Zeitschrifteninhaltsdienst - Neuerscheinungen in ausgewählten Fachzeitschriften Juni 2020 - Hamburg.de
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Zeitschrifteninhaltsdienst
Neuerscheinungen in
ausgewählten Fachzeitschriften
Juni 2020
BQ-F: Forschungskooperation und DatengewinnungsstrategieAMERICAN EDUCATIONAL RESEARCH JOURNAL ............................................................................................... 5
BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE. PREDICTING W HAT W ILL W ORK LOCALLY.............................. 5
“DEAR FUTURE PRESIDENT OF THE UNITED STATES”. ANALYZING YOUTH CIVIC W RITING W ITHIN THE 2016 LETTERS TO
THE NEXT PRESIDENT PROJECT. ................................................................................................................................. 5
DYNAMICS OF REFLECTIVE ASSESSMENT AND KNOWLEDGE BUILDING FOR ACADEMICALLY LOW-ACHIEVING STUDENTS. . 6
EFFECTS OF A SCIENCE OF LEARNING COURSE ON COLLEGE STUDENTS’ LEARNING W ITH A COMPUTER. ....................... 6
FOSTERING DEMOCRATIC AND SOCIAL-EMOTIONAL LEARNING IN ACTION CIVICS PROGRAMMING. FACTORS THAT SHAPE
STUDENTS’ LEARNING FROM PROJECT SOAPBOX. ........................................................................................................ 7
GIVING COMMUNITY COLLEGE STUDENTS CHOICE. THE IMPACT OF SELF-PLACEMENT IN MATH COURSES. .................... 7
PARENT ENGAGEMENT AND SATISFACTION IN PUBLIC CHARTER AND DISTRICT SCHOOLS. ............................................. 8
PEDAGOGY AND PROFIT? EFFORTS TO DEVELOP AND SELL DIGITAL COURSEWARE PRODUCTS FOR HIGHER EDUCATION.
.................................................................................................................................................................................. 8
SPEAKING VOLUMES. PROFESSIONAL DEVELOPMENT THROUGH BOOK STUDIES. .......................................................... 8
TEACHER RESPONSES TO NEW PEDAGOGICAL PRACTICES. A PRAXEOLOGICAL MODEL FOR THE STUDY OF TEACHER-
DRIVEN SCHOOL DEVELOPMENT. ................................................................................................................................ 9
THE MODERATING EFFECT OF NEIGHBORHOOD POVERTY ON PRESCHOOL EFFECTIVENESS. EVIDENCE FROM THE
TENNESSEE VOLUNTARY PREKINDERGARTEN EXPERIMENT. ......................................................................................... 9
W ILL MENTORING A STUDENT TEACHER HARM MY EVALUATION SCORES? EFFECTS OF SERVING AS A COOPERATING
TEACHER ON EVALUATION METRICS. ......................................................................................................................... 10
DMS-DER MODERNE STAAT .................................................................................................................................. 11
POPULISTISCHE VERWALTUNGSPOLITIK. EINE VERWALTUNGSWISSENSCHAFTLICHE PERSPEKTIVE AUF POPULISTISCHE
STRATEGIEN DER STAATSTRA NSFORMATION. ............................................................................................................ 11
EDUCATIONAL EVALUATION AND POLICY ANALYSIS ...................................................................................... 12
AN HONORS TEACHER LIKE ME. EFFECTS OF ACCESS TO SAME-RACE TEACHERS ON BLACK STUDENTS’ ADVANCED-
TRACK ENROLLMENT AND PERFORMANCE.................................................................................................................. 12
LONG-RUN CHANGES IN UNDERREPRESENTATION AFTER AFFIRMATIVE ACTION BANS IN PUBLIC UNIVERSITIES. ........... 12
PEEKING INTO THE BLACK BOX OF SCHOOL TURNAROUND. A FORMAL TEST OF MEDIATORS AND SUPPRESSORS. ........ 13
TEACHER COACHING IN A SIMULATED ENVIRONMENT. ................................................................................................ 13
TRENDS IN STUDENT SOCIAL-EMOTIONAL LEARNING. EVIDENCE FROM THE FIRST LARGE-SCALE PANEL STUDENT
SURVEY. .................................................................................................................................................................. 14
W HAT HAPPENS W HEN YOU COMBINE HIGH SCHOOL AND COLLEGE? THE IMPACT OF THE EARLY COLLEGE MODEL ON
POSTSECONDARY PERFORMANCE AND COMPLETION. ................................................................................................. 14
EDUCATIONAL RESEARCHER ............................................................................................................................... 15
ACCOUNTING FOR THE CORPORATE. AN ANALYTIC FRAMEWORK FOR UNDERSTANDING CORPORATIONS IN EDUCATION.
