bluuebunny/crossref_metadata_2025_split huggingface dataset:
Toward the Relational Management of Educational Measurement Data
Authors: Chung Gregory 
Published: November 2021

Background Historically, significant advances in scientific understanding have followed advances in measurement and observation. As the resolving power of an instrument increased, so have gains in the understanding of the phenomena being observed. Modern interactive systems are potentially the new “microscopes” when they are instrumented to record fine-grained observations of what students do in an online task. Advances in the conceptualization, design, and analyses of such interaction data enable the discovery of learning patterns and can power new applications. One application, personalization, is one of 14 engineering Grand Challenges identified by the National Academy of Engineering (2008). Purpose This article examines three levels of data available in online systems that can be used to understand student performance. Empirical research is reviewed to examine three fundamental questions: To what extent does students’ online behavior (a) relate to their cognitive processing, and to what extent can student behavior (b) be used to model their problem solving process and (c) be used diagnostically to reveal understandings and misconceptions? Participants The reviewed studies involved participants from college and K12 settings. Research Design The reviewed studies all focused on learning processes and outcomes. Nearly all studies had high frequency process-tracing data such as concurrent think-alouds, moment-to-moment telemetry, or both. Participants interacted with an online task on an academic subject. The task typically spanned one or a few class periods, and the studies collectively examined relations among students’ online behavior, cognitive processes (via think-alouds), and external measures of learning. Data Collection and Analysis In the reviewed studies, students’ online behavior was captured by instrumenting the system to capture and log interaction events. The more sophisticated approaches used a telemetry design based on the presumed cognitive processing occurring in the system. Findings In general, measures derived from students’ online behavior can be used (a) to decide when to intervene to influence learning processes (e.g., increased help seeking) and outcomes (e.g., improved course grades) and (b) as proxy measures of cognitive processing, understanding, and misconceptions. Conclusions In the coming years, multiple levels of data will be fused to better understand the student, including static data such as demographics, low-frequency data such as interactions within a learning management system, and high frequency data such as moment-to-moment interactions in a digital app. As education enters the era of big data and transmedia-based learning, data of and for an individual will power new applications to realize the promise of personalized instruction.
Balancing Skills and Challenges: Exploring the Concept of Relational Engagement in Combined Group and One-On-One Mentoring for Adolescent Girls
Authors: Markowitz Ellen S. , Deutsch Nancy L. , Lawrence Edith C. 
Published: November 2021

This study explored engagement in interpersonal relationships within the context of combined group and one-on-one mentoring. Using flow theory, we propose that “relational flow” requires an optimal balance between an individual's relational skills and the challenges inherent in relationship development. The Young Women Leaders Program (YWLP) is a relationally based after-school program for early adolescent girls that combines structured group time with one-on-one mentoring. Researchers explored relational engagement through interviews with seventh-grade participants and group observations. Results indicated that four relational processes occurred that made girls feel more comfortable: (1) giving advice and helping, (2) asking questions/reaching out, (3) sharing and opening up, and (4) spending time with/being there for them. These processes helped the adolescent girls feel closer to and more comfortable with both mentors and peers by reducing feelings of anxiety or self-consciousness, thus freeing them to experience relational flow. The group also provided a safe context for girls to stretch their relational skills and appeared to mitigate the relational challenges associated with a new one-on-one mentoring relationship. This study presents a conceptual model of relational engagement and suggests that this may be a critical component for girls in out-of-school programming. A group of girls and their mentors are sitting in a circle talking about “boy problems.” One girl, Ann, shares that she and her friend like the same boy and she is not sure what to do. A mentor suggests that both girls could find another guy. “It's not worth the friendship,” she says. Ann chimes in with “Unless he's really cute!” Another girl, Shantel, agrees with Ann. “Sometimes it is [worth the friendship].” The mentors laugh, saying, “Not in seventh grade! It is not worth losing your friendship over a boy.” But Ann seems stuck on the boy. When asked for a suggestion of something positive her peer could do, Ann says, “Have the guy choose.” A mentor asks what would be the pros of that idea. Shantel answers, “If he picks you, you feel good about yourself.” The mentor nods and adds, “So I guess the con is if he doesn't pick you, you don't feel good.” Ann and Shantel are in agreement that both would leave their friend for the guy. A third girl shakes her head, disagreeing with her peers, saying it's not worth the friendship.
Creating Hybrid Spaces for Talk: Humor as a Resource Learners Bring to Informal Learning Contexts
Authors: Ash Doris 
Published: November 2021

