ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Premiums and Skilled Migration in Mexico: Lessons for an Educational Policy
Author: Tigau, Camelia
Date: 2015-10-19
Type: Journal Articles
Subjects: Correlation,Foreign Countries,Immigrants,Educational Policy,Brain Drain,Expenditures,Skilled Workers,Salaries,Migration,Educational Attainment,Economic Development,Social Differences,Higher Education,Salary Wage Differentials,Educational Planning,Policy Analysis,Qualitative Research,Surveys,Interviews,Case Studies

This paper examines the relationship between skills prices (wage premiums) and inequality in migrant sending countries (mainly from Latin America) and explores the implications for education policies. Most of the evidence is based on the case of Mexico, a Latin American country that is also an Organisation for Economic Co-operation and Development (OECD) member. Despite the belief that Latin American countries tend to pay less for their skilled workers than developed countries, they invest a considerable amount of their Gross Domestic Product (GDP) in education and sometimes in scholarships abroad. Therefore, our main question is: Are skill prices really so proportionately low in Latin America? Likewise, what are the impacts of skills prices on migration in Latin America, and Mexico in particular? And, what is the importance of &quot;brain drain&quot; in terms of the relationship between migration and education? We find that despite the enormous inequality in the region, skills prices are not low. Furthermore, high expenditures on education combined with low skills prices do not necessarily result in brain drain. Other factors, such as perceptions of insecurity and corruption, have a stronger effect on the migration of Mexican professionals. Likewise, although high skills prices may lead to economic development, they may also increase social inequality, leading to greater brain drain. Therefore, the expansion of higher education is recommendable even if it reduces salaries and wage premiums in the short term.
Impact of National Board for the Professional Teaching Standards Certification on Student Achievement
Author: Belson, Sarah Irvine
Date: 2015-09-21
Type: Journal Articles
Subjects: National Competency Tests,National Standards,Teacher Certification,Academic Achievement,Reading Tests,Mathematics Tests,Teacher Qualifications,Correlation,Faculty Development,Predictor Variables,Statistical Analysis,Statistical Significance

A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This study examines the relationship between National Board Certified Teachers (NBCTs) and student achievement on the reading and math assessments of the National Assessment of Educational Progress (NAEP). We argue that achievement can be affected both directly by the certified teacher and indirectly as NBCTs provide mentoring to colleagues and assume school leadership positions. This study focuses on a nationally representative assessment to measure student achievement rather than state- or district-level assessment exams. We find that the percentage of National Board certified teachers in a state is positively related to scores on state-level NAEP Reading and Math assessments.
The Discursive Construction of Lower-Tracked Students: Ideologies of Meritocracy and the Politics of Education
Author: Anderson, Kate T.
Date: 2015-11-09
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Track System (Education),Low Achievement,Academic Ability,Vocational Education,Teaching Methods,Ethnography,At Risk Students,Interviews,Teacher Attitudes,Administrator Attitudes,Secondary Education

This study considers the discursive construction of a particular type of student in Singapore--the lowest-tracked, Normal Technical (NT), secondary school student. Shaped by meritocratic policies, educational practices, and ideologies common to many late-modern societies, students in the NT track are institutionally and individually constructed through the results of high-stakes testing regimes and essentialist views of ability. This article extends an understanding of the NT student as a widely held, deficit construction in Singapore by considering its use as an ideological label in interpersonal and institutional discourse. I consider how school leaders' and government commentaries about NT students' abilities, opportunities, and supposed characteristics provide insights about the processes through which students are recruited into institutional categories of deficit and risk--i.e. differentiated instruction, ascribed ability, and these processes' translation into educational structures and practice in the name of meritocracy. While the illustration of this phenomenon is uniquely Singaporean, implications include concerns about equity, constructions of ability, and ideologies of merit common to late modern society.
The Effect of Summer on Value-Added Assessments of Teacher and School Performance
Author: Palardy, Gregory J.
Date: 2015-09-28
Type: Journal Articles
Subjects: Value Added Models,Performance Based Assessment,Teacher Effectiveness,School Effectiveness,Vacations,Reading Achievement,Mathematics Achievement,Achievement Gains,Out of School Youth,Grade 1,Early Childhood Education,Elementary Education,Bias,Longitudinal Studies,Correlation,Low Income Students,Socioeconomic Status,Educational Assessment,Cost Effectiveness,Disadvantaged Youth,Accountability,Error of Measurement,Surveys,Children