................................................................................................................................................................................ 15
INTERPRETING EFFECT SIZES OF EDUCATION INTERVENTIONS. ................................................................................... 15
SOCIAL STUDIES TEACHER PERCEPTIONS OF NEWS SOURCE CREDIBILITY. ................................................................. 16
TEACHERS ARE PEOPLE TOO. EXAMINING THE RACIAL BIAS OF TEACHERS COMPARED TO OTHER AMERICAN ADULTS. 16
W HEN PAYWALL GOES AWOL. THE DEMAND FOR OPEN-ACCESS EDUCATION RESEARCH. ......................................... 17
EUROPEAN EDUCATIONAL RESEARCH JOURNAL ............................................................................................ 18
ALL IN THIS TOGETHER? THE RECONSTITUTION OF POLICY DISCOURSES ON TEACHER COLLABORATION AS GOVERNANCE
IN POST-CRISIS EUROPE............................................................................................................................................ 18
CONSTRUCTING ACADEMIC IDENTITY IN THE EUROPEAN HIGHER EDUCATION SPACE. EXPERIENCES OF EARLY CAREER
EDUCATIONAL RESEARCHERS. ................................................................................................................................... 18
DIGITAL DEVICES IN THE GOVERNING OF THE EUROPEAN EDUCATION SPACE. THE CASE OF SORPRENDO SOFTWARE
FOR CAREER GUIDANCE............................................................................................................................................. 19
INVENTING OTHER SPACES FOR EUROPEAN EDUCATION. SUMMER SCHOOL IN EUROPEAN EDUCATION STUDIES AS A
LABORATORY FOR EDUCATIONAL RESEARCH IN EUROPE. ............................................................................................ 19
SCHOOL ACTORS’ ENACTMENT OF A PERFORMATIVE ACCOUNTABILITY SCHEME IN RUSSIA. TENSIONS, DILEMMAS AND
STRATEGIES. ............................................................................................................................................................ 20
GRUNDSCHULE ........................................................................................................................................................ 21
AUS DER VERGANGENHEIT LERNEN. .......................................................................................................................... 21
CORONA-FERIEN? VON WEGEN! ................................................................................................................................ 21
DER KOLLEGIALE RAT. .............................................................................................................................................. 21
DIE FOLGEN DER VERNACHLÄSSIGUNG. ..................................................................................................................... 21
DIE KUNST DES UNTERRICHTSGESPRÄCHS. ............................................................................................................... 22
EIN BLICK ZURÜCK: DIE ÖFFNUNG DES UNTERRICHTSGESPRÄCHS. ............................................................................. 22
GLEICHSTELLUNG IN DER BEZAHLUNG VERWIRKLICHEN! ............................................................................................. 22
GUTE GRÜNDE FÜR MEHR GELD. ............................................................................................................................... 22
„ICH REDE NUR, WENN ICH DRAN BIN“. ........................................................................................................................ 23
2KAMPF GEGEN DIE ÜBERSTUNDEN. ............................................................................................................................ 23
LEHRERFRAGE = LEERE FRAGE? ............................................................................................................................... 23
PRODUKTIVE GESPRÄCHE – SCHON IM ERSTUNTERRICHT. .......................................................................................... 23
UNTERRICHTSGESPRÄCHE – LERNFÖRDERLICH, ANREGEND UND PARTIZIPATIV. ........................................................... 24
W ACKELIGES FUNDAMENT. ....................................................................................................................................... 24
W ENN ALLES WÄRE, WIE ES NIE WAR, WÜRDE ENDLICH ALLES GUT?!............................................................................ 24
„W IR MÜSSEN JETZT DIE W EICHEN FÜR DIE ZUKUNFT STELLEN“................................................................................... 24
ZUHÖREN WILL GELERNT SEIN. .................................................................................................................................. 25
„ZWEI STELLSCHRAUBEN, UM DIE EIGENE W IRKUNG ZU BEEINFLUSSEN“. ..................................................................... 25
JERO-JOURNAL FOR EDUCATIONAL RESEARCH ONLINE ............................................................................... 26
DAS GANZE IST MEHR ALS DIE SUMME SEINER TEILE: SCHULKOMPOSITION, SCHULZUFRIEDENHEIT UND
NORMVERLETZENDES VERHALTEN. ............................................................................................................................ 26
DIE ENTWICKLUNG MULTIPROFESSIONELLER KOOPERATION AN GANZTAGSSCHULEN AUS DER PERSPEKTIVE VON
EXPERTINNEN UND EXPERTEN. EINE QUALITATIVE INHALTSANALYSE........................................................................... 26
EFFEKTE ADAPTIVER LEHRKOMPETENZ AUF UNTERRICHTSQUALITÄT UND SCHULISCHE LEISTUNGEN. ............................ 27
MITBESTIMMUNG VON SCHÜLER/INNEN IN DER SCHULE. EINE REPRÄSENTATIVE BEFRAGUNG ÖSTERREICHISCHER
SCHÜLER/INNEN DER SEKUNDARSTUFE II................................................................................................................... 27
PROSOZIALE MOTIVATION UND VERHALTEN BEI KINDERN MIT UND OHNE TÜRKISCHEN MIGRATIONSHINTERGRUND IN
DEUTSCHLAND SOWIE TÜRKISCHEN KINDERN IN DER TÜRKEI. ..................................................................................... 28
SELBSTWIRKSAMKEIT ERLANGEN, BELASTUNG REDUZIEREN? – EFFEKTE DES FEEDBACKVERHALTENS DER
AUSBILDER/INNEN IN UNTERRICHTSNACHBESPRECHUNGEN. ....................................................................................... 28
JOURNAL OF EDUCATION POLICY ....................................................................................................................... 29
‘PHILANTHROPIZING’ CONSENT. HOW A PRIVATE FOUNDATION PUSHED THROUGH NATIONAL LEARNING STANDARDS IN
BRAZIL. .................................................................................................................................................................... 29