This chapter focuses on recognizing humor as a powerful resource for visitors from culturally and linguistically diverse backgrounds who are new to learning contexts, such as museums and aquariums. By using humor, visitors negotiate hybrid learning spaces, as well as gain authority in informal settings. Humor… serves a number of functions—social cohesion or rupture, the cementing of relationships… persuasion through the distraction of entertainment, and the simultaneous challenge and reinforcement of the status quo. (Moreau & Enahoro, 2012, p. 1)
A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students
Authors: Barr Dennis J. , Boulay Beth , Selman Robert L. , Mccormick Rachel , Lowenstein Ethan , Gamse Beth , Fine Melinda , Leonard M. Brielle 
Published: November 2021

Background/Context Billions of dollars are spent annually on professional development (PD) for educators, yet few randomized controlled trials (RCT) have demonstrated the ultimate impact PD has on student learning. Further, while policymakers and others speak to the role schools should play in developing students’ civic awareness, RCTs of PD designed to foster civic learning are rare. This randomized controlled trial contributes to the knowledge base on the effectiveness of PD designed to integrate civic learning, ethical reflection, and historical thinking skills into high school humanities courses. Focus of Study The study examined the impact of a PD intervention in two areas: (a) teacher self-efficacy, burnout, and professional engagement and satisfaction; and (b) the academic, civic, social, and ethical competencies of 9th and 10th grade students in the teachers’ classes. Population/Participants/Subjects The study involved 113 teachers and 1,371 9th and 10th grade students in 60 high schools from eight metropolitan regions in the United States. Intervention/Program/Practice The intervention, Facing History and Ourselves, provides PD through a five-day seminar, curricular materials, and follow-up coaching and workshops to help teachers develop their capacities to implement an interdisciplinary historical case study unit using student-centered pedagogy. Research Design The study used a school-level, randomized, experimental design to investigate impacts of the intervention for teachers and their 9th and 10th grade students. Findings/Results Intervention teachers showed significantly greater self-efficacy in all eight assessed domains, more positive perceptions of professional support, satisfaction and growth, and greater personal accomplishment. Intervention students demonstrated stronger skills for analyzing evidence, agency, and cause and effect on a historical understanding performance measure; greater self-reported civic efficacy and tolerance for others with different views; and more positive perceptions of the classroom climate and the opportunities afforded for engaging with civic matters. Fidelity analysis found these causal effects despite the fact that roughly half of the intervention teachers did not fully implement the program. Conclusions/Recommendations Educators need evidence-based approaches for teaching complex social, civic, and political issues enabling students of diverse mindsets and backgrounds to engage constructively with one another while obtaining necessary skills and knowledge. These findings provide empirical support for a professional development approach that engages teachers in fostering academic and civic competencies critical to both participation in a democracy and success in college and career.
Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement
Authors: Adams Curt M. , Forsyth Patrick B. , Dollarhide Ellen , Miskell Ryan , Ware Jordan 
Published: November 2021

