bluuebunny/crossref_metadata_2025_split huggingface dataset:
Negotiating the Boundaries of Parental School Engagement: The Role of Social Space and Symbolic Capital in Urban Teachers’ Perspectives
Authors: Durand Tina M. , Secakusuma Margaret 
Published: November 2021

Background/Context Research has documented the benefits of family and parental involvement in children's schooling, both developmentally and across domains. Classroom teachers play pivotal roles in establishing and maintaining home–school partnerships because of their sustained contact with children. Despite this, few studies have examined empirically how urban teachers actually define their own roles in helping schools to connect with diverse families and, especially, the power asymmetries that exist between families, teachers, and schools themselves in a climate of increased accountability and scrutiny of urban public schools. Purpose/Objectives Using Bourdieu's concepts of social space and symbolic capital, this qualitative study examined urban teachers’ perspectives on their roles in facilitating effective partnerships with diverse families and the ways that issues of power, authority, and the need for boundaries in home–school relationships were expressed in their discourse. Setting Data were gathered at four public schools in a major metropolitan city in the Northeast. All were racially/ethnically diverse (more than 50% non-White in all schools) and served high percentages of low-socioeconomic-status families. Participants Participants were 44 classroom teachers. All but two teachers were female; participants were racially diverse (42% White, 42% Black, 16% Latino/a) and had been teaching for an average of 17.25 years. Research Design Qualitative focus group interviews were conducted with teachers at each participating school site over the course of six months. Data Collection/Analysis Focus group data were analyzed using qualitative content analytic techniques. Findings/Results Analyses generated three themes that illustrated the powerful but contradictory positioning of teachers in facilitating authentic partnerships with families—(a) creating responsive relationships, (b) casting engagement as education, and (c) creating varied and tailored opportunities—yet also revealed teachers’ assertions of power and authority, most often expressed as a need for boundaries between home and school. Conclusions/Recommendations Findings support a progressive approach to family engagement and educator resistance whereby teachers engage in collaborative advocacy with urban families to reclaim the notion of teaching as a public service aimed at the promotion of equitable, accessible, and culturally responsive schools.
Do Nonresident Students Affect Prices for In-State Students at Public Colleges?
Authors: Kelchen Robert 
Published: November 2021

Background/Context Public colleges and universities have sought to recruit and enroll more students from outside their home state in an effort to both enhance institutional prestige and generate additional revenue from the higher tuition rates than nonresident students generally pay. A body of research has shown that nonresident students tend to be more economically advantaged and less racially diverse than in-state students and that increases in out-of-state students crowd out lower income and minority state residents from more selective public colleges. Purpose/Research Questions Although research has shown some adverse effects of additional nonresident enrollment, no prior research has examined whether the additional money generated from out-of-state students’ higher tuition rates is used to help make college more affordable for state residents. In this article, I examined whether increased percentages of nonresident students were associated with changes in the sticker or net prices of attendance at four-year public colleges and whether any relationships were different between broad-access and selective public colleges. Research Design I used data on college pricing and nonresident enrollment from the U.S. Department of Education's Integrated Postsecondary Education Data System from the 2000– 01 through 2013–14 academic years from 505 public four-year colleges in this analysis. I used panel regressions with controls for other state-level factors that could have affected nonresident enrollment. In my preferred specifications, I used Arellano–Bond estimators to account for autoregressive processes in the data and used a one-year lag between nonresident enrollment and when prices paid by in-state students were measured. Results and Conclusions There was no systematic relationship between changes in the percentage of nonresident students and the sticker or net prices faced by in-state students. This suggests that although state residents do not appear to be subsidizing an amenities arms race to attract students from other states, the additional tuition revenue coming from nonresident students is not being used to help subsidize in-state students. Future research should investigate how public colleges are using the additional revenue if it is not being used for student financial aid.
Exploring Freirean Culture Circles and Boalian Theatre as Pedagogies for Preparing Asset-Oriented Teacher Educators
Authors: Stillman Jamy , Beltramo John Luciano 
Published: November 2021

