bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Flynn Effect and the Demography of Schooling
Authors: McDonald Geraldine 
Published: November 2021

Background/Context Although the Flynn effect has been recognized for 60 years and a wide range of factors has been suggested, there is still no agreement on cause. The effect is generally interpreted as a phenomenon involving changes in mental functioning as a consequence of various forms of environmental influence. Purpose The purpose of the account is to argue that at least part of the change in intergen-erational IQ scores is an artifact of the age-based scoring system of IQ tests, together with historical changes in age-grade patterns in school systems. Research Design This is a logical argument using secondary analysis to illustrate historical change in the demographic patterns at the level of the classroom, together with a survey of psychometric documents and accounts of constructing Otis-type tests to explain the role of age in calculating an IQ. A review of research focuses on whether the IQ measures age or grade and whether age change in a school population can account for an IQ change. Conclusions/Recommendations It is concluded that because the age-based scoring systems of IQ tests interact with generational changes of age by grade, a Flynn effect should not be interpreted as a massive intergenerational rise in mental functioning unless the two generations match age in grade in the case of school populations, and highest grades achieved in the case of adults.
Elite Visions: Privileged Perceptions of Self and Others
Authors: Howard Adam 
Published: November 2021

Background/Context To date, there has been little attention given to how privilege is produced and enacted. Privilege has been mainly conceptualized as the advantages that one group has over another. Purpose/Objective/Research Question/Focus of Study In this article, the author seeks to move beyond current conceptions of privilege to explore the relationship between advantages and identity formation and to examine the ways in which students with schooling and life advantages actively construct privilege as a dimension or aspect of their identity. Research Design To explore this connection between advantages and identity, the author examines the understandings of two affluent students attending an elite private high school about the differences in educational experiences between low-income and affluent students. These two students were part of a larger ethnographic study of the lessons that students at elite schools are taught about their place in the world, their relationships with others, and who they are. Findings/Results The students’ understandings reveal their use of particular ideological operations and modes to justify their own advantages in life and schooling, construct between-class divisions, establish within-class solidarity, and rationalize the disadvantages of Others. The author argues that these particular ideological operations and modes are not simply methods or competencies that affluent students know how to use but also formative elements of their respective identities. Conclusions/Recommendations This analysis illustrates the way that these students construct their own privilege not, fundamentally, as what they have, but rather, as who they are.
Media Arts: Arts Education for a Digital Age
Authors: Peppler Kylie A. 
Published: November 2021

Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.
Conceptualizing and Tracing Learning Pathways over Time and Setting
Authors: Barron Brigid 
Published: November 2021

I have always have had friends who were pretty interested in computers. So, um they started doing some Web design in Geocities using HTML and then they told me it was really fun so I joined in and they sort of taught me what was going on, and so that is where I learned HTML. I started making my own Web pages then I started joining classes like Industrial Technology and Programming because it was like becoming an interest for me. A 13-year-old girl attending a public school in Silicon Valley
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
Authors: Passig David 
Published: November 2021

Background In recent years, due to deliberate educational policy in various places around the world, children with dyslexia study in regular classes with non-dyslexic classmates. They do not appear handicapped, because their disabilities do not stem from physical deformities, and therefore, it is not easy to identify them in a group where the majority of the children are non-dyslexic. As a result, these children continually brave the hardships inherent to a human environment, while being largely unaware of their situation. Purpose The aim of this study was to test the effectiveness of VR technology in enhancing the teacher's knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Not only it is a very difficult phenomenon to communicate, but also the research community still needs to suggest and accept a unified typology of the disorder. Population and Setting Eighty teachers of various subjects participated in this study. They were selected randomly from a variety of schools in the Tel Aviv metropolitan area. Each of the teachers in the experimental group (N = 40) experienced a virtual reality simulation that simulated 10 virtual worlds corresponding to the 10 types of dyslexia we found in the literature. The experience took 20 minutes to complete and was conducted in a VR laboratory in a clinical setting. The teachers, in the control group (N = 40) each separately watched a 20-minute film on the subject of dyslexia and reading disorders. All the subjects filled out questionnaires before and after the intervention. Research Design The teachers were divided into an experimental and a control group. In the experimental group, the teachers were exposed to ten 3D virtual worlds that simulated 10 cognitive experiences of dyslexic students. The teachers in the control group viewed a film that elaborated on similar experiences. All the subjects filled out questionnaires before and after the intervention. The questionnaires tested the teachers’ level of cognitive awareness of the dyslexic students’ experiences when encountering the written word. In addition, the subjects in the experimental group were interviewed before and after the intervention. Conclusions The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil's cognitive experiences than is achieved by viewing a film about dyslexia.
Regulation of Motivation: Contextual and Social Aspects
Authors: Wolters Christopher A. 
Published: November 2021

