bluuebunny/crossref_metadata_2025_split huggingface dataset:
Is Music Haram? Jordanian Girls Educating Each Other about Nation, Faith, and Gender in School
Authors: Adely Fida J. 
Published: February 2022

Purpose This research explores the importance of extracurricular activities, specifically music performances of a high school music group in Jordan, for the education of adolescent girls about patriotism, the proper way to live their faith, and their role as young women in contemporary Jordan. Setting Article is based on research in a high school for girls in a Jordanian city. Research Design The research presented in this article draws upon an ethnographic study, including interviews and observation, of a girls’ high school in Jordan, and event analysis of school-sponsored assemblies in and outside of school. Conclusions/Recommendations The participation of adolescent girls in music performances at patriotic events—the culmination of extracurricular activities at school—brought to the fore conflicts between patriotism and new forms of religiosity and gendered propriety, creating opportunities for young women to deliberate about these critical issues.
On Sentimental Education among College Students
Authors: Sabin Portia Culver 
Published: February 2022

Background/Context This study attempts to join the debate around the definition of “education” by looking at it as an ongoing, everyday social practice. It follows decades of work done on “love” in America and opens an inquiry into “friendship” as a product of situated practical action. It also challenges social science to shift its focus from the shaped individual to the social processes of shaping and transforming. Purpose To study the development and maintenance of relationships between college students in America. Setting A freshman-only college dormitory in the Pacific Northwest of the United States. Population: Twenty-four18- and 19-year-old first- and second-year college students. Research Design This is an ethnographic study of students. The author lived in a college dormitory and conducted participant observation and informal interviews with the students. Conclusions/Recommendations “Education” may be understood as an ongoing social practice. Social interaction cannot be approached from the standpoint that behavior is based on previously accumulated knowledge. Rather, interaction must be understood as the complex locus of people doing things together: being held accountable, coercing, and resisting each other. As meaning is made through social interaction, the process of social interaction might be termed an ongoing, deliberate, critical process of finding out what is going on. And people find out by instructing and being instructed by those around them. It is for this reason that we suggest that the focus of our research needs to be shifted from the shaped or transformed individual to the social processes of shaping and transforming.
Caught in the Current: A Self-Study of State-Mandated Compliance in a Teacher Education Program
Authors: Kornfeld John , Grady Karen , Marker Perry M. , Ruddell Martha Rapp 
Published: February 2022

Background/Context The nationwide preoccupation with accountability continues to grow, with teacher credentialing programs facing growing scrutiny through state-mandated accountability systems. In response to Senate Bill 2042 passed by the California state legislature in 1998, the California Commission for Teacher Credentialing (CCTC) established new standards to which all credentialing institutions in the state must comply. Implementing credential programs aligned to the new standards could have an enormous impact on teacher education in California. The way we use language in particular contexts not only represents perspectives, but creates them as well. Therefore, California's new teacher education standards, replete with their highly prescriptive language, could conceivably result in a new standardization of the way teacher educators conceptualize and implement programs throughout the state. Focus of Study The authors examine the impact of California's state-mandated revision of teacher education programs on their department's—as well as on individual faculty members'— approach to teacher education. They explore the extent to which faculty were able to uphold their department's ideals of a progressive, learner-centered teacher education program—in spite of the state's stringent new requirements. Setting The research took place in the secondary teacher education department at a California State University. Participants The participants were all ten full-time faculty members in the department at the time of the program revision. Research Design In this qualitative self-study, the authors conducted and analyzed interviews with department members, and analyzed discussions in department meetings, program documents, and conversations (formal and informal) among the authors themselves. Drawing from critical discourse theory, the authors investigate the ways that the discursive practices in state regulations governing teacher education variously positioned members of the department, making particular teacher educator subjectivities available, and examine how faculty members both adopted and resisted these subjectivities as the department developed and implemented the new state-required program. Findings In spite of claims by faculty that the standardization process had little impact on their approach to teaching, the authors’ analysis of interview and conversational data and documents suggests otherwise. Faculty members’ increased use of technocratic language and terminology reflecting compliance with the new state standards reveals a substantive shift in the ways they think about what they do. Conclusions The authors argue that no one should assume he or she is immune to the effects of top-down standardization; but they note that this type of self-study process can enable faculty to realign their actions with their beliefs, to regain control of their discourse and of their identities as teacher educators.
School Bullying and Current Educational Practice: Re-Imagining Theories of Educational Transformation
Authors: Jacobson Ronald B. 
Published: February 2022