Background/Context Teacher educator development remains an undertaking that is both understudied and underavailable as an explicit professional path, despite scholarship suggesting that teacher education's transformative potential hinges on teacher educators’ pedagogical work. Purpose, Practice, & Participants This article reports on a qualitative study that explored the development of teacher educators who expressed deep commitments to educational equity for minoritized youth. Fifteen current and prospective teacher educators participated over three years in situated adaptations of two critical pedagogical approaches: Freirean culture circles, where participants engaged in critical dialogue around conflicts encountered in their teacher education work that involved issues of inequity, particularly deficit-based ideas of P–12 students and their families, and Boalian theatre (or teatro), interactive role-play where participants dramatically re-enacted these conflicts and imagined potential responses to them. This study examines the ways in which these critical pedagogical spaces facilitated participants’ development as asset-oriented teacher educators. Research Design & Data Collection This research represents an ethnographic self-study, as the authors engaged in culture circles and teatro as participant-researchers. To study these spaces of critical teacher educator development, the authors collected ethnographic data, which included semistructured interviews with each participant, field notes, and audio/ video recordings of dialogue and role-play, as well as participant written reflections. Findings/Results Through their engagement in culture circles and teatro, participants came to recognize some of the micro-pedagogies of asset-oriented teacher education, grappled with the relational dimensions of teacher learning, became familiar with possible tools of asset-oriented teacher education, and interrogated the social, political, and historical dimensions of the work. In doing so, they understood each area as linked both to specific settings and individuals and as connected to more common dilemmas that may play out across teacher education contexts. Conclusions/Recommendations While cautioning against widespread, mechanistic implementation, the authors recognize culture circles and teatro as offering special promise for the development of asset-oriented teacher educators. In particular, findings suggest that these critical pedagogies support the conditions for learning—particularly spaces that center participants’ identities and experiential conflicts—that can cultivate complex understandings about, and tools for engaging, the contingent work of asset-oriented teacher education. Such spaces seem particularly well equipped to cultivate critical understandings deemed essential for transforming the field of teacher education.
Stable or Changing? Racial/Ethnic Compositions in American Public Schools, 2000 to 2015
Authors: Warkentien Siri 
Published: November 2021

Background/Context Trends in district and metropolitan school segregation over the past several decades have been well documented, but less attention has focused on the racial/ethnic composition changes at individual schools that generate aggregate trends. These shortcomings limit our ability to understand complex and dynamic patterns of racial/ethnic change within schools, which may in turn prevent policy interventions that could increase school diversity and direct needed educational resources to schools. Purpose/Objective/Research Question/Focus of Study This study identifies distinct trajectories of racial/ethnic change occurring in public elementary schools between 2000 and 2015 and describes the characteristics and prevalence of each trajectory. In addition, the study examines how initial levels of school poverty are associated with membership in different trajectories. Research Design This secondary data analysis relies on data from the National Center for Education Statistics Common Core of Data (CCD) and employs latent class growth analysis. Findings/Results Despite the rapidly changing demographics of the overall student population, approximately 45% of all public elementary schools in the sample had stable racial compositions between 2000 and 2015. Close to half of the remaining schools, about 25% overall, experienced racial change at such a pace that they will be completely minority isolated within the next several decades if the pace continues. In the remaining schools, the pace of racial change is sufficiently slow to maintain diverse schools for many decades. Schools experiencing rapid Hispanic growth tend to have initially higher proportions of low-income students, indicating where racial change may likely occur and where schools will become racially and socioeconomically isolated without proactive policies in place. Conclusions/Recommendations Results suggest that absent intentional interventions that target the type of change trajectories being experienced at the school level, the overall increasing diversity of the student population will not likely lead to sustainably diverse schools for the majority of students. Providing the benefits of a non-racially isolated education for all children is possible, but we must first identify the school trajectories of change and stability, then determine the most appropriate strategy for improving school diversity, and finally provide the resources and policies needed to foster and maintain diverse schools that are inclusive of all students.
Opening the Gates: Detracking and the International Baccalaureate
Authors: Atteberry Allison , Lacour Sarah E. , Burris Carol , Welner Kevin , Murphy John 
Published: November 2021

