IDEA, our findings point to how some school settings might be beneficial to some but put others at risk.
Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis
Authors: Sebastian James , Allensworth Elaine 
Published: November 2021

Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.