This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61% of the schools change performance quintiles, with many changing 2-3 quintiles. Extensive statistical controls for student background and classroom and school context reduce the summer effect, but 36-47% of the teachers and 42-49% of the schools are still in different quintiles. Furthermore, besides misclassifying teachers and schools, the results show that including summer tends to bias VAA estimates against schools with concentrated poverty. The results suggest that removing summer effects from VAA estimates will likely require biannual achievement assessments (i.e., fall and spring).
Cultivating Disruptive Subjectivities: Interrupting the New Professionalism
Author: Herr, Kathryn
Date: 2015-09-14
Type: Journal Articles
Subjects: Ethnography,Action Research,Work Environment,Administration,Public Sector,Leadership Training,Educational Administration,Administrator Role,Leadership Responsibility,Instructional Leadership,Graduate Study,Graduate Students,College Faculty,Neoliberalism

This paper explores the everyday enactments of new public management in our professional lives utilizing principles of self-ethnography. Drawing on the reworking of an Action Research class, I explore the possibilities of a contextual analysis of the workplace to make more transparent the enactment of new public management. Little is known regarding how NPM plays out on the ground in local sites and how, in interacting with the culture it creates, professionals locate themselves and their work. I offer a close examination here of our changing context to explore the techniques and forms of power of NPM in the realms of higher education as well as how we might enact a politics of refusal.
Evidence Use and Advocacy Coalitions: Intermediary Organizations and Philanthropies in Denver, Colorado
Author: Scott, Janelle
Date: 2015-12-09
Type: Journal Articles
Subjects: Advocacy,Educational Policy,Educational Change,Mixed Methods Research,Research Utilization,Information Dissemination,Philanthropic Foundations,Information Networks,Evidence,Interviews

The increasing involvement of philanthropists in education policy has contributed to the emergence of a dynamic sector of intermediary organizations (IOs), entities that serve a number of functions in school reform, including advocacy, consultation, policy design, alternative teacher and leadership preparation, and research. In recent years, many IOs have converged into coalitions that are pushing for incentivist educational policies like &quot;parent trigger&quot; laws, charter schools, vouchers, and teacher merit pay or sanctions often tied to value added metrics of teacher performance. This article draws on data from a mixed-methods, multiyear study of research use and dissemination. In this article, we examine the role of foundations in a broader advocacy coalition in Denver, Colorado, a key site for various incentivist reforms, including teacher pay-for-performance and charter schools. We find that IOs and their affiliated networks broker the production and use of research evidence, often targeting government and education policymakers, journalists, and increasingly, influential bloggers and social media communities. This brokering function positions foundations as the &quot;hub&quot; of research production, promotion, and utilization.
Teaching the Truth: Social Justice and Social Class in Graduate School
Author: English, Leona M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Study,Social Justice,Barriers,Power Structure,Teaching Methods,Instructional Design,Student Participation,Teacher Role,Ethics,Higher Education,Adult Education,Social Influences,Cultural Capital

Nowadays, anyone who wishes to combat lies and ignorance and to write the truth must overcome at least five difficulties. In the same way that writing the truth entails five difficulties, teaching the truth or teaching social justice in graduate education entails more than five difficulties. Some of these difficulties are inimical to the act of teaching: (1) How to name and speak back to power (courage); (2) Deciding what to teach and if it can be heard (keenness); (3) Designing learning that can invite questions about truth (skill); (4) Working with students to find out when to speak and when alternatives are called for (judgement); and (5) Deciding how best to make our points heard and acted on (cunning). In many ways, it is the vocation of an educator to speak truth, call leaders to account, transform society, and facilitate learning. Yet at times educators refuse to turn those challenges back on themselves--to look at what they really do when they teach and when they learn in graduate education. Although educators, especially those in North America, have been concerned about injustices related to gender and race (social and cultural), they have been less concerned with how these interact with economic disparities. In this article, the authors reflect on and analyse their own experiences as graduate students and teachers to understand the place of social class in education.
Mapping the Collaborative Research Process
Author: Kochanek, Julie Reed
Date: 2015-12-07
Type: Journal Articles
Subjects: Cooperation,Educational Research,Models,Agency Cooperation,Research Methodology,Knowledge Level,Power Structure,Role,Teamwork,Research Skills

