第十二辑（上）

1.Training Your Own: The Impact of New York City’s Aspiring Principals Program on Student Achievement

Author:  Sean P. Corcoran, Amy Ellen Schwartz,  Meryle Weinstein

Source:  Educational Evaluation and Policy Analysis, 2012, 34(2): 232-253

Abstract: The New York City Leadership Academy represents a unique experiment by a large urban school district to train and develop its own school leaders. Its 14-month Aspiring Principals Program (APP) selects and prepares aspiring principals to lead low-performing schools. This study provides the first systematic evaluation of achievement in APP-staffed schools after 3 or more years. We examine differences between APP principals and those advancing through other routes, the extent to which APP graduates serve and remain in schools, and their relative performance in mathematics and English language arts. On balance, we find that APP principals performed about as well as other new principals. If anything, they narrowed the gap with comparison schools in English language arts but lagged behind in mathematics.

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2.Gender and Higher Education in the Time of Reforms

Author: Mary E. John

Source: Contemporary Education Dialogue, 2012, 9(2): 197-221

Abstract: The current moment of higher education reforms in India has yet to receive sustained attention from scholars and activists. Historically speaking, women’s education occupied a central place from the nineteenth century to the first decades of India’s independence, but, curiously, lost prominence with the onset of the women’s movement and the introduction of women’s studies in the academy in the 1980s and since then. Although the participation of women in higher education shows steady improvement and a narrowing of the gender gap, the article examines national-level data to reveal the complex and elusive forms being currently assumed by gender discrimination. This includes recognising that disparities among women from different social groups are greater than those among men of the same groups. Secondly, many of the contexts where gender gaps have closed are also characterised by adverse child sex ratios due to practices of sex selection. Taken together, the current era of expansion in higher education demands analysis from a gendered perspective.

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3.Creating Technology-Enhanced, Learner-Centered Classrooms: K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs

Author: An, Yun-Jo; Reigeluth, Charles

Source: Journal of Digital Learning in Teacher Education, 2012, 28(2): 54-62

Abstract: Although a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K-12 teachers' beliefs, perceptions, barriers, and support needs in the context of creating technology-enhanced, learner-centered classrooms. The researcher used an online survey to collect data, and 126 teachers participated in the survey. The findings of this study provide practical insights into how to support teachers in creating technology-enhanced, learner-centered classrooms. This article discusses the implications for professional development and the need for paradigm change

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4. Clan, Sage, and Sky: Indigenous, Hispano, and Mestizo Narratives of Learning in New Mexico Context

Author: Alicia Fedelina Chávez, Fengfeng Ke, Felisha A. Herrera

Source: American Educational Research Journal, 2012, 49(4): 775-806

Abstract: Colleges and universities retain Native American and Latino college students at lower rates than other ethnic groups even when culturally based services, financial assistance, and support are provided. College teaching and conceptions of learning have yet to evolve on a widespread basis toward culturally diverse epistemologies and practice. This narrative inquiry explores meaning making of 50 Native, Hispano, and Mestizo American students about their learning in a variety of contexts including face-to-face and online college courses as well as learning at home, in extended family and tribal contexts. The study also explores teaching practices students identified as most helpful to their learning and success. Underlying cultural constructs emerged from narrative analysis in eight areas of learning.

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5. The Role of Knowledge and Skills for Managing Emotions in Adaptation to School: Social Behavior and Misconduct in the Classroom

Author: Paulo N. Lopes, José M. Mestre, Rocío Guil, Janet Pickard Kremenitzer,  Peter Salovey

Source: American Educational Research Journal, 2012, 49(4): 710-742

Abstract: Students’ ability to evaluate emotionally challenging situations and identify effective strategies for managing emotions in themselves and others was negatively related to poor classroom social behavior across three studies. These studies, involving 463 students from two Spanish high schools and one American university, examined indicators of adaptation to school based on teacher ratings and official school records. Relationships between the ability to manage emotions, measured with a situational judgment test, and indicators of social adaptation to school remained significant or marginally significant after controlling for demographic factors, personality traits, and indicators of cognitive ability. These findings suggest that emotion regulation knowledge and skills that can be taught explain important aspects of socio-emotional adaptation to school over and above other relevant constructs.

