ethanporcaro/eric-fulltext-meta huggingface dataset:
Race, School Discipline, and Magnet Schools
Author: Kitchens, Karin
Date: 2021-00-00
Type: Journal Articles
Subjects: Race,Discipline,Magnet Schools,Educational Environment,Racial Differences,Suspension,Public Schools,Elementary Secondary Education,African American Students,Hispanic American Students,White Students,Low Income Students

School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White-Black suspension gap. We test whether magnet schools reduce the White-Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.
The Importance of Place: Effects of Community Job Loss on College Enrollment and Attainment across Rural and Metropolitan Regions
Author: Sorensen, Lucy C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrollment,Educational Attainment,Postsecondary Education,Unemployment,Economic Change,Rural Education,Rural Urban Differences,College Students

Youth living in remote rural communities face significant geographic barriers to college access. Even those living near to a postsecondary institution may not have the means for, or may not see the value of, pursuing a college degree within their local economy. This study uses 18 years of national county-level data to ask how local economic shocks affect the postsecondary enrollment and attainment of rural students, as compared to students in metropolitan and metropolitan-adjacent regions. Results from an instrumental variables analysis indicate that each 1 percentage point increase in local unemployment increases local college enrollment by 10.0% in remote rural areas, as compared to a 5.2% increase in metropolitan-adjacent areas and no detectable increase in metropolitan areas. The rise in rural college enrollment is driven primarily by students enrolling in or continuing in associate degree programs, and by students transferring from 2-year to 4-year programs.
Bringing Transparency to Predictive Analytics: A Systematic Comparison of Predictive Modeling Methods in Higher Education
Author: Bird, Kelli A.
Date: 2021-00-00
Type: Journal Articles
Subjects: At Risk Students,Identification,Two Year College Students,Community Colleges,Predictive Measurement,Statistical Analysis,Accuracy,Sampling,Predictor Variables,Reliability,Models

Colleges have increasingly turned to predictive analytics to target at-risk students for additional support. Most of the predictive analytic applications in higher education are proprietary, with private companies offering little transparency about their underlying models. We address this lack of transparency by systematically comparing two important dimensions: (1) different approaches to sample and variable construction and how these affect model accuracy; and (2) how the selection of predictive modeling approaches, ranging from methods many institutional researchers would be familiar with to more complex machine learning methods, affects model performance and the stability of predicted scores. The relative ranking of students' predicted probability of completing college varies substantially across modeling approaches. While we observe substantial gains in performance from models trained on a sample structured to represent the typical enrollment spells of students and with a robust set of predictors, we observe similar performance between the simplest and the most complex models.
Representations of School Leadership and Management in Africa: A Postcolonial Reading
Author: Moorosi, Pontso
Date: 2021-09-00
Type: Journal Articles
Subjects: Postcolonialism,School Administration,Foreign Countries,Criticism,Management Development,Western Civilization,Indigenous Knowledge,African Culture,Instructional Leadership,Cultural Context,Leadership Training,Principals,Elementary Secondary Education

Perhaps one of the most scathing critiques on school leadership and management literature in Africa is its reliance on western models that do not quite fit the context, hence a lack of relevance. In this article I present a postcolonial reading of the representation of school leadership and management literature in Africa. The analysis suggests that school leadership and management literature in Africa is represented in deficient ways that do not promote indigenous ways of developing leadership and management knowledge and practice within the local education contexts. It argues that knowledge that is located in cultural and indigenous discourse might be more effective and more sustainable. A postcolonial understanding of educational leadership and management that acknowledges the cultural context as presented in this article builds on postcolonial scholarship, thereby addressing a gap in educational leadership and management. The paper ends with proposals for counter representations.
If You Fund Them, Will They Come? Implications from a PhD Fellowship Program on Racial/Ethnic Student Diversity
Author: Ecton, Walter G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,Fellowships,Student Diversity,Minority Group Students,Ethnicity,Student Recruitment,Enrollment Trends,College Applicants,African American Students,Hispanic American Students,Paying for College