Background/Context Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where attention disproportionately centers on the pathology of these environments rather than social attributes that contribute to student growth. Research Purpose Our purpose in this study was to determine if a self-regulatory climate works through student self-regulation to influence academic achievement. We hypothesized that (1) self-regulatory climate explains school-level differences in self-regulated learning, and (2) self-regulated learning mediates the relationship between self-regulatory climate and math achievement. Research Design We used ex post facto survey data from students and teachers in 80 elementary and secondary schools from a large, southwestern urban school district. A multilevel modeling building process in HLM 7.0 was used to test our hypotheses. Results Both hypotheses were supported. Self-regulatory climate explained significant school-level variance in self-regulated learning. Additionally, student self-regulated learning mediated the relationship between self-regulatory climate and math achievement. Conclusions Our results suggest that schools, like teachers, have differential effects on the motivational resources of students, with self-regulatory climate being an essential social condition for self-regulation and achievement. We believe self-regulatory climate has value for educators seeking to provide equitable learning opportunities for all students and for researchers seeking to account for achievement differences attributed to schools. In both cases, self-regulatory climate advances a construct and measure that conceptualizes and operationalizes school-level support for psychological needs.
College for All Latinos? The Role of High School Messages in Facing College Challenges
Authors: Martinez Guadalupe F. , Deil-Amen Regina 
Published: November 2021

Background Differences exist between high schools in their commitment to and efforts toward guiding and aiding students in their postsecondary pathways; however, little is known about how the curricular experiences of high school students, and the related messages they receive, shape their sense of university readiness and postenrollment persistence behaviors and decisions. Although Latino students have struggled to succeed in college, few qualitative studies elaborated their experiences as they transition into universities. This is problematic given that Latino students are not a uniform group and often originate from differing high school contexts. The messages Latino students interpret about college-going while in high school can have bearing on their subjective framings of the challenges they later face that could threaten their university persistence. Purpose We explore how Latino students originating from various high school types experience the university transition process and their first year at a four-year university. We focus on the extent to which Latino students of different socioeconomic status (SES) levels and curriculum placement report the presence of either “college-for-all” or gatekeeping norms at their high school to understand the influence of such norms on their university persistence. Lori Diane Hill's “college-linking” approaches also serve as a framework for the influence of high school contexts in promoting certain norms for these Latino students. Research Design This two-part qualitative study includes 131 Latino students attending a broad access university. Data were analyzed from essays and two sets of semistructured interviews. First, we describe how these messages shape their perspectives regarding their university aspirations. Second, we examine how their self-assessment transforms during their first year of university study and its relevance to their persistence decisions and behaviors. Results Findings indicate that students were differentially exposed to a college-for-all or gate-keeping ideology based on their high school SES and curriculum placement. Once at the university, students reflected on these past high school messages, reinterpreting and applying them to their first-year university experience. Generally, students exposed to college-for-all messages described feeling deceived about their readiness, whereas those exposed to gatekeeping felt inadequate and doubted their ability to persist through first-year challenges. Conclusions Recommendations consider the implications that college-linking and high school messages may have on persistence decisions. We reconceptualize notions of university readiness by infusing new subjective components not addressed in prior research.
Teacher Turnover in High-Poverty Schools: What We Know and Can Do
Authors: Simon Nicole , Johnson Susan Moore 
Published: November 2021

Background/Context Over the past three decades, teacher turnover has increased substantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving large numbers of students of color usually transfer to schools serving wealthier, Whiter student populations. Some researchers have interpreted this trend to mean that “teachers systematically favor higher-achieving, non-minority, non-low-income students.” These ideas have influenced policy analysis concerning high-poverty schools but offered little guidance for those who would address this problem. Purpose/Objective/Research Question/Focus of Study This article presents an alternative explanation for turnover—one grounded in organizational theory and substantiated by an emerging line of research. In doing so, it reframes the debate over what fuels high rates of teacher turnover in high-poverty schools and provides advice for policy makers and practitioners, as well as recommendations for productive possibilities for future research. Research Design This article reviews six studies analyzing turnover as a function of school context rather than as a function of student demographics. Based on the patterns regarding what factors influence teacher departures across these studies, we pursue these predictors by summarizing what is known about them and how each supports teachers’ work. Findings/Results The six overarching studies reviewed here collectively suggest that teachers who leave high-poverty schools are not feeing their students. Rather, they are feeing the poor working conditions that make it difficult for them to teach and for their students to learn. The working conditions that teachers prize most—and those that best predict their satisfaction and retention—are social in nature. They include school leadership, collegial relationships, and elements of school culture. Conclusions/Recommendations The poor working conditions common in America's neediest schools explain away most, if not all, of the relationship between student characteristics and teacher attrition. This is important because, unlike demographic characteristics of students, working conditions can be addressed. Policy makers and practitioners have many options for improving aspects of the school environment, and, although more research can inform this work, much is already known about what matters to teachers as they are deciding whether to continue teaching in their schools.
Factors Influencing the Functioning of Data Teams
Authors: Schildkamp Kim , Poortman Cindy 
Published: November 2021

