ethanporcaro/eric-fulltext-meta huggingface dataset:
Instructional Supports for Motivation Trajectories in Introductory College Engineering
Author: Robinson, Kristy A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Motivation,Introductory Courses,Engineering Education,Student Attitudes,Grade Prediction,Competence,Personal Autonomy,Mastery Learning,Undergraduate Students,Self Efficacy

Students, instructors, and policy makers are in need of research-based recommendations for supporting students' motivation to pursue STEM fields. The present study addressed this need by examining relations between perceived motivational supports, year-long trajectories of expectancy for success and three task values, and grades among students (N = 1,021) in a large, gateway engineering course. Results indicated that students with higher motivation at the beginning of the year tended to perceive their class as more motivationally supportive. Controlling for relations between initial motivation and perceptions, perceived instructional supports for mastery goals, autonomy, and competence predicted more positive trajectories of all three task values. Conversely, higher perceived instructor performance goals negatively predicted grades and the slopes of self-efficacy and interest value. Results contribute key understanding about the interconnectedness of individual motivation and climate perceptions, while indicating the importance students place on certain motivationally supportive practices in promoting students' STEM motivation trajectories.
The Dimensions of School Discipline: Toward a Comprehensive Framework for Measuring Discipline Patterns and Outcomes in Schools
Author: Rodriguez, Luis A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Discipline,Outcomes of Education,Incidence,Expulsion,Suspension,African American Students,Racism,Disproportionate Representation,Data Analysis,Student Behavior,Behavior Problems,Equal Education,Student Characteristics

The school discipline literature has expanded rapidly in recent decades, yet the conceptualization and measurement of school discipline patterns remains overlooked. In this paper, we present a comprehensive analytic framework to examine school discipline patterns that encompasses school-level metrics that capture the prevalence and disparity in exclusionary discipline and regression-based approaches that examine the likelihood that students experience exclusionary discipline. We apply the framework to New York City and, based on school-level metrics, find that Black students have the highest prevalence and the highest disproportionality. Results from regression models affirm that Black students are most likely to receive office discipline referrals and suspensions and experience differential processing of suspensions for similar categories of infractions. The findings illustrate the nuances of the disciplinary process in schools and inform the consideration of a range of available analytic tools that educational stakeholders may employ to better measure and understand exclusionary discipline.
Advancing a Holistic Trauma Framework for Collective Healing from Colonial Abuses
Author: Alvarez, Adam J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Trauma,Trauma Informed Approach,Racial Factors,Colonialism,Violence,Whites,Power Structure,Social Class

In this article, we argue that healing from trauma in a racialized context requires an act of collective, critical resistance whereby educators and researchers reject a White-dominant colonial perspective of trauma on the grounds that it is pathologizing in several ways. We introduce a holistic trauma framework for understanding and responding to trauma within a racialized context. First, our framework seeks to draw on multiple forms of knowledge and experience to gain a deeper sense of trauma, suffering, and healing. Second, it uses an organic approach to promote relationships and support healing. Third, our framework explores multiple timepoints by introducing proactive, interactive, and reactive approaches for addressing trauma more comprehensively. We hope our framework will enhance the field of trauma research, which is, at present, overpopulated by White-dominant, colonial perspectives that mask systemic racial inequities.
Webinars for English Language Teachers during the Pandemic: Global Perspectives on Transitioning to Remote Online Teaching
Author: Shin, Joan Kang
Date: 2022-00-00
Type: Journal Articles
Subjects: Seminars,Web Based Instruction,English (Second Language),Language Teachers,COVID-19,Pandemics,Faculty Development,Educational Change,Distance Education,Electronic Learning,Second Language Instruction,Educational Technology,School Closing,Foreign Countries

The current pandemic closed schools worldwide, tasking teachers to engage learners remotely without time to prepare. This study focuses on a professional development webinar series for English language teachers worldwide. Access to geographically dispersed English language teachers created an opportunity to gain international perspectives on teachers' challenges, perceptions, and needs related to transitioning to remote, online teaching. We found webinars were an effective way to provide just-in-time professional development for teachers globally, particularly about engaging students, providing feedback, developing online presence, and creating activities specific for online learning environments. The main challenges teachers reported facing were keeping their students engaged and progressing in the learning activities; unequal student access to technology and the internet; and learning and troubleshooting technology. At the same time, learning new technology and online resources was also what teachers most frequently reported enjoying about remote teaching.
Race, Gender, and Networks: How Teachers&apos; Social Connections Structure Access to Job Opportunities in Districts with School Choice
Author: Jabbar, Huriya
Date: 2022-00-00
Type: Journal Articles
Subjects: Charter Schools,School Choice,Social Networks,Labor Market,Teachers,Employment Opportunities,Diversity (Faculty),Racial Differences,Gender Differences,Teaching Conditions,White Teachers,African American Teachers