Background Models of self-regulated learning have been used extensively as a way of understanding how students understand, monitor, and manage their own academic functioning. The regulation of motivation is a facet of self-regulated learning that describes students’ efforts to control their own motivation or motivational processing. The regulation of motivation includes students’ knowledge, monitoring, and active management of their motivation or motivational processing. Purpose The purpose of this article is threefold. One, a conceptual understanding of regulation of motivation highlighting three core facets is presented. These aspects are knowledge of motivation, monitoring of motivation, and use of strategies to regulate motivation. Two, prior empirical work documenting the regulation of motivation across contexts is reviewed. This work indicates that students at different developmental levels use motivational regulation strategies and that their use varies as a function of the academic task or context. Three, social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes are discussed. Research Design This article is an analytic essay in which selected prior research is reviewed only briefly. Conclusions/Recommendations Overall, it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly. Specific avenues for future studies are noted and include work that examines students’ knowledge and monitoring of motivation, how regulation of motivation varies across contexts, and how instructional and social processes impact its development.
Teacher Effects in Early Grades: Evidence from a Randomized Study
Authors: Konstantopoulos Spyros 
Published: November 2021

Background/Context One important question to educational research is whether teachers can influence student achievement over time. This question is related to the durability of teacher effects on student achievement in successive grades. The research evidence about teacher effects on student achievement has been somewhat mixed. Some education production function studies seem to suggest that the effects of observed teacher characteristics on student achievement are negligible, while others suggest that they are considerable (Greenwald, Hedges, & Laine, 1996; Hanushek, 1986). Other studies have consistently documented that teachers differ substantially in their effectiveness measured as between-classroom variation in achievement adjusted by student background (Hanushek, 1986; Nye et al., 2004; Rivkin et al., 2005). Thus far, there is no evidence about the persistence of teacher effects in early grades using high quality data from a randomized experiment. Purpose/Objective/Research Question/Focus of Study This study examines the enduring benefits of teacher effects on student achievement in early elementary grades using high quality experimental data from Project STAR. I am interested in determining the persistence of teacher effects in early grades and whether teacher effects remain strong predictors of student achievement or fade over a four-year period for kindergarten through third grade. Research Design I computed teacher effects as classroom-specific random effects and then I used them as predictors of student achievement in subsequent years. I also examined whether teacher effects persisted through third grade. Multilevel models were used to conduct the analysis. The results suggest that overall teacher effects in early grades are evident through third grade in reading and mathematics achievement. Findings/Results The findings support the idea that teachers do matter and significantly affect reading and mathematics achievement not only in the current or the following year, but in subsequent years as well. However, the results also show that teacher effects estimates in previous grades are smaller than estimates in later grades. The teacher effects are more pronounced in reading. Conclusions Students who receive effective teachers at the 85th percentile of the teacher effectiveness distribution in three consecutive grades kindergarten through second grade would experience achievement increases of about one-third of a SD in reading in third grade. These effects are considerable and comparable to achievement increases caused by cumulative effects of small classes in early grades. Such effects in education are important and are nearly one-third of a year's growth in achievement (Hill, Bloom, Black, & Lipsey, 2008).
The Essay as a Pedagogical Form: Teacher Education and Stanley Cavell's Ordinary Language Philosophy
Authors: Kwak Duck-Joo 
Published: November 2021

Background/Context The view of philosophy of education as “practical philosophy” initiated by Wilfred Carr has been a focus of recent educational discourses. What “practical” means here is closely associated with the educative aspect of “philosophical practice” itself. This article attempts to explore another educative aspect of philosophical practice, as manifested in Stanley Cavell's ordinary language philosophy. This will enable us to refine the humanistic approach to teacher education proposed by David Hansen as a fruitful way of equipping would-be teachers with a humanistic sensibility. Such an approach is needed if teachers are to respond to the highly complex and unpredictable circumstances that they face in the rapidly changing educational environments of today's globalizing world. Purpose/Objective/Research Question/Focus of Study How can Stanley Cavell's practice of ordinary language philosophy, its underlying method and aspiration, be an exemplary case of “the essay form” of thinking and writing? “The essay form” here refers to a form of writing that Michael de Montaigne, the 16th-century Renaissance humanist, invented as a pedagogical practice for “trying oneself out” or “putting oneself to the test.” Research Design This article is an analytic essay that develops an argument based on textual evidence from relevant philosophical literature. Conclusion Cavell's practice of ordinary language philosophy can be described as a nonauthoritative pedagogical practice that pursues the transformation of one's sensibility by cultivating the first-person voice of self-knowledge. Thus, this can be a good source for our formulation of a humanistic approach to teacher education. But a more specific articulation of the constitutive structure of the essay form of writing needs to be made in order to have “philosophical reflection as the essay form” more adoptable by our educational program in teacher education and education in general.
Change(d) Agents: School Contexts and the Cultural/Professional Roles of New Teachers of Mexican Descent
Authors: Achinstein Betty , Ogawa Rodney T. 
Published: November 2021