ACCOUNTING FOR MEDIATIZATION IN THE ERA OF INDIVIDUALIZED CONSEQUENTIAL ACCOUNTABILITY. ........................... 29
ALL AGAINST ALL COMPETITION. THE INCORPORATION OF THE INTERNATIONAL BACCALAUREATE IN PUBLIC HIGH SCHOOLS
IN CANADA. .............................................................................................................................................................. 30
REGULATING PRIVATE SUPPORT FOR PUBLIC GOODS. DE-CLUBBING PUBLIC SCHOOLS. ................................................. 30
STATE OF RHETORIC. NEOLIBERAL DISCOURSES FOR EDUCATION IN STATE OF THE STATE ADDRESSES AND
GUBERNATORIAL PRESS RELEASES. ........................................................................................................................... 31
THE INCREASING ROLE OF NON-STATE ACTORS IN EDUCATION POLICY-MAKING. EVIDENCE FROM URUGUAY. ................. 31
JOURNAL OF EDUCATIONAL PSYCHOLOGY ...................................................................................................... 32
CAN A BRIEF, DIGITAL SKILL TRAINING INTERVENTION HELP UNDERGRADUATES “LEARN TO LEARN” AND IMPROVE THEIR
STEM ACHIEVEMENT? .............................................................................................................................................. 32
COGNITIVE PREDICTORS OF DIFFICULTIES IN MATH AND READING IN PRE-KINDERGARTEN CHILDREN AT HIGH RISK FOR
LEARNING DISABILITIES.............................................................................................................................................. 32
CREATING DRAWINGS ENHANCES LEARNING BY TEACHING. ......................................................................................... 33
EFFECTS OF INDUCED LEVELS OF PRIOR KNOWLEDGE ON MONITORING ACCURACY AND PERFORMANCE WHEN LEARNING
FROM SELF-REGULATED PROBLEM SOLVING. .............................................................................................................. 33
EXAMINING FACTORS AFFECTING READING AND MATH GROWTH AND ACHIEVEMENT GAPS IN GRADES 1–5. A COHORT-
SEQUENTIAL LONGITUDINAL APPROACH. ..................................................................................................................... 34
HIERARCHICAL AND DYNAMIC RELATIONS OF LANGUAGE AND COGNITIVE SKILLS TO READING COMPREHENSION. TESTING
THE DIRECT AND INDIRECT EFFECTS MODEL OF READING (DIER). ................................................................................ 34
LEAVING THE POND—CHOOSING AN OCEAN. EFFECTS OF STUDENT COMPOSITION ON STEM MAJOR CHOICES AT
UNIVERSITY. ............................................................................................................................................................. 35
RECIPROCAL ASSOCIATIONS BETWEEN STUDENTS’ MATHEMATICS ANXIETY AND ACHIEVEMENT. CAN TEACHER SENSITIVITY
MAKE A DIFFERENCE? ............................................................................................................................................... 35
REDUCING INTERFERENCE FROM MISCONCEPTIONS. THE ROLE OF INHIBITION IN KNOWLEDGE REVISION. ....................... 36
THE PATHWAY TO ACADEMIC SUCCESS. SCALING UP A TEXT-BASED ANALYTICAL WRITING INTERVENTION FOR LATINOS
AND ENGLISH LEARNERS IN SECONDARY SCHOOL. ...................................................................................................... 36
TIMING MATTERS! EXPLAINING BETWEEN STUDY PHASES ENHANCES STUDENTS’ LEARNING........................................... 37
JOURNAL OF STUDIES IN INTERNATIONAL EDUCATION .................................................................................. 38
DEVELOPING INTERCULTURAL COMPETENCE THROUGH COLLABORATIVE LEARNING IN INTERNATIONAL HIGHER
EDUCATION. ............................................................................................................................................................. 38
INTERNATIONAL COLLABORATIONS IN THE VET SECTOR. MOTIVATIONS AND CHALLENGES. .......................................... 38
MONITORING OF EDUCATION AGENTS ENGAGED IN INTERNATIONAL STUDENT RECRUITMENT. PERSPECTIVES FROM
AGENCY THEORY...................................................................................................................................................... 39
THE DEVELOPMENT OF “ASIAN ACADEMIC CREDITS” AS AN ALIGNED CREDIT TRANSFER SYSTEM IN ASIAN HIGHER
EDUCATION. ............................................................................................................................................................. 39
THE IMPACT OF INTERNATIONAL STUDENT MOBILITY PROGRAMS ON BRAZILIAN STUDENTS’ PERCEPTIONS OF
ENTREPRENEURIALISM. ............................................................................................................................................. 40
3THE INFLUENCE OF SAFETY AND SECURITY ON STUDENTS’ CHOICE OF UNIVERSITY IN SOUTH AFRICA.......................... 40
W HAT COUNTS AS INTERNATIONALIZATION? DECONSTRUCTING THE INTERNATIONALIZATION IMPERATIVE. .................... 41
PÄDAGOGIK .............................................................................................................................................................. 42
DEN BAUPROZESS ZUR SCHULENTWICKLUNG NUTZEN. ERFAHRUNGEN AUS SICHT VON SCHULLEITUNG, VERWALTUNG,
ARCHITEKTUR UND ELTERN. ...................................................................................................................................... 42
IDEALE KLASSENRÄUME? ABSCHIED VON DER ILLUSION. BEISPIELHAFTE SITZORDNUNGEN MIT IHREN VOR- UND
NACHTEILEN. ............................................................................................................................................................ 42
LERNEN OHNE NOTEN? ............................................................................................................................................. 42
LERNRÄUME GESTALTEN. LERNFÖRDERLICHE RAUMINSZENIERUNGEN FÜR DEN SCHULALLTAG..................................... 43
LERNRÄUME IN EINEM KABINETTSYSTEM. IN FÜNF SCHRITTEN ZUM RESONANTEN LERNRAUM. ...................................... 43
MEHRSPRACHIGKEIT UND MEHRKULTURALITÄT. ......................................................................................................... 43
MODERNER UNTERRICHT IN HISTORISCHEN GEMÄUERN. MIT KLEINEN TRICKS LERNRÄUME IN ALTEN GEBÄUDEN
UMGESTALTEN. ......................................................................................................................................................... 43
RAUM FÜR INKLUSIVE LERNSETTINGS. ERKENNTNISSE AUS DEM FORSCHUNGSPROJEKT »RAUM UND INKLUSION«. ........ 44
SCHULAUTONOMIE IM LÄNDERVERGLEICH. EIGENSTÄNDIGKEIT VON EINZELSCHULEN ALS POLITISCHES PROGRAMM.