Research in sociology demonstrates the way social connections shape access to information about job opportunities. In education, we understand less about how social networks impact the job process for marginalized teachers and teachers in nontraditional labor markets. This study examines how teachers in New Orleans and Detroit, cities with high concentrations of charter schools, use their networks to search for jobs, and how their experiences vary by race and gender. We find that in choice-rich environments, there was an extensive reliance on social networks in the hiring process, and teachers had different access to key social networks that can help to land jobs. Hiring decisions and unequal access to job opportunities among teacher candidates, in part due to the reliance on networks, created conditions where teachers who cultivated stronger networks, or with access to the &quot;right&quot; networks, had greater opportunity, with implications for racial and gender equity and diversity.
Assessing School Communities Using Google Street View: A Virtual Systematic Social Observation Approach
Author: McCoy, Dana Charles
Date: 2022-00-00
Type: Journal Articles
Subjects: Neighborhood Schools,Preschools,School Location,Institutional Characteristics,Low Income,Preschool Children,Poverty,Crime,Neighborhoods,Playgrounds,Self Control,Child Safety,Early Childhood Education,Child Development,Maps

Little research in education has focused on school neighborhoods. We employ a novel systematic social observation tool--the internet-based School Neighborhood Assessment Protocol (iSNAP)--within Google Street View to quantify the physical characteristics of 291 preschool communities in nine U.S. cities. We find low to moderate correlations (r = -0.03 to -0.57) between iSNAP subscales and Census tract poverty, density, and crime, suggesting that the characteristics captured by the iSNAP are related to, yet ultimately distinct from, existing neighborhood structural measures. We find few positive associations between iSNAP community characteristics and 1,230 low-income preschoolers' end-of-year outcomes. Specifically, resources for outdoor play (e.g., playgrounds, open fields) on school grounds predicted stronger child self-regulation skills, whereas global ratings of safety and care for both the school grounds and surrounding neighborhood predicted stronger approaches to learning skills. Indicators of physical order were not associated with child outcomes.
Writing Rights to Right Wrongs: A Critical Analysis of Young Children Composing Nationalist Narratives as Part of the Larger Body Politic
Author: Brownell, Cassie J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Children,Elementary School Students,Urban Schools,Personal Narratives,Immigration,Public Policy,Social Bias,Ethnography,Case Studies,Grade 3,Social Justice,Writing (Composition),Letters (Correspondence),Student Attitudes,Persuasive Discourse,Politics,Civics,Student Participation,Public Officials,Critical Literacy

Many researchers have considered recent and intergenerational immigrant children's perspectives on immigration policies. Fewer have investigated nonimmigrant children's views despite children's sociopolitical identities forming long before they can vote. Drawing from data generated in spring 2017, the author illustrates how young children at an urban, midwestern school argued against the Republican administration's (anti-)immigration policies. Framed as an ethnographic case study, the author focuses on how third graders enacted justice-oriented identities as they wrote to congressional representatives about contemporary immigration policies. By attuning to how children embedded multiple institutional and political contexts in their written rationale, the author explicates the tensions and possibilities for nonimmigrant children in writing policies and possibilities for tomorrow. Ultimately, the author argues adults must intentionally sustain children's civic participation in ways beyond the niceties that plague early years classrooms.
Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success
Author: Ryu, Wonsun
Date: 2022-00-00
Type: Journal Articles
Subjects: Required Courses,Community Colleges,Mathematics Education,Community College Students,Remedial Mathematics,Curriculum Development,State Policy,Educational Policy,Course Organization,Prediction,Mathematics Achievement,Academic Persistence,College Transfer Students

States and broad-access colleges are rapidly scaling corequisite coursework--a model where students concurrently enroll in college-level and developmental coursework--in response to dismal completion rates in traditional &quot;developmental&quot; sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students' completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements--including mixed-ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course--improve students' probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.
Social Capital Leveraging Knowledge-Sharing Ties and Learning Performance in Higher Education: Evidence from Social Network Analysis in an Engineering Classroom
Author: Han, Seung-hyun
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Capital,Social Networks,Network Analysis,STEM Education,College Students,Laboratory Training,Engineering Education,Cooperative Learning