Despite significant federal investments in the production of high-quality education research, the direct use of that research in policy and practice is not evident. Some education researchers are increasingly employing collaborative research models that use structures and processes to integrate practitioners into the research process in an effort to produce more relevant and useful work. This article presents and describes the logic model developed by researchers at American Institutes for Research (AIR) to guide their work on the Regional Educational Laboratory Midwest. Under this program, AIR researchers have developed eight research alliances. The alliance members, who represent districts, state education agencies, and other organizations with a vested interest in education, partner with researchers to develop three- to five-year research agendas. These agendas drive the research and technical assistance projects that the alliance members and AIR researchers do together. It contributes to the emergent literature on research-practice partnerships, providing a theory-based approach to the work that others might model, build upon, or revisit.
Leadership Education and Development for What?: Civic Imagination for a More Just and Democratic Society
Author: Kliewer, Brandon W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Leadership Training,Civics,Social Justice,Democracy,Capacity Building,Higher Education,Social Theories

When institutions assign meaning to individual rights and distribute resources in ways that shape the life chances of people, if appropriately designed they strengthen social justice aims. Yet the natural outcome of how individuals relate to institutions does not automatically align with justice. Communities are in constant struggle to align the arrangement of social institutions to meet standards of justice. This issue of &quot;Educational Considerations&quot; explores how social justice and leadership education contributes to the capacity of students and community to advance and manage competing claims of justice. This article is a foreword to the issue. It is the hope that this special issue of &quot;Educational Considerations&quot; advances the complexity of issues tied to social justice and the role of higher education.
Looking Outside Education: Expanding Our Thinking about Moving Research into Practice
Author: Schneider, Jack
Date: 2015-12-07
Type: Journal Articles
Subjects: Theory Practice Relationship,Educational Research,Nursing,Social Work,Helping Relationship,Teaching (Occupation),Research Methodology

This essay explores the usefulness of looking outside of education for inspiration, particularly with regard to seemingly intractable issues that have been resigned to the margins. First, it proposes that, rather than comparing education to medicine and law--the traditional comparison fields for education--we turn instead to the &quot;helping fields&quot; of nursing and social work, which seem to offer better parallels. Then it considers a test case: the stalled conversation around linking research and practice in education. Finally, the work offers a model framework of the sort that might be generated through such cross-field analysis--one for organizing our thinking about what matters in moving research into practice in education.
Hybridized Teacher Education Programs in NYC: A Missed Opportunity?
Author: Mungal, Angus Shiva
Date: 2015-09-14
Type: Journal Articles
Subjects: Qualitative Research,Teacher Education Programs,Alternative Teacher Certification,Program Development,Partnerships in Education,Organizations (Groups),Graduate Study,Educational Experience,Competition,Criticism,Educational Policy,Program Descriptions,Interviews

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a &quot;forced&quot; partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other.
New Public Management and the New Professionalism in Education: Framing the Issue
Author: Anderson, Gary
Date: 2015-09-14
Type: Journal Articles
Subjects: Educational Administration,Professionalism,Educational Change,Neoliberalism,Resistance to Change,Advocacy,Ethnography,Action Research,Certification,Leadership Training,Principals,Administrator Role,Professional Identity,Compliance (Legal),Teacher Education Programs,Foreign Countries

This article provides an introductory frame for this special issue dedicated to New Public Management and the New Professional Educator. We will introduce the five articles and how they analyze the characteristics of NPM and this emerging new professional as well as forms of educator resistance and advocacy.
Cooperative Learning and Embodied Accountability: An Ethnographic Analysis of Classroom Participation in an English School
Author: Luna, Laura
Date: 2015-10-05
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Accountability,Literacy,Elementary School Students,Elementary School Teachers,Elementary Schools,Educational Policy,Teacher Student Relationship,Neoliberalism,Educational Legislation,Federal Legislation,Student Behavior,Student Attitudes,Teacher Attitudes,Ethnography,Student Diversity,Academically Gifted