SERIE »BILDUNGSREPUBLIK DEUTSCHLAND«, FOLGE 6. ............................................................................................. 44
UNGEWÖHNLICHE LERNORTE. PRAKTISCHE ANREGUNGEN FÜR DIE GESTALTUNG VON FLUREN, TREPPENHÄUSERN,
TOILETTEN UND KLASSENZIMMERN. ........................................................................................................................... 44
W ÄNDE ALS PRÄSENTATIONSFLÄCHEN SINNVOLL NUTZEN. W IE EIN TRANSPARENTER GESTALTUNGSRAHMEN BEIM
ORDNEN HILFT.......................................................................................................................................................... 45
W IE GEHT ES WEITER NACH DER CORONAKRISE? . FRAGEN UND ORIENTIERUNG FÜR DIE KOMMENDEN MONATE. .......... 45
(AB WANN) SOLL MAN MIT KINDERN ÜBER 'DIE SEELE' REDEN? .................................................................................... 45
PÄDAGOGISCHE RUNDSCHAU .............................................................................................................................. 46
BILDUNGS- UND LERNGESCHICHTEN IN DER KINDERTAGESSTÄTTE. KRITIK EINER METHODE. ........................................ 46
ETHIK DES ANFASSENS. ............................................................................................................................................ 46
HATTIE UND DIE DEUTSCHE DIDAKTIK-TRADITION. ...................................................................................................... 47
MÖGLICHKEITEN UND GRENZEN DER DIGITALISIERUNG VON SCHULE UND UNTERRICHT AUS ALLGEMEINPÄDAGOGISCHER
SICHT. ..................................................................................................................................................................... 47
SCHULE GERECHT DENKEN........................................................................................................................................ 47
SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT ................................................................................ 48
A REVIEW AND EVALUATION OF APPROACHES TO MEASURE EQUITY IN EDUCATIONAL OUTCOMES. .................................. 48
EFFECTIVE SCHOOLS 10 YEARS ON. FACTORS AND PROCESSES ENABLING THE SUSTAINABILITY OF SCHOOL
EFFECTIVENESS. ....................................................................................................................................................... 48
EFFECTIVENESS OF A GOVERNMENTAL ACTION TO IMPROVE AUSTRIAN PRIMARY SCHOOLS – RESULTS OF MULTILEVEL
ANALYSES BASED ON REPEATED CYCLES OF EDUCATIONAL STANDARDS ASSESSMENTS. ............................................... 49
GRADE CONFIGURATION IS ASSOCIATED WITH SCHOOL-LEVEL STANDARDIZED TEST PASS RATES FOR SIXTH-, SEVENTH-,
AND EIGHTH-GRADE STUDENTS. ................................................................................................................................. 49
STUDENTS’ PSYCHOLOGICAL WELL-BEING AND ITS MULTILEVEL RELATIONSHIP WITH IMMIGRANT BACKGROUND, GENDER,
SOCIOECONOMIC STATUS, ACHIEVEMENT, AND CLASS SIZE. ......................................................................................... 50
THE ACHIEVEMENT GAP IN INDONESIA? ORGANIZATIONAL AND IDEOLOGICAL DIFFERENCES BETWEEN PRIVATE ISLAMIC
SCHOOLS. ................................................................................................................................................................ 50
THE INFORMED CHOICE. MATHEMATICS TEXTBOOK ASSESSMENT IN LIGHT OF EDUCATIONAL FREEDOM, EFFECTIVENESS,
AND IMPROVEMENT IN PRIMARY EDUCATION................................................................................................................ 51
W HEN DATA DON’T DRIVE. TEACHER AGENCY IN DATA USE EFFORTS IN LOW-PERFORMING SCHOOLS. ............................ 51
EINSTELLUNGEN UND SELBSTWIRKSAMKEITSÜBERZEUGUNGEN VON LEHRAMTSSTUDIERENDEN BEZÜGLICH INKLUSIVEN
UNTERRICHTS. ZUSAMMENHÄNGE MIT KONTAKTERFAHRUNGEN UND GRUNDLAGENKENNTNISSEN ÜBER SCHULISCHE
INKLUSION. ............................................................................................................................................................... 52
NUR VERTIEFEN ODER AUCH WIEDERHOLEN? DIFFERENZIELLE VERLÄUFE KOGNITIVER LERNSTRATEGIEN IM SEMESTER.
................................................................................................................................................................................ 52
SCHULISCHES W OHLBEFINDEN, ZUGEHÖRIGKEIT UND UNTERSTÜTZUNG BEI SCHÜLERINNEN UND SCHÜLERN IM
GEMEINSAMEN UNTERRICHT DER SEKUNDARSTUFE I. ................................................................................................. 53
STABILISIERUNG DER SELBSTWIRKSAMKEITSERWARTUNG ÜBER KOMPLEXITÄTSREDUKTION. ........................................ 53
VARIABILITÄT UND GENERALISIERBARKEIT VON RATINGS ZUR QUALITÄT VON MATHEMATIKUNTERRICHT ZWISCHEN UND
INNERHALB VON UNTERRICHTSSTUNDEN. ................................................................................................................... 54
W IE GUT KENNEN LEHRKRÄFTE DIE PEERBEZIEHUNGEN DER SCHÜLERINNEN UND SCHÜLER? EINE UNTERSUCHUNG VON
LEHRAMTSSTUDIERENDEN IM PRAXISSEMESTER UND ERFAHRENEN LEHRKRÄFTEN. ..................................................... 54
4American Educational Research Journal
Joyce, Kathryn E.; Cartwright, Nancy (2020):
Bridging the Gap Between Research and Practice. Predicting What Will Work
Locally.
In: American Educational Research Journal 57 (3), S. 1045–1082. DOI:
10.3102/0002831219866687.
Abstract:
This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-
based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”)
but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that
moving from ascription to prediction by way of causal generalization (“It works”) is unrealistic and urge focusing research efforts
directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and
encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a
better mix of methods, like implementation science, improvement science, and practice-based evidence.
Schlagwörter:
causal claims; educational research; evidence-based education; RCTs; research-informed practice
Zeitschriftenaufsatz
Garcia, Antero; Levinson, Amber Maria; Gargroetzi, Emma Carene (2020):
“Dear Future President of the United States”. Analyzing Youth Civic Writing Within
the 2016 Letters to the Next President Project.