Prior research demonstrates the important role that financial considerations play in prospective students' decision making when applying to and enrolling in graduate school. Racially/ethnically minoritized students, in particular, face persistent challenges during the graduate application and enrollment process. Capitalizing on a natural experiment, we identify the effects of introducing a PhD fellowship on the composition of applicants and enrolling students in PhD programs at a large public university's graduate school of education. Using administrative data from 9 years of applications, we use difference-in-differences and event study analyses to show that the fellowship increased the number of applicants overall, as well as the share of Black applicants and enrollees in impacted cohorts, with no significant effects on academic preparation. To better understand why and how a PhD fellowship might impact students' application behaviors and experiences once in graduate school, we supplement our primary findings with survey responses from current PhD students at the graduate school of education.
Preschool Teachers&apos; Selection of Social Communication Interventions for Children with Autism: An Application of the Theory of Planned Behavior
Author: Hugh, Maria L.
Date: 2022-01-00
Type: Journal Articles
Subjects: Preschool Teachers,Special Education Teachers,Autism,Pervasive Developmental Disorders,Intervention,Interpersonal Communication,Interpersonal Competence,Program Effectiveness,Teacher Attitudes,Self Efficacy,Evidence Based Practice,Social Attitudes,Students with Disabilities,Decision Making,Predictor Variables,Beliefs,Preschool Children

Early Childhood Special Education teachers select practices to use to promote social communication development for their students with autism spectrum disorder. Understanding what evidence-based practices teachers select and why can inform the development of dissemination and implementation supports at the critical Adoption-Decision stage of implementation. The researchers used discrete choice analysis to examine and test the effects of Early Childhood Special Education teachers' beliefs (self-efficacy, attitude, subjective norms; Theory of Planned Behavior) about key evidence-based practices on their practice selections. To assess malleable determinants of practice selection, this study addressed these aims: (1) assess Early Childhood Special Education teachers' beliefs (attitudes, subjective norms, and self-efficacy) about key evidence-based practices, (2) describe which evidence-based practices teachers selected, and (3) examine whether teachers' beliefs predicted practice selections. A web-based survey gathered responses from 222 Early Childhood Special Education teachers. Participants had the most favorable beliefs about naturalistic intervention and the least about discrete trial teaching and scripting. These beliefs aligned with the frequencies with which these practices were selected, and teachers' beliefs predicted which practices they selected. Together, these findings suggest that beliefs serve as determinants of Early Childhood Special Education teachers' practice selections that can be acted on to tailor pre-implementation supports and improve implementation from the start. [For the corresponding grantee submission, see ED613817.]
Disparities in Educational Access in the Time of COVID: Evidence from a Nationally Representative Panel of American Families
Author: Haderlein, Shira K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,COVID-19,Pandemics,Electronic Learning,Access to Computers,Internet,Disadvantaged,Disproportionate Representation,Elementary Secondary Education,Children,Adolescents,Racial Differences,Ethnicity,Family Income,Political Attitudes,Equal Education,Rural Urban Differences,Parent Background,Family (Sociological Unit),Surveys

We use data collected between April 2020 and March 2021 from the Understanding America Survey, a nationally representative internet panel of approximately 1,450 households with school-age children, to document the access of American households to K-12 education during the COVID-19 crisis. We also explore disparities by parent race/ethnicity, income, urbanicity, partisanship, and grade level (i.e., elementary school vs. middle/high school). Results shed light on the vectors of inequality that occurred throughout the pandemic in access to technology, instruction, services (e.g., free and reduced-price meals), and in-person learning opportunities. Our work highlights the equity implications of the pandemic and suggests the importance of encouraging widespread in-person learning opportunities and attendance by the beginning of the 2021-2022 school year for addressing COVID-19's educational effects.
The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in COVID-19 Pandemic
Author: Akbaba Altun, Sadegül
Date: 2021-12-00
Type: Journal Articles
Subjects: School Administration,Administrator Role,Administrator Responsibility,Principals,Emergency Programs,Distance Education,Online Courses,School Closing,Pandemics,COVID-19,Technology Integration,Social Media,Strategic Planning,Communication Strategies,Motivation,Elementary Secondary Education,Foreign Countries

