第十四辑：American Educational Research Journal 50卷1期文章

1. How Teacher Turnover Harms Student Achievement

Author: Matthew Ronfeldt, Susanna Loeb, and James Wyckoff

Source: American Educational Research Journal, 2013, 50(1): 4-36

Abstract:Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York City fourth- and fifth-grade student observations over 8 years. The results indicate that students in grade levels with higher turnover score lower in both English language arts (ELA) and math and that these effects are particularly strong in schools with more low-performing and Black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the distribution in teacher quality.

中文题目：教师流动如何危害学生成就

中文摘要：研究者和决策者常常假设教师的流动能够危害学生的学业成就，尽管近期有研究指出事实并非如此。本研究通过独特的识别策略雇佣了学校的年级层面的流动教师和两个对照班级，并对850,000名纽约市四、五年级的学生进行历时8年的观察，评估了教师流动的影响。研究结果表明，在年级层面教师流动越高的学生在英语语言文学（ELA）和数学两门课的分数越低，并且这些影响在薄弱学生和黑人学生多的学校表现尤为明显。除此之外，结果还表明了在教师质量分布的变化之外人员流动会有一个破坏性的影响。

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2. Crafting a Future in Science: Tracing Middle School Girls’ Identity Work Over Time and Space

Author: Angela Calabrese Barton, Hosun Kang, Edna Tan, Tara B. O’Neill, Juanita Bautista-Guerra, and Caitlin Brecklin

Source: American Educational Research Journal, 2013, 50(1): 37-75

Abstract:The underrepresentation of girls from nondominant backgrounds in the sciences and engineering continues despite recent gains in achievement. This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. Building a conceptual argument for identity trajectories, the authors discuss the ongoing, cumulative, and contentious nature of identity work and the mechanisms that foster critical shifts in trajectories. The authors argue that the girls view possible future selves in science when their identity work is recognized, supported, and leveraged toward expanded opportunities for engagement in science. This process yields layered meanings of (possible) selves and of science and reconfigures meaningful participation in science.

中文题目：在科学领域创造未来：跨越时间和空间跟踪中学女生的身份工作

中文摘要：尽管近年来女性在科学和工程领域取得了成就，但在这些看似女性不擅长的领域中工作着女性仍占少数。本纵向民族志研究跟踪了女性所从事的看似女性不擅长领域的身份工作，以及她们在中学时在学校、俱乐部或家里从事的与科学有关的活动。作者为身份轨迹建立了一个概念论证，并讨论身份工作的持续性、累积性和争议性以及造成关键轨迹转变的机制。作者认为，当她们的身份工作得到了公认、支持和能够在科学领域为她们提供更多就业机会时，这些女生可能在科学领域看到未来的自己。这个过程在自我和科学之间产生了分化的含义，并重新配置了科学领域的有意义参与。

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3. Along for the Ride: Best Friends’ Resources and Adolescents’ College Completion

Author: Hua-Yu Sebastian Cherng, Jessica McCrory Calarco, and Grace Kao

Source: American Educational Research Journal, 2013, 50(1): 76-106

Abstract:Research on social capital in education rarely considers how the resources students can access through their friendships affect educational outcomes later in life. Using the National Longitudinal Study of Adolescent Health, we explore how having resource-rich best friends impacts adolescents’ college completion. We compare the influence of friends’ material and cultural resources and their effects relative to adolescents’ family resources. We find that having a best friend with a college-educated mother significantly increases the likelihood of college completion, though having a best friend whose parents are high income does not. This positive effect of best friends’ cultural resources is not explained fully by school achievement or by the expectations of respondents, best friends, or parents. We conclude that adolescent friendships are an underrecognized source of social capital.

中文题目：搭顺风车：好朋友的资源和青少年学业的完成

中文摘要：有关教育中社会资本的研究很少关注学生通过伙伴关系获得的资源如何影响他们日后的教育结果。通过国家青少年健康纵向研究，我们探究了拥有资源丰富的好朋友是如何影响青少年学业完成的。我们比较了朋友物质和文化资源的影响和青少年家庭资源的影响。我们发现，拥有一个有高等教育背景母亲的好朋友显著提高了学业完成的可能性，但拥有一个有高收入父母的好朋友则并非如此。好朋友文化资源的积极效应并不能完全解释学校成就，还有调查对象自己、好朋友和父母的期望。我们的结论是青少年的伙伴关系是社会资本中被忽视的来源。

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4. Fostering Academic Self-Concept: Advisor Support and Sense of Belonging Among International and Domestic Graduate Students

Author: Nicola Curtin, Abigail J. Stewart, and Joan M. Ostrove

Source: American Educational Research Journal, 2013, 50(1): 108-137

Abstract:International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research university in the Midwestern United States. International students placed a higher value on research-related and other academic experiences than domestic students; they also reported a stronger sense of belonging. Advisor support was associated with a stronger sense of belonging and academic self-concept for both groups. However, while sense of belonging was related to academic self-concept among domestic students, there was no relationship between the two among international students.