In: American Educational Research Journal 57 (3), S. 1159–1202. DOI:
10.3102/0002831219870129.
Abstract:
This article investigates the civic writing practices of more than 11,000 students writing letters to the next president in the lead
up to the 2016 U.S. election. We analyze how letter topics are associated with socioeconomic factors and reveal that 43
topics—including ones prevalent among students such as immigration, guns, and school costs—were significantly associated
with socioeconomic and racial majority indicators. Furthermore, we conducted a qualitative analysis of the kinds of arguments
and evidence developed in letters from five schools serving predominantly lower income students and/or students of color in
different regions of the country. Student arguments and types of evidence used were site dependent, suggesting the importance
of teacher instruction. This analysis expands previous conceptions of youth civic learning.
Schlagwörter:
civic education; classroom instruction; mixed methods; writing; youth identity
5Yang, Yuqin; van Aalst, Jan; Chan, Carol K. K. (2020):
Dynamics of Reflective Assessment and Knowledge Building for Academically
Low-Achieving Students.
In: American Educational Research Journal 57 (3), S. 1241–1289. DOI:
10.3102/0002831219872444.
Abstract:
This study investigates designs for developing knowledge building (KB) and higher order competencies among academically
low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated.
The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-
supported reflective assessment. Analysis of the discourse on KF showed that the low achievers were able to engage in
productive discourse, with evidence of metacognitive, collaborative, and epistemic inquiry. Analysis illustrates how the design
supported student engagement, including (1) reflective inquiry and social metacognition; (2) reflective meta- and epistemic talk;
(3) evidence-based reflection for collective growth; and (4) reflection embedded in community ethos. Implications of reflective
assessment for supporting low achievers for inquiry learning and KB are discussed.
Schlagwörter:
academic low achievers; collaborative inquiry; metacognition; reflective assessment; technology-enhanced learning
Zeitschriftenaufsatz
Greene, Jeffrey A.; Lobczowski, Nikki G.; Freed, Rebekah; Cartiff, Brian M.; Demetriou, Cynthia;
Panter, A. T. (2020):
Effects of a Science of Learning Course on College Students’ Learning With a
Computer.
In: American Educational Research Journal 57 (3), S. 947–978. DOI:
10.3102/0002831219865221.
Abstract:
First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We
investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation
college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison
condition in which students had access to online course materials only, or a control condition. From this larger study, we
recruited 43 students to participate in a laboratory task involving learning about the circulatory system with a computer. We
found that treatment and comparison students experienced greater changes in conceptual knowledge than the control group,
and we found differences in the enactment of monitoring and strategy use across conditions.
Schlagwörter:
computers; first-generation college students; science of learning; self-regulated learning
Zeitschriftenaufsatz
6Andolina, Molly W.; Conklin, Hilary G. (2020):
Fostering Democratic and Social-Emotional Learning in Action Civics
Programming. Factors That Shape Students’ Learning From Project Soapbox.
In: American Educational Research Journal 57 (3), S. 1203–1240. DOI:
10.3102/0002831219869599.
Abstract:
This research examines the factors that shape high school students’ experiences with an action civics program—Project
Soapbox—that fosters democratic and social-emotional learning. Drawing on pre- and postsurveys with 204 students,
classroom observations, teacher interviews, student work samples, and student focus group interviews, the study illuminates
how specific features of the curriculum and its implementation are linked to its promising outcomes. Our findings indicate that
the curriculum’s emphases and structure, along with instructional decisions and context, play key roles in influencing student
outcomes. Project Soapbox’s power lies in its alignment with many well-established civic education best practices and in its
intentional linkage with key social-emotional learning practices, many of which are newly recognized as having particular civic
import.
Schlagwörter:
action civics; civic education; democratic education; high schools; social-emotional learning
Zeitschriftenaufsatz
Kosiewicz, Holly; Ngo, Federick (2020):
Giving Community College Students Choice. The Impact of Self-Placement in
Math Courses.
In: American Educational Research Journal 57 (3), S. 1358–1391. DOI:
10.3102/0002831219872500.
Abstract:
This study examines the impact of a “natural experiment” that gave students the choice to place into or out of developmental
math because of an unintended mistake made by a community college. During self-placement, more students chose to enroll in
gateway college- and transfer-level math courses, however, greater proportions of female, Black, and Hispanic students
enrolled in the lowest levels of math relative to test-placed counterparts. Difference-in-difference estimates show that self-
placement led to positive outcomes, but mostly for White, Asian, and male students. This evidence suggests areas of concern
and potential for improvement for self-placement policies. Self-determination theory, behavioral decision theory, and stereotype
vulnerability provide possible explanations for the observed changes.
Schlagwörter:
behavioral decision theory; developmental education; self-determination theory; self-placement; stereotype vulnerability
7Oberfield, Zachary W. (2020):
Parent Engagement and Satisfaction in Public Charter and District Schools.
In: American Educational Research Journal 57 (3), S. 1083–1124. DOI:
10.3102/0002831219868983.
Abstract:
Using nationally representative parent surveys over a 10-year period, this article asks if there were differences in parent
engagement and satisfaction at public charter and district schools. It then examines whether any such differences persisted
when accounting for observable school and family characteristics, including whether parents conducted a school search prior to
selecting their child’s school. It finds that charter parents volunteered more but, in aggregate, were not more engaged in school-
related activities, relative to district parents. In contrast, charter parents reported higher levels of satisfaction than district parents
throughout the period. These differences persisted even when accounting for observable ways in which these families and
schools differed.
Schlagwörter:
charter schools; educational policy; parent engagement and satisfaction
Zeitschriftenaufsatz
Regele, Matthew D. (2020):
Pedagogy and Profit? Efforts to Develop and Sell Digital Courseware Products for
Higher Education.
In: American Educational Research Journal 57 (3), S. 1125–1158. DOI:
10.3102/0002831219869234.