With the growing attention to the effective use of social network analysis in explaining student learning in STEM (science, technology, engineering, and mathematics) education, the authors explore why college students share knowledge and how they achieve their learning in a laboratory class. In particular, the authors investigate how the social capital each student builds influences individual knowledge sharing and its related learning. The authors establish a research model derived from social capital theory that explains the relational, structural, and cognitive capital the class builds. Network data from 120 students in a lab class in a mechanical engineering department in the United States were collected and analyzed to test the research model and hypotheses using the multiple regression quadratic assignment procedure and UCINET. The findings show that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks. Last, the authors discuss the theoretical and practical implications for college student learning in a laboratory class in STEM education.
Supporting Change in Instructional Practices to Meet the Common Core Mathematics and Next Generation Science Standards: How Are Different Supports Related to Instructional Change?
Author: Allensworth, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Change,Common Core State Standards,Mathematics Education,Science Education,Teacher Attitudes,Alignment (Education),Public School Teachers,Teacher Collaboration,Program Implementation,Mathematics Instruction,Science Instruction,Evidence Based Practice,Mathematics Teachers,Science Teachers

The Common Core State Standards in Mathematics and Next Generation Science Standards encourage substantial shifts in teaching, but how to enact change is not specified. This mixed-methods exploratory study shows how different implementation supports were related to teachers' use of standards-aligned instructional practices in the Chicago Public Schools. It provides comparative evidence that professional learning opportunities were strongly related to instructional practices, whereas curriculum and instructional resources had more modest and mixed relationships. In particular, collaboration with colleagues around instruction had consistently positive relationships with instructional practices in math and science, and these relationships were as strong among teachers who perceived many barriers to standards implementation as those who did not. We discuss implications for education leaders as they make decisions about how to best support teachers in standards-aligned math and science instruction. [For the corresponding grantee submission, see ED618174.]
The Dynamic Financial Implications of the Community College Baccalaureate: An Institutional Exploration
Author: Wright-Kim, Jeremy
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Colleges,Bachelors Degrees,Educational Finance,Income,Costs,Expenditures,Enrollment,Economic Impact,Operating Expenses

Using generalized difference-in-difference and synthetic control modeling, this study estimates the influence of the community-college baccalaureate (CCB) on institutional finance over time and by intensity. Leveraging data spanning 19 years (1999-2017), I find no impact on overall revenue but suggestive evidence of upfront costs and slight increases in total spending post-adoption. Coupled with increased enrollment, per-full-time-equivalent (FTE) revenue and spending decrease, on average, by approximately 12% and 6%, respectively. Adoption of an additional CCB is associated with a 3% decrease in revenue and a suggestive 2% reduction in spending per FTE. Additional robustness checks suggest that these impacts may vary by state. These results suggest that institutions should consider the trade-offs in broadening access to baccalaureate-level education with the associated strain on resources. Policymakers should consider how best to financially support adoptive institutions as they work to meet student and workforce needs. Implications for policy, practice, and research are discussed.
Broadened Possibilities: Undocumented Community College Student Course Enrollment after the California DREAM Act
Author: Ngo, Federick
Date: 2022-00-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Two Year College Students,Community Colleges,Refugees,Educational Policy,Federal Legislation,Enrollment Trends,Student Financial Aid,Access to Education,College Transfer Students,College Credits,Barriers,Tuition,Student Characteristics,Minority Group Students,Asian American Students,Hispanic American Students

Some states have enacted inclusive policies that reduce constraints and uncertainty for undocumented students, potentially changing their academic decisions and postsecondary goals. We explore shifts in continuing undocumented community college students' course-taking before and after the California DREAM Act, which provided access to state financial aid. We use difference-in-differences comparisons with permanent residents, refugees, and U.S. citizens who were unaffected by these policies to examine policy impacts. After its implementation, continuing students increased their enrollment intensity, primarily in degree-applicable and transferable courses, and decreased coursework in career/technical education. This suggests state financial aid may have broadened postsecondary possibilities and made transfer to a 4-year institution a more viable option for undocumented students. At the same time, access to aid did not increase undocumented students' credit loads to the level of their peers, underscoring the reality that other constraints continue to shape undocumented students' participation in higher education.
State Higher Education Funding during COVID-19: Lessons from Prior Recessions and Implications for Equity
Author: Rosinger, Kelly
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Finance,Financial Support,State Aid,COVID-19,Pandemics,Educational Equity (Finance),Budgeting,Racism,Low Income Students,Minority Group Students,Public Colleges,Economic Impact,Tuition,Fees,Income,Student Financial Aid,Geographic Location