Background/Context Bullying within schools continues despite thoughtful and well-researched anti-bullying strategies deployed against it. The bulk of research targeted toward understanding and eradicating bullying within schools is of an empirical nature. In other words, through data collection, questionnaires, interviews, ethnography, observation, case studies, etc., researchers have sought to carefully assess bully/victim characteristics as well as the social processes that fuel bullying within schools. Purpose This project considers educational transformation (i.e., how we might transform those we educate) through a variety of pertinent, yet diverse, lenses. Specifically this paper is situated in the conviction that in order to stop bullying we must affect desire. We ask, then, how philosophical theories of transformation, specifically those regarding changes in dispositions, might contribute to our understanding of school bullying and current strategies aimed at reducing it. In short, the driving question underlying this project simply asks: how can we help the bully to no longer desire to bully? Research Design In contrast to the traditional empirical methodology which has been directed toward bullying research, this project employs several alternative philosophical and theoretical lenses, seeking to view bullying and the strategies aimed against it from diverse perspectives, raising fresh insights into this ongoing educational dilemma. Three broad philosophical lenses are employed, seeking to understand the processes of rational change (i.e., how one's mind is changed), the desires that operate in relations of domination (i.e., bullying), and the social/cultural forces that may work to create characters such as bullies and victims. Conclusions/Recommendations As a result this project broadens current anti-bullying strategies, adding helpful insights regarding the “heart” change (i.e., transformations of desire) which may be necessary to effectively reduce bullying within schools. This interdisciplinary approach outlines future avenues of response not only aimed at transforming the bully/victim relationship after the fact, but also toward cultivating specific kinds of relationships within schools which may head off bullying before it develops.
The Joint Enterprise of Social Justice Teacher Education
Authors: Mcdonald Morva 
Published: February 2022

Background/Context Responding to the challenges of the demographic imperative and calls for greater program coherence, social justice teacher education programs aim to integrate social justice in the professional preparation of teachers. Such programs intend to improve the preparation of teachers to teach students from diverse backgrounds, and in doing so they strive to keep the moral and ethical purposes of teaching and schooling at the center of teachers’ preparation. Purpose This study examines two social justice teacher education programs to explore teacher educators’ conceptions of social justice and the conditions that appear to support their joint enterprise. Research Design Findings presented are based on a year-long qualitative case study. Data sources include interviews with teacher education faculty and a review of program and course documents. Findings Grounded in communities of practice theory and a theory of social justice, I found that faculty conceptions of justice varied from an emphasis on meeting the needs of individuals to a concern with broader structural inequities. The mutual engagement of faculty appeared to be supported by external resources that provided structure and expertise, the selection of faculty with commitments to social justice and collaboration, and formal and informal opportunities to collaborate. Conclusions/Recommendations This study has implications for both practice and research in teacher education. In terms of practice, this study suggests that social justice teacher education relies on more than the efforts of individual teacher educators. Teacher education programs aiming to integrate social justice may benefit from implementing structures that enable faculty to work together in both defining and enacting such a vision of teaching and learning. The dimensions of social justice articulated by Mills and SJSU faculty offer teacher educators with a way of conceptualizing justice that attends to a core concept in the field—the goal of attending to individual student's needs—and to a less common concept of justice as tied to alleviating oppression.
The Blaine Game: Are Public Schools Inherently Anti-Catholic?
Authors: Justice Benjamin 
Published: February 2022