Background/Context There is broad agreement about the benefits of taking AP and/or IB courses in high school. Nonetheless, student access to such courses remains uneven and inequitable, due largely to the practice of tracking students by perceived “ability.” These tracking practices are often defended based on the contention that detracking and mixed-ability classes are impractical or unworkable. This study's conclusions inform the policy debate on the efficacy of detracking as an instructional strategy and add to the emerging literature concerning the potential of providing a school's most challenging, highest quality curriculum to all students. Research Questions We study a reform that combines two basic elements: detracking in Grades 6 through 10 plus open IB enrollment in Grades 11 and 12. We answer four questions: (a) Did greater numbers (and proportions) of students enroll in IB courses as the district progressively detracked its math and ELA courses? (b) As detracking took place over time, did IB courses become accessible to a broader range of students with respect to prior achievement? (c) How did students who enrolled in IB courses after detracking perform on their end-of-course IB assessments, conditional on prior achievement? Here we particularly focus on whether high-performing students appeared to perform worse on the IB assessments as the IB classes were composed of higher numbers of students with lower prior achievement. (d) Conditional on taking a math IB course, did students become less likely to take the more challenging Math SL IB course (relative to the less challenging Math Studies IB course)? Intervention/Program/Practice Policy to detrack access to high school IB courses. Research Design: We use an interrupted time series approach to examine whether the onset of detracking coincided with (a) increased IB participation or (b) decreased IB scores. We also document whether low-, middle-, or high-prior skill groups of students perform less well during detracking. Finally, we explore whether racial achievement gaps on statewide assessments were exacerbated by detracking. Recommendations The results associated with this detracking reform challenged two widespread beliefs. First, the school's highest achievers continued to succeed in the more heterogeneous IB classes. Second, the average IB scores for the school's lower achievers were the same or higher after detracking began, even though many more such students enrolled in those courses. In short, this case study documents the potential for not rationing the enriched, world-class curriculum of the International Baccalaureate.
Mapping Curricular Assemblages
Authors: Eaton Paul William , Hendry Petra Munro 
Published: November 2021

Background/Context This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action. Conclusions The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being∼becoming.
“Like Having a Tiger by the Tail”: A Qualitative Analysis of the Provision of Online Education in Higher Education
Authors: Ortagus Justin C. , Derreth R. Tyler 
Published: November 2021

Background/Context Online education has become an increasingly prevalent medium of instruction and the primary source of enrollment growth for colleges and universities. The well-documented growth of online education is often regarded as a response to rising costs in higher education, but the same cost-saving strategies that would allow institutions to increase their net revenue through online education may also serve to endanger the quality of student learning. Purpose/Objective/Research Question/Focus of Study This study explores how leading universities reconcile financial and quality considerations when offering online education. Research Design Drawing from interviews with 22 administrators, faculty members, and instructional designers, we conduct a qualitative analysis of how to navigate financial and quality considerations pertaining to the development and delivery of online courses and exclusively online degree programs. Findings/Results The central finding of this study focuses on the importance and pursuit of quality as an actionable goal when offering online education. We also find emergent themes related to the business model of online education, the influence of online education on the changing faculty role, and the shift toward student-centered learning in online education. Conclusions/Recommendations We offer a novel conceptual model, the Model of Quality-Driven Decision-Making in Online Education, to show how universities can navigate financial and quality considerations when offering online education in higher education.
“More than Equivalent to a Year of College”: Hubert Harrison and Informal Education in Harlem's New Negro Movement
Authors: Nocera Amato 
Published: November 2021