Based on a school ethnography carried out in an English primary school in the last years of New Labour Government, this paper examines the processes and dynamics involved in the introduction of a cooperative learning method as part of the Success for All Literacy Program, which was being implemented in the school for the first time. It discusses the difficulties and resistances showed by children's interactions and teachers' declarations during the development of the program as the sign of competing agendas within the school and within the educational policy as well. They also manifest the deep penetration of a model of participation and learning that suits the neoliberal educational policy embraced by the British governments since the Education Reform Act in 1988 up to the present time. The establishment of a culture of performativity and accountability is revealed in children's behavior during cooperative tasks as they tend to work in a competition rather than in a cooperation scheme and perceive their peers more as threats to their individual performance than as a support in their learning process. On the other side, teachers struggle to rely on a method more process-oriented than product-oriented as they feel that, with no individual and written tasks, they are not able to give account of children's progress and therefore, of their work as teachers. The paper shows that a conception of learning (as private achievement), of person (as individual) and of classroom participation (as competition) are at play within the accountability educational system.
Redesigning the Identities of Teachers and Leaders: A Framework for Studying New Professionalism and Educator Resistance
Author: Anderson, Gary
Date: 2015-09-14
Type: Journal Articles
Subjects: Public Education,Educational Change,Commercialization,Professional Identity,Professionalism,Resistance to Change,Neoliberalism,Educational Policy,Teachers,Administrators,Governance,Advocacy

Market-based reforms of public education do more than shape policy and curriculum; they also influence educators' understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of neoliberal policies and New Public Management practices on teachers and principals and the ways they result in a &quot;new professionalism.&quot; The authors provide a framework for studying how these new policies and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.
Targets, Threats and (dis)Trust: The Managerial Troika for Public School Principals in Chile
Author: Montecinos, Carmen
Date: 2015-09-14
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Principals,Educational Policy,Declining Enrollment,Neoliberalism,Performance Contracts,Interviews,Enrollment Management,Marketing,Commercialization,Governance,Entrepreneurship,Barriers,Longitudinal Studies,Case Studies,Elementary Schools,High Schools,Elementary Secondary Education,Professional Autonomy

Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools' declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward that target. Findings show that to manage enrollment principals spent, on average, 24% of their time performing marketing tasks. Principals, thus, have developed an entrepreneurial self, which is promoted by quasi-market school governance models. Through this entrepreneurship they manage various threats that represent barriers to the possibilities for meeting enrollment targets.
The Revised SAT Score and Its Potential Benefits for the Admission of Minority Students to Higher Education
Author: Santelices, Maria Veronica
Date: 2015-11-16
Type: Journal Articles
Subjects: College Entrance Examinations,Predictive Validity,Scores,Minority Group Students,Difficulty Level,College Admission,Comparative Analysis,Prediction,Grade Point Average,Graduation,Secondary School Students,College Students

This paper investigates the predictive validity of the Revised SAT (R-SAT) score, proposed by Freedle (2003) as an alternative to compensate minority students for the potential harm caused by the relationship between item difficulty and ethnic DIF observed in the SAT. The R-SAT score is the score minority students would have received if only the hardest questions from the test had been considered and was computed using a formula score and a regression approach. In this article we examine the potential effects of using the R-SAT of minority students in the admissions decision to selective institutions, and its capacity to predict short and long-term academic outcomes as well as its potential benefits regarding differential prediction of college grades for minority students. To test this out, we examined the performance of the R-SAT score compared to the standard SAT score in a sample of graduates from California public schools and in a subsample of students who enrolled in the University of California. We found that, in terms of the potential for college admissions for minority students, prediction power and the issue of overprediction, the R-SAT score did not perform significantly better than the SAT score.
Red Beads and Profound Knowledge: Deming and Quality of Education
Author: Lohr, Sharon L.
Date: 2015-08-24
Type: Journal Articles
Subjects: Value Added Models,Educational Quality,Educational Improvement,Statistics,Systems Approach,Regression (Statistics),Probability,Sampling

Value-added models are being implemented in many states in an attempt to measure the contributions of individual teachers and schools toward students' learning. Scores from these models are increasingly used for high-stakes purposes such as setting compensation, hiring or dismissing teachers, awarding tenure, and closing schools. The statistician W. Edwards Deming wrote extensively about improving quality in education and the damage caused by performance rankings. We examine uses and misuses of value-added models in the context of Deming's System of Profound Knowledge, and discuss contributions a Deming-based perspective and statistical science can make to improving education.