Background/Context Conservative jurists and scholars have reached the conclusion that the traditional separation of public funding from religious organizations in K-12 education was “born of bigotry,” and inherently anti-Catholic. This claim rests on the misuse of revisionist historical interpretations that emphasize ethno-cultural conflict to the exclusion of widespread political understandings about republican government and the compatibility of the (then) anti-republican Vatican. Purpose/Objective This study questions the claim that public education is inherently anti-Catholic by focusing on the meaning of anti-Catholicism in two key historical periods in the development of public education. Research Design The study draws on historical documents from New York State as a case study, but also draws on other sources, primary and secondary, from the ante- and post-bellum periods of the nineteenth century. Conclusions/Recommendations The article argues that while the development of the public school was un-catholic, in the sense that it did not give Catholic Church authorities what they wanted, its development was not the result of bigotry, but rather of concern about the proper governance of mass education in a republic. It concludes that scholars and judges should engage in more sophisticated analysis of the past, rather than resorting to the casual use of terms like “bigotry” and “anti-Catholicism.”
The Transition to College from a Demographic Perspective: Past Findings and Future Possibilities
Authors: Maralani Vida 
Published: February 2022

Background/Context This essay reviews recent demographic literature on school transitions. I describe how a demographic perspective, by which I mean using methods that are standard in the study of population processes, is a useful way to examine differences in access to and completion of post secondary schooling in the United States. Focus of Study I focus on studies that have been published in the past twenty years in the primary demographic journals. In addition, I describe several ways that a demographic perspective can inform future research on the transition to college. I provide several examples from recent studies that take this approach and review some methods and data sets that support research in this area. Research Design This is a literature review of articles published in the primary demographic journals over the past 20 years. Conclusions/Recommendations The existing literature on schooling published in the demographic journals is thin. The bulk of the existing studies focus on immigrant children and their advancement in school. This emphasis is quite relevant because race/ethnic differences in school progress are substantial. Missing from this literature, however, are studies that examine the role of age, timing, and the life cycle in educational attainment. This perspective offers the opportunity to apply well-developed theories and methods to the study of educational disparities. This perspective can provide useful lessons for public policy as well.
Conservative Alliance Building and African American Support of Vouchers: The Endof Brown'sPromise or a New Beginning?
Authors: Apple Michael W. , Pedroni Thomas C. 
Published: February 2022

A new kind of conservatism has evolved and has taken center stage in many nations, one that is best seen as “conservative modernization.” Although parts of these conservative positions may have originated within the New Right, they are now not limited to what has traditionally been called the Right. They have been taken up by a much larger segment of government and policy makers and have also even been appropriated by groups that one might least expect to do so, such as African American activists in cities like Milwaukee.In this article, we examine a growing phenomenon: the growth of seemingly conservative sentiments among some of the least powerful groups in this society. Perhaps the most significant organization to emerge has been the Black Alliance for Educational Options (BAEO). It has mobilized around voucher advocacy for urban working-class communities of color. BAEO has attracted significant attention not just for its iconoclastic alignment with conservative educational reform, but also for accepting funding from far-Right foundations. This article analyzes the complexity of the discursive and sociopolitical space that BAEO occupies. The organization's awareness of its critics, allies, and the limited range of educational options within which low-income African American families must act belies the notion, put forward by some, that BAEO is simply a front organization for the educational Right. Nevertheless, BAEO's importance to the larger rightist project in education cannot be overstated.At the core of our analysis is a concern about what is at stake for all of us if a rightist educational agenda succeeds in redefining what and whose knowledge is of most worth and what our social and educational policies are meant to do. Yet, no matter what one's position is on the wisdom of BAEO's strategic actions, this case provides a crucial example of the politics of how social movements and alliances are formed and reformed out of the material and ideological conditions of daily life.A critical but sympathetic understanding of groups such as BAEO may enable us to avoid the essentialism and reductionism that enters into critical sociological work on the nature of ongoing struggles over educational reform. It can provide a more nuanced sense of social actors and the possibilities and limits of strategic alliances in a time of major conflicts over educational reform during a period of conservative modernization.
Connecting Hand, Mind, and Community: Vocational Education for Social and Environmental Renewal
Authors: Arenas Alberto 
Published: February 2022