Abstract:
The individual economic benefits of higher education are largely determined by what students learn in the process of obtaining
their degrees. Increasingly, for-profit companies that develop and sell digital courseware products influence what college
students learn. Employees’ pedagogical expertise, content knowledge, and understanding of organizational goals are likely to
affect product characteristics and outcomes associated with the use of those products. This study draws on 15 months of
ethnographic data to examine one organization’s efforts to develop and sell courseware for use in higher education. The data
suggest organization members’ interpretations of educational access and quality support product development and sales efforts
consistent with profit aims, but that may promote credentialism, negatively affect learning, and exacerbate quality differences
across institutions.
Schlagwörter:
courseware; credentialism; higher education; learning materials; product development
Zeitschriftenaufsatz
Blanton, Betty S.; Broemmel, Amy D.; Rigell, Amanda (2020):
Speaking Volumes. Professional Development Through Book Studies.
In: American Educational Research Journal 57 (3), S. 1014–1044. DOI:
10.3102/0002831219867327.
Abstract:
This research describes a professional book study experience and offers insight into its use in supporting professional
development. Framed in situated learning theory, this qualitative case study examined the perceptions of 12 educators who
voluntarily participated in multiple professional book studies over 4 years. Two major themes were found in the data. The
Process Theme encompassed what occurred within the professional book studies and participants’ perceptions of the studies.
The Outcomes Theme provided insight into how participants changed instructional practices, academic thinking, and personal
beliefs. The book studies provided components of effective professional development and principles of adult learning.
Participants believed that the book study groups provided professional development that met their needs in more powerful ways
than traditional professional development.
Schlagwörter:
book clubs; in-service teachers; knowledge communities; professional development; situated learning theory
8Zeitschriftenaufsatz
Krzychała, Sławomir (2020):
Teacher Responses to New Pedagogical Practices. A Praxeological Model for the
Study of Teacher-Driven School Development.
In: American Educational Research Journal 57 (3), S. 979–1013. DOI:
10.3102/0002831219868461.
Abstract:
This article focuses on the teacher community as an agent of school development, and in the context of teacher engagement in
new educational practices, it discusses how school change can be analyzed as a process of creating and transforming
professional knowledge (orientation pattern). The qualitative research was conducted in 2015–2016 at 12 schools participating
in an innovative tutoring program in Wrocław (Poland). A total of 12 group discussions and 52 individual interviews were
interpreted using Mannheim’s documentary method. As a result, a typology of the four forms of new professional orientation
patterns—niche, instrumental, apparent, and synergic activities—was elaborated, and in a case study, they were applied as a
theoretical model to the sociogenetic analysis of the school development process.
Schlagwörter:
pragmatic knowledge; professional learning community; school development; school tutoring; teachers
Zeitschriftenaufsatz
Pearman, Francis A. (2020):
The Moderating Effect of Neighborhood Poverty on Preschool Effectiveness.
Evidence From the Tennessee Voluntary Prekindergarten Experiment.
In: American Educational Research Journal 57 (3), S. 1323–1357. DOI:
10.3102/0002831219872977.
Abstract:
This study drew data from a randomized trial of a statewide prekindergarten program in Tennessee and presents new evidence
on the impacts of preK on third-grade achievement using administrative data on children’s neighborhood environments. Results
indicate that preK had no measurable impact on children’s third-grade math achievement regardless of children’s neighborhood
conditions. However, preK significantly improved third-grade reading achievement for children living in high-poverty
neighborhoods. The treatment effects on reading achievement were substantial: Among children living in high-poverty
neighborhoods, those who took up an experimental assignment to attend preK scored over half a standard deviation higher on
average than the control group in third grade. In contrast, preK enrollment had, if anything, a negative effect on third-grade
reading achievement among children living in low-poverty neighborhoods. These differential effects were partially explained by
alternative childcare options and contextual risk factors.
Schlagwörter:
academic achievement; moderation analysis; neighborhood poverty; preK; randomized controlled trial
Zeitschriftenaufsatz
9Ronfeldt, Matthew; Bardelli, Emanuele; Brockman, Stacey L.; Mullman, Hannah (2020):
Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving
as a Cooperating Teacher on Evaluation Metrics.
In: American Educational Research Journal 57 (3), S. 1392–1437. DOI:
10.3102/0002831219872952.
Abstract:
Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they
are mentored by more instructionally effective cooperating teachers (CTs). Yet teacher education program leaders indicate it
can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may
negatively impact district evaluation scores. Using a unique data set on over 4,500 CTs, we compare evaluation scores during
years these teachers served as CTs with years they did not. In years they served as CTs, teachers had significantly better
observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that
concerns over lowered evaluations should not prevent teachers from serving as CTs.
Schlagwörter:
clinical preparation; cooperating teacher; mentor teacher; teacher education; teacher evaluation
Zeitschriftenaufsatz
10dms-der moderne staat
Bauer, Michael W.; Becker, Stefan (2020):
Populistische Verwaltungspolitik. Eine verwaltungswissenschaftliche Perspektive
auf populistische Strategien der Staatstra nsformation.
In: dms-der moderne staat.
Abstract:
Mit Blick auf die Bürokratie als zentrales Instrument staatlicher Herrschaftsausübung entwickelt dieser Beitrag einen
Analyserahmen, der populistische Verwaltungspolitik als Transformation der öffentlichen Verwaltung erfassbar macht. Die
analytische Leistungsfähigkeit dieses Ansatzes sowie dessen empirische Relevanz werden an vier Beispielen populistischer
Verwaltungspolitik illustriert: Viktor Orbán in Ungarn, Alberto Fujimori in Peru, Christoph Blocher in der Schweiz und Donald
Trump in den USA. Der Beitrag verdeutlicht, welche Gefahren für liberaldemokratische Systeme von populistischen
Regierungen ausgehen. Denn der Grad der Verwirklichung populistischer Verwaltungspolitik bestimmt letztendlich die
Durchsetzungschancen einer auf radikale Veränderung abzielenden politischen Ideologie
Schlagwörter:
Bürokratie; demokratische Regression; öffentliche Verwaltung; Populismus
11Educational Evaluation and Policy Analysis
Hart, Cassandra M. D. (2020):
An Honors Teacher Like Me. Effects of Access to Same-Race Teachers on Black
Students’ Advanced-Track Enrollment and Performance.