中文题目：培养学术自我概念：国际和国内研究生的导师支持和归属感

中文摘要：美国博士生中的留学生比国内学生面临更多的学术适应上的挑战，但完成学业的比率更高、更快。本研究考察了美国中西部一所研究型大学的留学生和国内研究生的导师支持、归属感和学生自我感念。相比于国内学生，留学生赋予了有关科研和其他学术的经历更高的价值，并且他们有更强烈的归属感。而在这两类群体中，导师支持与归属感和学术自我概念都有关系。然而，在国内学生中归属感与学生自我概念的形成有关，而在留学生中两者无关。

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5.Reasoning About Evolution’s Grand Patterns: College Students’ Understanding of the Tree of Life

Author: Laura R. Novick and Kefyn M. Catley

Source: American Educational Research Journal, 2013, 50(1): 138-177

Abstract:Tree thinking involves using cladograms, hierarchical diagrams depicting the evolutionary history of a set of taxa, to reason about evolutionary relationships and support inferences. Tree thinking is indispensable in modern science. College students’ tree-thinking skills were investigated using tree (much more common in professional biology) and ladder (somewhat more common in textbooks) cladogram formats. Students’ responses to questions assessing five tree-thinking skills provided evidence for several perceptual and conceptual factors that impact reasoning (e.g., the Gestalt principles of good continuation and spatial proximity, prior knowledge). Instructional implications of the results include using the tree format for initial instruction and clarifying that most recent common ancestry determines evolutionary relatedness. Broader implications for designing scientific diagrams and promoting diagrammatic literacy are considered.

中文题目：关于演变的重要模式的推理：大学生对生命的树状理解

中文摘要：树状思维包含了运用分支图、层次图解释一组分类单元的演变历程，从而推理演变关系和支持推理。树状思维是现代科学不可或缺的能力。我们通过树状（在专业的生物学中更常见）和阶梯状（在教科书中更常见）演变模型来调查大学生的树状思维能力。学生来回答评估5种树状思维技能的问题，这些问题为影响推理的知觉与概念因素提供证据（如具有良好的时空连续性的格式塔原则，先验知识）。教学影响的结果包括在基础教学和分类中运用树状模型，通过模型确定最近的共同祖先进化关系。研究发现对设计科学图示和促进图解识字带来了更广的影响。

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6.Informal Numeracy Skills: The Structure and Relations Among Numbering, Relations, and Arithmetic Operations in Preschool

Author: David J. Purpura and Christopher J. Lonigan

Source: American Educational Research Journal, 2013, 50(1): 178-208

Abstract:Validating the structure of informal numeracy skills is critical to understanding the developmental trajectories of mathematics skills at early ages; however, little research has been devoted to construct evaluation of the Numbering, Relations, and Arithmetic Operations domains. This study was designed to address this knowledge gap by examining the structure of these three numeracy skill domains and examining the relations among these domains. Three hundred ninety-three children participated in the study (51.7% girls, 55.7% White, 33.8% African American, and 10.5% other). Results indicated that the relations among the informal numeracy skills were best explained by a three-factor model that included Numbering, Relations, and Arithmetic Operations factors, and this factor structure was the same in both younger and older preschool children.

中文题目：非正式计算技能：学前教育中编号、关系和算术运算的结构和关系

中文摘要：验证非正式计算技能结构的是理解早期数学技能发展轨迹的关键。然而，很少有研究探讨过编号、关系和算术运算领域中评价的建构。本研究旨在通过对这三项算术技能领域及其之间关系的考察来填补这个知识缺口。有393名儿童参与了本研究（女生占51.7% , 白人占55.7% , 美国黑人占33.8% , 其他占10.5% ）。研究结果表明，非正式计算技能间的关系可以通过一个三因素模型来解释，三因素包括编号、关系和算术运算，并且这个结构在年轻和年长的学前儿童中是相同的。