States provide substantial support for higher education through appropriations to public colleges and universities that can be used to maintain relatively low tuition levels and funds for financial aid. Higher education often receives disproportionate cuts during recessionary periods, and it faces potentially unprecedented reductions in coming years amid a pandemic that has left some states with revenue shortfalls. How states approach higher education cuts has the potential to exacerbate existing inequities among racially minoritized and low-income students and historically underfunded institution types. In this study, we document trends in higher education funding over time and use latent profile analysis to identify distinct approaches states have taken to higher education funding. We then examine the trajectories of higher education funding within each approach over time, particularly during prior recessions. We conclude by discussing the implications of each approach for equity, particularly in light of states' early responses to the current economic downturn.
Im/migrant Children&apos;s Education Experiences and Families&apos; Sacrifices in a Global Pandemic
Author: Oliveira, Gabrielle
Date: 2022-00-00
Type: Journal Articles
Subjects: Immigrants,COVID-19,Pandemics,Student Experience,Parent Attitudes,Distance Education,Electronic Learning,Barriers,Trauma,Public Policy,Foreign Countries,Child Rearing,Family Relationship,Family Characteristics,Access to Health Care,Access to Education,School Role

Family separation policies' impacts on children's education and well-being are critical issues of our time. This paper argues through ethnographic study that although im/migrant parents believed in the promise of a better life for their children as they migrated, COVID-19 and remote schooling contributed to a breakdown in structures of care once they were in the United States. Thus, the experience of remote schooling during 2020 was a difficult task for parents and children who were already dealing with the trauma of detention or separation at the border. Ultimately, we argue that to understand the educational experiences of im/migrant parents and children in the United States, we must consider a multiple disruptions framework. The findings in this article reveal the layered consequences that broader immigration policy has on the everyday educational lives of im/migrant children and their parents.
Like Any Other Trap: The Circuitous Path of Student Loan Repayment
Author: Furquim, Fernando
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Loan Repayment,Loan Default,Racial Differences,Ethnicity,Social Class,Student Characteristics,Institutional Characteristics,Debt (Financial),Higher Education

This paper studies the patterns of individuals' student loan repayment for up to 12 years, tracking borrowers through the formative ages of the early 20s to the late 30s. Using social sequence and cluster analysis to understand these longitudinal repayment histories, we identify five archetypes of loan repayment that describe borrowers' experiences: persistent defaulters, perpetual payers, rapid full payers, late full payers, and consolidators. We find significant stratification by race/ethnicity, social class, and institutional sector into repayment clusters, with minoritized borrowers and those attending for-profit institutions more likely to experience adverse borrowing outcomes and to experience them for longer.
Hispanic-Serving Institutions as Racialized Organizations: Elevating Intersectional Consciousness to Reframe the &quot;H&quot; in HSIs
Author: Vega, Blanca Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Minority Serving Institutions,Intersectionality,Student Experience,Teaching Experience,Race,Ideology,College Students,College Faculty,Racism,African Americans,Racial Identification

Conceptualizations of servingness must include an understanding of how racial ideologies shape Hispanic-Serving Institutions (HSIs). Three Latinx scholars offer testimonios on our experiences as students, faculty, and researchers at teaching and research-intensive HSIs. From our testimonios, we found that practices of Blanqueamiento (Whitening of a population) and Mestizaje (racial mixture) operate at HSIs to flatten our understanding of Hispanics in U.S. society. To make sense of our testimonios within these HSI contexts and constraints, we applied an intersectional consciousness perspective on racialized organizations. Findings include Whiteness operating as a credential, legitimizing unequal resources, diminishing agency among minoritized groups, and continued use of Mestizaje (disguised as Hispanic) as a prevailing ideology. We provide considerations for HSI leaders, researchers, and administrators to elevate their intersectional consciousness and disrupt how HSIs contribute to essentialist notions of Latinxs.