Background/Context Educators and policymakers call for recruiting quality teachers of color in urban schools to promote educational opportunities for students of color by accessing cultural/linguistic resources. Yet little research has examined conditions that support or challenge Latina/o new teachers from performing as role models, culturally and linguistically responsive teachers, and agents of change. Purpose/Research Questions To examine conditions that support/challenge Latina/o teachers’ efforts to perform cultural/professional roles, we asked the following: (a) How and to what extent are the personal and professional backgrounds of Latina/o teachers associated with their performance as role models, culturally/linguistically responsive teachers, and agents of change? (b) How and to what extent are conditions in schools associated with the performance of Latina/o teachers as role models, culturally/linguistically responsive teachers, and agents of change? Participants Participants were drawn from a broader study about the socialization of 21 new teachers of color. The participants in the study reported here were 2 of the 11 teachers who identify as being of Mexican descent who work in urban, middle and high schools with high proportions of Latina/o student populations in California. Research Design/Data/Analysis This 4-year qualitative case study included teacher and administrator interviews, videotaped classroom observations, and focus groups. Analysis involved summarizing segments of data that referenced teacher background, school context, and teacher cultural/professional beliefs and practices; generating pattern codes; and conducting cross-case analysis. Findings Findings reveal the following: 1. Shaped by early schooling experiences and influenced by teacher preparation programs, these teachers are committed to increasing learning opportunities for Latina/o students by performing cultural/professional roles. 2. The teachers’ ability to perform these roles is shaped by the capital and power relations present in the schools where they work. We identify parallels between experiences of Latina/o youth, who are divested of cultural resources by “subtractive schooling” (Valenzuela, 1999) and experiences of Latina new teachers, who confront schooling challenges when attempting to perform cultural/professional roles. 3. The intersection of the teachers’ personal/professional backgrounds and school contexts resulted in these new teachers of color being change(d) agents— both agents of change and subjected to change by the system in which the teachers work. Conclusions Conclusions highlight how further research is needed to document culturally additive school conditions that support teachers of color to advance opportunities for students of color. Further, educational leaders and policymakers will need to reconsider the organizational contexts in which new teachers of color are expected to redress inequitable learning opportunities for nondominant youth.
(Re)Constructing Home and School: Immigrant Parents, Agency, and the (Un)Desirability of Bridging Multiple Worlds
Authors: Doucet Fabienne 
Published: November 2021

Background/Context This study examines the tactics that Haitian immigrant parents used to negotiate the boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school. Purpose/Objective/Research Question/Focus of Study The following research questions were explored: (1) Why do Haitian immigrant parents resist bridges between the worlds of home and school? (2) How might this resistance be seen as a show of agency? (3) How do the resistance and agency of Haitian immigrants complicate the in-school/out-of-school dichotomy and push theories that too easily bring in-school and out-of-school worlds together? Setting Greater Boston, Massachusetts. Population/Participants/Subjects Participants were 54 parents of Haiti-born (1.5 generation) and U.S.-born (second generation) Haitian American adolescents. Research Design The study draws from a subset of data collected with Haitian families in a large longitudinal study of newly arrived immigrants from five different countries and from data collected in a supplemental study of second-generation Haitian families. Data sources include structured interviews and field notes. Data Collection and Analysis Data were collected by bilingual, bicultural research assistants. Interviews were recorded whenever possible, transcribed, and, if necessary, translated to English. Data were analyzed for this article using classic qualitative thematic analysis techniques. Findings/Results The findings suggest that parents actively constructed and reconstructed distinct boundaries for home and school rather than being passive victims of these boundaries. Three metathemes and seven related themes emerged related to the research questions: protecting the home terrain (displayed as a concern with family privacy; parental strictness; and discouraging friendships); equating schools with Americanization (shown through criticisms of U.S. schools/schooling; and parents’ limited contact with school), and negotiating a seat at the table (through parental advocacy; and reciprocal partnership-seeking) Conclusions/Recommendations These findings question the pervasive notion in educational literature and practice that close links between home and school should be the goal of both teachers and families.
Cultural Dialogue as Identity-Work
Authors: McLean Cheryl A. 
Published: November 2021

I don't want to feel out of place (pauses, searching for the “right” words). I don't want to have my difference hinder me. But, help me if anything. So, I want to express myself so they can understand me—so, that I can communicate. But, in Jamaica, when I was a little kid, you always heard crazy little things when you're a kid (laughs). And, you're like: “Oh, they act like this, and they do this. They're so silly: They spell color without the u.” And they didn't necessarily seem to make it a bad thing to be that way, but it was understood that we were different. And, I liked being different. I liked being Jamaican. And, so I got here and um… It's like it didn't seem that weird. And, then I was worried that it doesn't seem that weird because I'm LIKE THEM! So, when I lost my accent, I was worried that I would lose being Jamaican. I was afraid that I'd lose my identity. (LeeAnn [pseudonym])