When COVID-19 pandemic started, schools in Turkey, as in many parts of the world, were closed and then emergency remote teaching started. The purpose of this study is to explain the roles and responsibilities of school administrators related to emergency remote teaching after schools were closed. In order to reveal the purpose above, this research was carried out in qualitative research design. 105 school administrators from different regions of Turkey and different school levels participated in the study. The data were collected through a Google Drive form with open-ended questions. The collected data were analyzed with content and descriptive analyses. The findings showed that the roles and responsibilities of the school administrators regarding emergency remote teaching included planning the process, starting online classes, opening different social media accounts, managing the online program, solving the adaptation problems of students and teachers, monitoring the actions taken and motivating teachers, students, parents' communication and finally it has been seen that they are in the act of transition to and maintaining digital management. During the COVID-19 pandemic, school administrators have mostly done &quot;communication&quot;. There were also changes in the communication styles of school administrators and social media tools were used effectively. The intensive use of technology in this period has caused changes in management processes and managers have mostly talked about digital management and the exhausting aspects of digital management are expressed as well as the facilitating ones. Since emergency remote teaching is not a common case in the K-12 Turkish education system, we hope the results of this study will contribute to a better understanding of the roles and responsibilities of school administrators during such emergency periods.
The Investigation of the Relations between Paternalistic Leadership, Organizational Creativity and Organizational Dissent
Author: Agalday, Bünyamin
Date: 2021-12-00
Type: Journal Articles
Subjects: Elementary Schools,Principals,Leadership Styles,Administrator Behavior,Teacher Characteristics,Creativity,Elementary School Teachers,Teacher Attitudes,Dissent,Correlation,Foreign Countries,Predictor Variables

The research aims to determine the relationship between public primary school principals' paternalistic leadership behaviours and teachers' organizational creativity and organizational dissent perception levels according to primary school teachers' perceptions. A quantitative correlational design was utilized in the research. The research sample consists of 1059 public primary school teachers selected by stratified sampling method in Mardin city center and eight districts of Mardin during the 2016-2017 academic year. The data of the research were obtained by using the &quot;Headmasters' Paternalistic Leadership Behaviours Scale,&quot; &quot;Organizational Creativity Scale,&quot; and &quot;Organizational Dissent Scale.&quot; The data analysis revealed the following findings: There was a positive and significant correlation between the paternalistic leadership behaviours of primary school administrators and teachers' perceptions toward organizational creativity and organizational dissent. Also, paternalistic leadership behaviours of primary school administrators were found to be a significant predictor of teachers' perceptions toward organizational creativity and organizational dissent. The principals should exhibit benevolent leadership behaviours that enhance the teachers' organizational creativity perceptions, such as endeavouring to create a family milieu in school, being tolerant of teachers, and supporting teachers to take the initiative. [This study was presented as an oral presentation at the V. International Eurasian Educational Research Congress.]
Theorising Context in Educational Leadership from a Relational Critical Realist Perspective
Author: Elonga Mboyo, Jean Pierre
Date: 2021-09-00
Type: Journal Articles
Subjects: Context Effect,Instructional Leadership,Educational Policy,Educational Change,Foreign Policy,Policy Formation,Indigenous Knowledge,Leadership Styles

Educational leadership scholars are unanimous in their appreciation of the importance of context. As a concept, however, context is not unproblematic and, while being scarcely theorised, the recent growing interest around the topic has shown fundamental differences in the way that it is approached with repercussions on how the field progresses. The analysis of published literature on context undertaken in this article, therefore, attempts to look beyond current framing of context as antecedent and moderator, in order to propose a relational critical realist perspective to framing context and, hopefully, shape as well as decolonise future policy, practice and theorising in educational leadership.
The Viability of Comparative Research Concept as a Paradigm for Decolonising Educational Leadership Theory and Practice
Author: Elonga Mboyo, Jean Pierre
Date: 2021-09-00
Type: Journal Articles
Subjects: Instructional Leadership,Epistemology,Foreign Policy,Cross Cultural Studies,Comparative Education,Western Civilization,Cultural Differences,African Culture,Indigenous Knowledge,Postmodernism,Research Methodology