In: Educational Evaluation and Policy Analysis 42 (2), S. 163–187. DOI:
10.3102/0162373719898470.
Abstract:
Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the
availability of same-race instructors in advanced-track sections of courses affects Black high school students’ enrollment in, and
performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with
a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the
advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive
effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-
Black students suggest that the main channels are not race-specific role model effects.
Schlagwörter:
advanced-track course-taking; honors courses; student–teacher race match; teacher diversity; tracking
Zeitschriftenaufsatz
Long, Mark C.; Bateman, Nicole A. (2020):
Long-Run Changes in Underrepresentation After Affirmative Action Bans in Public
Universities.
In: Educational Evaluation and Policy Analysis 42 (2), S. 188–207. DOI:
10.3102/0162373720904433.
Abstract:
Affirmative action was banned in California, Texas, Washington, and Florida in the 1990s. Following this early wave, additional
states banned the practice, including Arizona, Georgia, Michigan, Nebraska, New Hampshire, and Oklahoma. In response to
concerns about underrepresented minorities’ falling college enrollment in flagship public universities, administrators and
policymakers took a variety of steps to mitigate these declines. This article assesses the long-run changes in the racial and
ethnic composition of selected universities after these bans. We find that the elimination of affirmative action has led to
persistent declines in the share of underrepresented minorities among students admitted to and enrolling in public flagship
universities in these states. These results imply that alternative policies and administrative decisions were unable to fully replace
race-based affirmative action. Furthermore, we show that the antecedent conditions have only modestly improved in recent
decades, suggesting that policymakers and administrators need to focus on improving these conditions.
Schlagwörter:
admissions; colleges; descriptive analysis; policy analysis; race; regression analyses
Zeitschriftenaufsatz
12Henry, Gary T.; Pham, Lam D.; Kho, Adam; Zimmer, Ron (2020):
Peeking Into the Black Box of School Turnaround. A Formal Test of Mediators and
Suppressors.
In: Educational Evaluation and Policy Analysis 42 (2), S. 232–256. DOI:
10.3102/0162373720908600.
Abstract:
A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this literature
by formally testing factors that may either mediate or suppress the effects of two turnaround initiatives in Tennessee: the
Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences models within a
mediational framework, we find that hiring effective teachers and principals partially explains positive iZone effects. In the ASD,
high levels of teacher turnover suppress potential positive effects. Also, in iZone schools, increased levels of student mobility
and chronic absenteeism suppress potentially larger positive effects. Policies that increase capacity within turnaround schools,
such as financial incentives for effective staff, appear to be important ingredients for realizing positive effects from turnaround
reforms.
Schlagwörter:
chronic absenteeism; descriptive analysis; educational policy; educational reform; mediation; policy analysis; program
evaluation; quasi-experimental analysis; regression analyses; school turnaround; school/teacher effectiveness; student mobility;
teacher/principal turnover
Zeitschriftenaufsatz
Cohen, Julie; Wong, Vivian; Krishnamachari, Anandita; Berlin, Rebekah (2020):
Teacher Coaching in a Simulated Environment.
In: Educational Evaluation and Policy Analysis 42 (2), S. 208–231. DOI:
10.3102/0162373720906217.
Abstract:
This article evaluates whether providing coaching between practice sessions in teacher education courses leads to more rapid
development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice
space and standardized assessment platform. We randomly assigned 105 prospective teachers to different coaching conditions
between simulation sessions integrated into a teacher preparation program. Coached candidates had significant and large
improvements on skills relative to those who only reflected on their teaching. We also observe significant coaching effects on
candidates’ perceptions of student behavior and ideas about next steps for addressing perceived behavioral issues. Findings
suggest that skills with which novices struggle can improve with coaching and do not have to be learned “on the job.”
Schlagwörter:
classroom management; experimental design; teacher assessment; teacher education/development; technology
13West, Martin R.; Pier, Libby; Fricke, Hans; Hough, Heather; Loeb, Susanna; Meyer, Robert H.;
Rice, Andrew B. (2020):
Trends in Student Social-Emotional Learning. Evidence From the First Large-
Scale Panel Student Survey.
In: Educational Evaluation and Policy Analysis 42 (2), S. 279–303. DOI:
10.3102/0162373720912236.
Abstract:
A growing number of school systems use self-report surveys to track students’ social-emotional development as a tool to inform
policy and practice. We use the first large-scale panel survey of social-emotional learning (SEL) to simulate how four
constructs—growth mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12 and
how these trends vary by gender, socioeconomic status, and race/ethnicity among students participating in the survey for two
consecutive years. With the exception of growth mindset, self-reports of these constructs do not increase monotonically as
students move through school; self-efficacy, social awareness, and to a lesser degree self-management decrease after Grade
6. Female students report higher self-management and social awareness than males, but lower self-efficacy relative to males in
middle and high school. Economically disadvantaged students and students of color report lower levels of each construct.
These patterns highlight the need for policymakers to interpret changes in students’ self-reports over time in light of normative
trends in social-emotional development and illustrate how such self-reports may nonetheless be used to set priorities and target
interventions and resources.
Schlagwörter:
adolescence; descriptive analysis; econometric analysis; high schools; longitudinal studies; middle schools; noncognitive skills;
psychology; social-emotional learning; student behavior/attitude; student development
Zeitschriftenaufsatz
Edmunds, Julie A.; Unlu, Fatih; Furey, Jane; Glennie, Elizabeth; Arshavsky, Nina (2020):
What Happens When You Combine High School and College? The Impact of the
Early College Model on Postsecondary Performance and Completion.