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6.Whose Compelling Interest? The Ending of Desegregation and the Affirming of Racial Inequality in Education

Author: Jamel K. Donnor

Source: Education and Urban Society, 2012, 44(5): 535-552

Abstract: This article provides a critical race analysis of the U.S. Supreme Court’s decision to declare voluntary public school integration unconstitutional in Parents v. Seattle School District No.1. The author contends that the high Court used a perpetrator perspective of racial discrimination to privilege the self-interests of white families over students of color opportunity to attend the Seattle metropolitan area’s top public high school. This paper not only explains how the decision locks-in racial inequity in education, but also, how education policies created to improve the learning opportunities for students of color are resisted, and ultimately thwarted by Whites. The article concludes with a discussion for the continuance of race as a proportional instrument to achieve equity in education.

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7. Positioning Urban Teachers as Effective: Their Discourse on Students

Author: Teresa Sosa and Kimberley Gomez

Source: Education and Urban Society, 2012, 44(5): 590-608

Abstract: This article focuses on the accounts by teachers who are positioned and who position themselves as “effective.” It draws on the relational aspects of positioning theory with respect to a determination of how the “effective teacher” position necessarily positions students. Findings suggest that students are positioned as (a) individuals within a sociocultural context, (b) fully capable of academic achievement, and (c) responsible for their school success. The third position of students suggests the presence of a seemingly disjointed belief and understanding of students. This work moves beyond simplistic explanations of how this belief may reinforce a competitive and individualistic ideology, suggesting that the presence of seemingly disjointed beliefs and understandings are important to consider in relation to who holds those views, the purpose of such views, and the social context in which those views are advanced.

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8. Teacher Quality in Michigan: A School-Level Analysis of the Detroit     Metropolitan Region

Author: Marytza Anne Gawlik, C. Philip Kearney, Michael F. Addonizio,  Frances LaPlante-Sosnowsky

Source: Education and Urban Society, 2012, 44(4): 412-447

Abstract: Most of the low-performing schools and students are in urban districts where poverty is high, where large proportions of students have limited English proficiency, and where students perform poorly on achievement tests. Moreover, urban districts face numerous challenges, including attracting teachers to their schools and optimizing their hiring, transfer, and retention policies so that they bring the best available teachers to the classroom setting. What’s now needed is an understanding of how schools differ on the qualifications of their teachers and the mechanisms driving these differences. In this article, the authors use the Detroit metropolitan region as a case study in order to (a) determine whether there is teacher sorting across schools and districts, and (2) identify which schools and districts have the least qualified teachers.

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9. A Systematic Review of Neighborhood and Institutional Relationships Related to Education

Author: Odis Johnson, Jr.

Source: Education and Urban Society, 2012, 44(4): 477-511

Abstract: This review explores the conceptualization and measurement of neighborhood and institutional relationships related to children’s educational outcomes in neighborhood effects research. The review’s analysis first summarizes early statements about neighborhood and school relationships within the field. The analysis next situates neighborhood and institutional components within a broader ecological context, relying heavily on Bronfenbrenner’s ecosystems theory. A description of six emerging models of neighborhood and institutional relationships follows and serves to organize the 83 studies within this review. The analysis concludes with an assessment of the relative importance of neighborhoods and schools in a subset of studies that measure the effects of both. The analysis findings are contextualized with the author’s identification of the major methodological complications particular to the joint estimation of neighborhood and institutional effects.

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10. Implementing ability grouping in EFL contexts: Perceptions of teachers and students

Author: YouJin Kim

Source: Language Teaching Research, 2012, 16(3): 289-315

Abstract: Ability grouping – defined as a practice that places students into classrooms or small groups based on an initial assessment of their readiness or ability – has received considerable attention in educational research for years in many countries (Ireson & Hallam, 1999, 2001; Slavin, 1987). In Korea, ability grouping has been implemented in elementary, middle, and high school settings for certain subjects such as English. The purpose of the current study was to determine how the ability grouping policy has been implemented in Korean middle school English classes and to examine the perceptions of teachers (n = 55) and students (n = 754) regarding this policy. The results showed that schools implemented the policy in a variety of ways (e.g. different number of grouping levels). Teachers and students indicated their concerns regarding students’ emotional problems and showed mixed attitudes towards ability grouping. They also argued that schools need large support to maximize the putative effectiveness of ability grouping in different areas such as curriculum design, materials development, and teacher training. The findings are discussed in terms of pedagogical recommendations for increasing the effectiveness of ability grouping in English classes and other options for future research to investigate this and relevant educational language policies.