Background Data-based decision making can lead to increased student achievement; however, schools struggle with the implementation of data-based decision making. Professional development in the use of data is therefore urgently needed. However, professional development is often ineffective in terms of improving the knowledge, skills, and attitude of the receiver. Purpose We need a more fundamental understanding of how we can increase the effectiveness of data-use-related professional development. This study therefore focuses on the factors influencing a professional development intervention for data-based decision making: the data team procedure. Data teams are teams of teachers and school leaders who collaboratively learn how to use data, following a structured approach and guided by a facilitator from the university. Based on an extensive literature review, we developed a data use framework in which the use of data is influenced by data characteristics, school organization characteristics, and user and team characteristics. Research Design We conducted case studies. Data Collection We focused on observing in depth the factors that influence the work of the data teams and interviewing the data team members about these factors. Four data teams of six schools for upper secondary education were followed over a period of 2 years. We observed and analyzed 34 meetings and analyzed 23 interviews, combined with our field notes. Although this pilot study only permits analytical generalization of the findings, the findings provide more in-depth insight into the factors that enable and hinder interventions, focusing on supporting collaborative data use in schools. Findings The results show that several data characteristics (access and availability of high-quality data), school organizational characteristics (a shared goal, leadership, training and support, involvement of relevant stakeholders), and individual and team characteristics (data literacy, pedagogical content knowledge [PCK], organizational knowledge, attitude, and collaboration) influence the use of data in data teams. The results also show that these influencing factors are interrelated. Conclusions Schools need support in all aspects of the use of data (from formulation of a problem definition to taking action based on the data). This study can form a starting point for larger studies into the factors influencing these types of professional development interventions to ensure effective implementation and sustainability.
College for All and Community College for None: Stigma in High-Achieving High Schools
Authors: Holland Megan M. 
Published: November 2021

Background/Context In recent years, college attendance has become a universal aspiration. These rising ambitions have been attributed to the “college-for-all” norm, which encourages all students to aim for college attendance; however, not all students are prepared for the college application process or college-level work. Research Questions This research examines how students interpret the pressure to attend college, particularly four-year schools, when not all students have the same resources needed to negotiate the college process. The study focused on the following questions: What are students’ future educational and work aspirations? Is the college-for-all culture salient for them, and if so, how do they interpret it within the specific context of their high schools? How do they reconcile the pressure to attend college with a lack of economic resources, college knowledge, and college preparation? Research Design Qualitative methods were used to examine how students experienced the college-for-all norm and how this affected their college application behaviors and decisions. Semistructured interviews with 89 juniors and seniors were conducted across two racially and socioeconomically diverse high schools, and a subsample of students was followed over time to see how aspirations and plans changed and evolved. School counselors and other school faculty were also interviewed. Observations were conducted at the schools over two years, and a short survey was administered to students in the sample. Findings/Results The findings indicate that the “college-for-all” norm was interpreted as “four-year college-for-all” in the two high schools, contributing to the development of a stigma surrounding community college attendance. Less advantaged students displayed just as high aspirations as their more advantaged peers but were forced to deal with the community college stigma to a greater degree. Students developed a number of stigma management strategies that varied by race, gender, and class. Conclusion/Recommendations Social structures and inequalities can be reproduced by stigmatizing processes that tend to affect those who lack power and social resources the most. These social structures influence the ways in which people manage stigma, leading to multiple strategies that can both reify and question that stigma. The community college stigma can be problematic if students avoid such schools in favor of expensive four-year colleges that they may not be academically prepared for. Understanding the pressure students feel to attend four-year schools may help school counselors and teachers present alternatives to students in more positive ways and encourage schools to focus more on adequate college preparation, along with college encouragement.