In: Educational Evaluation and Policy Analysis 42 (2), S. 257–278. DOI:
10.3102/0162373720912249.
Abstract:
Early colleges are a new model of schooling in which the high school and college experiences are merged, shortening the total
amount of time a student spends in school. This study uses a lottery-based experimental design to examine the impact of the
model on longer term outcomes, including attainment of a postsecondary credential and academic performance in 4-year
institutions. Results show that a significantly higher proportion of early college students were attaining postsecondary
credentials. The results also show that early college students were completing their degrees more rapidly but that their
performance in 4-year institutions was still comparable with the control students.
Schlagwörter:
educational reform; experimental design; high schools; mixed-methods; multisite studies; postsecondary education
Zeitschriftenaufsatz
14Educational Researcher
Moeller, Kathryn (2020):
Accounting for the Corporate. An Analytic Framework for Understanding
Corporations in Education.
In: Educational Researcher 49 (4), S. 232–240. DOI: 10.3102/0013189X20909831.
Abstract:
Drawing on an integrative review of the literature on the privatization of education and an empirical case study of technology
corporations in education, this article examines the corporate within the political economy of education. It argues that by
analytically conceiving of corporations under the banner of the private sphere and, correspondingly, by subsuming the
processes of corporatization within the processes of privatization, the literature on privatization conceals the very specific role
and influence of corporations. The article puts forward an analytic framework for researching and theorizing corporations in
education. How the field of education conceives of corporate actors and their related practices, processes, and power relations
is analytically and empirically significant for ensuring equitable, transparent, and accountable educational systems in the United
States and globally.
Schlagwörter:
case studies; educational policy; globalization, politics; social context
Zeitschriftenaufsatz
Kraft, Matthew A. (2020):
Interpreting Effect Sizes of Education Interventions.
In: Educational Researcher 49 (4), S. 241–253. DOI: 10.3102/0013189X20912798.
Abstract:
Researchers commonly interpret effect sizes by applying benchmarks proposed by Jacob Cohen over a half century ago.
However, effects that are small by Cohen’s standards are large relative to the impacts of most field-based interventions. These
benchmarks also fail to consider important differences in study features, program costs, and scalability. In this article, I present
five broad guidelines for interpreting effect sizes that are applicable across the social sciences. I then propose a more structured
schema with new empirical benchmarks for interpreting a specific class of studies: causal research on education interventions
with standardized achievement outcomes. Together, these tools provide a practical approach for incorporating study features,
costs, and scalability into the process of interpreting the policy importance of effect sizes.
Schlagwörter:
education policy; education reform; effect size; evaluation; experimental research; policy analysis; program evaluation
Zeitschriftenaufsatz
15Clark, Christopher H.; Schmeichel, Mardi; Garrett, H. James (2020):
Social Studies Teacher Perceptions of News Source Credibility.
In: Educational Researcher 49 (4), S. 262–272. DOI: 10.3102/0013189X20909823.
Abstract:
Politically tumultuous times have created a problematic space for teachers who include the news in their classrooms. Few
studies have explored perceptions of news credibility among secondary social studies teachers, the educators most likely to
regularly incorporate news media into their classrooms. We investigated teachers’ operational definitions of credibility and the
relationships between political ideology and assessments of news source credibility. Most teachers in this study used either
static or dynamic definitions to describe news media sources’ credibility. Further, teachers’ conceptualizations of credibility and
perceived ideological differences with news sources were associated with how credible teachers found each source. These
results indicate potential inconsistencies in how news credibility is defined and possible political bias in which sources social
studies teachers use as exemplars of credibility.
Schlagwörter:
media; mixed-methods; politics, psychology; qualitative research; regression analyses; social studies education; teacher
characteristics
Zeitschriftenaufsatz
Starck, Jordan G.; Riddle, Travis; Sinclair, Stacey; Warikoo, Natasha (2020):
Teachers Are People Too. Examining the Racial Bias of Teachers Compared to
Other American Adults.
In: Educational Researcher 49 (4), S. 273–284. DOI: 10.3102/0013189X20912758.
Abstract:
Schools are heralded by some as unique sites for promoting racial equity. Central to this characterization is the presumption
that teachers embrace racial equity and teaching about this topic. In contrast, others have documented the ongoing role of
teachers in perpetuating racial inequality in schools. In this article, we employ data from two national data sets to investigate
teachers’ explicit and implicit racial bias, comparing them to adults with similar characteristics. We find that both teachers and
nonteachers hold pro-White explicit and implicit racial biases. Furthermore, differences between teachers and nonteachers were
negligible or insignificant. The findings suggest that if schools are to effectively promote racial equity, teachers should be
provided with training to either shift or mitigate the effects of their own racial biases.
Schlagwörter:
achievement gap; diversity; equity; race; regression analyses; social stratification; teacher education/development
Zeitschriftenaufsatz
16Gershenson, Seth; Polikoff, Morgan S.; Wang, Rui (2020):
When Paywall Goes AWOL. The Demand for Open-Access Education Research.
In: Educational Researcher 49 (4), S. 254–261. DOI: 10.3102/0013189X20909834.
Abstract:
As universities cut library funding and forego expensive journal subscriptions, many academic organizations and researchers,
including the American Educational Research Association (AERA), are moving toward open-access publications that are freely
downloadable by anyone with a working internet connection. However, the impact of paywalls on the consumption of academic
articles is unclear. We provide novel evidence on this question by exploiting a natural experiment in which six high-impact,
usually gated AERA journals became open access for a 2-month period in 2017. Using monthly download data and an always-
open-access journal as a comparison group, we show that making journals open access likely increased article downloads in
those journals by 55% to 95% per month. Given a per-article download price of $36, this suggests a relatively elastic response:
The average price elasticity of demand for downloads is 1.2, with individual journal elasticities ranging from 0.6 to 2.
Schlagwörter:
econometric analysis; faculty careers; faculty development; research utilization
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