Background/Context Spurred on by the mass migration of African Americans from the South and blacks from the Caribbean, Harlem by the 1920s was defined by its association with New Negro culture and was widely known as the “mecca” of black life. The New Negro movement, as the period was called by contemporaries, has become a focus of scholars interested in black radical politics. Still, there has yet to be a focused study of the underlying educational experiences that helped create the New Negro movement and the mass political awakening that accompanied it. Focus of Study This paper takes as its focus Hubert Harrison, an Afro-Caribbean immigrant who arrived in New York City at the dawn of the New Negro movement and became a leading public intellectual and educator of the movement. In particular, it focuses on Harrison's participation and influence in several dimensions of the network of informal education that emerged as a part of Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press. After a brief overview of Harrison and his political development, I examine each educational practice, discussing both Harrison's contribution and the wider culture of radical education he helped to create. I argue that at the foundation of the New Negro movement—and the burgeoning political consciousness among inhabitants of the uptown neighborhood in New York—was a system of education unlike anything that could be found inside a classroom. It was dynamic, democratic, and for many black residents moving into Harlem, inspirational. Research Design This paper uses archival materials from Hubert Harrison's papers at Columbia University. Those include newspaper clippings, diary entries, and pamphlets for talks and courses, among other material. It also draws upon newspapers and reports from the period as well as secondary literature on the topic. Conclusions/Recommendations While education scholars have often grappled with the limits of school as a mechanism for changing society, the history of Harrison and informal education in Harlem reveals the importance of political education outside the classroom in creating and sustaining social movements. For Harrison and the Harlemites of the 1920s, street oratory, educational forums, and a radical black press served as essential mechanisms for broadening what historian Robin D. G. Kelley has called the “black radical imagination.” Yet the educative experience of blacks arriving in Harlem is not so different from the experience of others who have participated in social movements in the 20th and 21st centuries. The challenge for scholars is not to identify and study political movements that can be linked to various forms of schooling, but to identify the educative dimensions of social uprising that take place beyond the walls of the classroom.
Evidence of Failure: How High School Counselors and Administrators Make Sense of Promise Scholarship Merit Requirements
Authors: Rifelj Kelly Krupa , Kuttner Paul J. 
Published: November 2021

Background Promise scholarship programs designed to increase college access and success are proliferating across the country. However, little research has investigated how such programs are implemented or how differences in program design, such as the inclusion of merit requirements, could affect the success of these initiatives. Project/Research Design This study is part of a randomized control trial examining outcomes of the Degree Project (TDP), a $12,000 promise scholarship for students in a Midwestern urban school district. TDP was designed with GPA and attendance merit requirements in order to understand the impact of a targeted scholarship design. Purpose We set out to understand how school staff tasked with implementing the Degree Project scholarship made sense of the program, its merit requirements, and data on students meeting those requirements and how this sensemaking may have affected the attitudes and actions of staff in ways that could alter the impact of the program on students. Data collection/Analysis Over the first two program years, we conducted interviews in over 90% of treatment schools (year 1 N = 17; year 2 N = 15). Using theories of sensemaking and attribution, we analyzed how staff used data from the merit requirements as evidence to frame the program as a success or failure. Findings We find that some school staff used data on the number of students still on track for the scholarship as evidence that TDP was succeeding or—more often—failing. Moreover, they mainly attributed this success or failure to characteristics of the students themselves and rarely to their own work practice. Staff who saw the program as failing were in schools that already had lower academic achievement, and there is evidence that they took fewer actions to support student access to TDP than did staff in higher-performing schools. Conclusions These findings raise concerns that staff sensemaking around TDP may be reinforcing low expectations of students and deficit discourses of youth from low-wealth communities of color, as well as stratification of access to college-related support. Additionally, it raises important implementation and equity concerns about both promise programs’ use of merit requirements and data use in schools in general.