The dominance of Western research methodologies and epistemologies has come under intense scrutiny. However, the recognition that knowledge is produced and packaged differently cannot override its fluid, unbounded and comparative nature. That said, researchers are yet to outline the case for a decolonising comparative educational leadership knowledge base. This first linked article, therefore, introduces 'comparative research concept' (CRC) as a viable paradigm to navigate ontological, epistemological, and cultural messiness when carrying out cross-context (educational leadership) research. In particular, the article discusses and provides a repertoire of arguments on how CRC can be operationalised through a narrative research approach that cultivates difference out of amalgamation and vice versa through given research methods, constituencies and analytical perspectives.
Education Data Science: Past, Present, Future
Author: McFarland, Daniel A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Statistics,Computation,Measurement,Prediction,Educational Research,Educational History,Educational Trends,Network Analysis,Natural Language Processing,Artificial Intelligence,Data Collection,Definitions

This AERA Open special topic concerns the large emerging research area of education data science (EDS). In a narrow sense, EDS applies statistics and computational techniques to educational phenomena and questions. In a broader sense, it is an umbrella for a fleet of new computational techniques being used to identify new forms of data, measures, descriptives, predictions, and experiments in education. Not only are old research questions being analyzed in new ways but also new questions are emerging based on novel data and discoveries from EDS techniques. This overview defines the emerging field of education data science and discusses 12 articles that illustrate an AERA-angle on EDS. Our overview relates a variety of promises EDS poses for the field of education as well as the areas where EDS scholars could successfully focus going forward.
Adding &quot;Student Voice&quot; to the Mix: Perception Surveys and State Accountability Systems
Author: Schneider, Jack
Date: 2021-00-00
Type: Journal Articles
Subjects: Accountability,Student Surveys,Student Attitudes,School Effectiveness,Public Schools,Elementary Secondary Education,Student Characteristics

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, &quot;student voice&quot; is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state's formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.
Students Learning about Science by Investigating an Unfolding Pandemic
Author: Matuk, Camillia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Science and Society,Scientific Principles,High School Students,Relevance (Education),Student Attitudes,Active Learning,Inquiry,Distance Education,Electronic Learning,High School Teachers,Public Health,Citizen Participation,Private Schools,Urban Schools,Learner Engagement

We explored the COVID-19 pandemic as a context for learning about the role of science in a global health crisis. In spring 2020, at the beginning of the first pandemic-related lockdown, we worked with a high school teacher to design and implement a unit on human brain and behavior science. The unit guided her 17 students in creating studies that explored personally relevant questions about the pandemic to contribute to a citizen science platform. Pre-/postsurveys, student artifacts, and student and teacher interviews showed increases in students' fascination with science--a driver of engagement and career preference--and sense of agency as citizen scientists. Students approached science as a tool for addressing their pandemic-related concerns but were hampered by the challenges of remote schooling. These findings highlight both the opportunities of learning from a global crisis, and the need to consider how that crisis is still affecting learners.
The Forgotten 20%: Achievement and Growth in Rural Schools across the Nation
Author: Johnson, Angela
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Rural Schools,Elementary School Students,Trend Analysis,Rural Urban Differences,Middle School Students,Achievement Gap,Racial Differences,African American Students,Hispanic American Students,White Students,National Competency Tests,Hierarchical Linear Modeling,Mathematics Achievement,Reading Achievement

Leveraging achievement data measured in the fall and spring of kindergarten through eighth grade for 840,000 students attending 8,800 public schools, we report novel evidence on how achievement and growth patterns differ between rural and nonrural schools. Rural students start kindergarten slightly ahead of nonrural students but fall behind by middle school. The divergence is driven by larger summer losses for rural students. In both rural and nonrural schools, we provide additional evidence that Black-White achievement gaps widen during the school year. These findings highlight the importance of seasonal learning patterns in interpreting rural school performance.
&quot;Teachers Act Like We&apos;re Robots&quot;: TikTok as a Window into Youth Experiences of Online Learning during COVID-19
Author: Literat, Ioana
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Video Technology,Student Experience,Distance Education,COVID-19,Pandemics,Electronic Learning,Student Attitudes,Stress Variables,Student Motivation,Mental Health

Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students' home contexts emerged as particularly salient, making visible the intersections between young people's home, school and social lives. By facilitating a grounded, bottom-up understanding of students' experiences and perceptions--shared in their preferred spaces and modes of expression--this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.