Background/Context The main goal for vocational education at the secondary level has historically been the preparation of youth for the world of work. As a result, research, policy, and practice in this area have mostly focused on how to smooth this transition, address high costs, and ensure that there are positive economic returns to the individual and society. The focus on these goals, although important, has meant that other vital areas have not been addressed: namely, how to ensure that vocational education promotes a sense of empowerment, fosters a stronger sense of community, and seeks to protect the natural environment. Purpose and Focus of the Study This article stresses the importance of imbuing the theory and practice of vocational education with social justice and concern for environmental degradation at the local level. The approach to vocational education presented here proposes the use of productive learning as a foundation for a well-rounded education that breaks down the nefarious dualisms of contemporary education (i.e., the separation of mind from body, theory from practice, individuals from collectivity, and school from community) while exposing students to a critical pedagogy of work and to its potential for social and environmental renewal. Setting To illustrate the theoretical insights provided in the first two sections of this article, the author explores a public secondary school in northern Colombia that, under difficult social and material conditions, has developed a noteworthy vocational program. Research Design This analytic essay illustrates its main points with examples derived from a case study in which field observations, extensive in-person interviews, document analysis, and telephone conversations were conducted between 1997 and 2000. Findings and Conclusions The school helps to illustrate what a long series of writers from the late 18th century onward have stated: that productive work ought to be an intrinsic component of any responsible form of education. Moreover, it makes clear the importance of contextualizing learning in authentic settings. Although some important inroads have been made in connecting vocational education to critical pedagogy, the connections with environmental sustainability are still in their infancy. Despite calls from international organizations such as the International Centre for Technical and Vocational Education and Training, a branch of the United Nations Educational, Scientific and Cultural Organization (UNESCO-UNEVOC) to link vocational education and training to sustainable development, much work still needs to be done in the areas of theory, policy, and practice.
Accountability, Rigor, and Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal Good for All Students
Authors: Burris Carol Corbett , Welner ED Wiley Kevin , Murphy John 
Published: February 2022

Background This longitudinal study examines the long-term effects on the achievement of students at a diverse suburban high school after all students were given accelerated mathematics in a detracked middle school as well as ninth-grade ‘high-track’ curriculum in all subjects in heterogeneously grouped classes. Despite considerable research indicating the ineffectiveness and inequities of ability grouping, the practice is still found in most American high schools. Research indicates that high-track classes bring students an academic benefit while low-track classes are associated with lower subsequent achievement. Corresponding research demonstrates that tracks stratify students by race and class, with African American, Latino and students from low-socioeconomic households being dramatically over-represented in low-track classes and under-represented in high-track classes. Purpose In light of increasing pressure to hold all students to high learning standards, educators and researchers are examining policy decisions, such as tracking, in order to determine their relationship to student achievement. Design This study used a quasi-experimental cohort design to compare pre- and post-reform success in the earning of the New York State Regents diploma and the diploma of the International Baccalaureate. Data Analysis Using binary logistic regression analysis, the authors found that there was a statistically significant post-reform increase in the probability of students earning these standards-based diplomas. Being a member of a detracked cohort was associated with an increase of roughly 70% in the odds of IB diploma attainment and a much greater increase in the odds of Regents diploma attainment – ranging from a three-fold increase for White or Asian students, to a five-fold increase for African American or Latino students who were eligible to receive free or reduced-price lunch, to a 26-fold increase for African American or Latino students not eligible for free or reduced-price lunch. Further, even as the enrollment in International Baccalaureate classes increased, average scores remained high. Conclusion The authors conclude that if a detracking reform includes high expectations for all students, sufficient resources and a commitment to the belief that students can achieve when they have access to enriched curriculum, it can be an effective strategy to help students reach high learning standards.