American Educational Research Journal 50卷3期文章

1. Racism, College, and the Power of Words: Racial Microaggressions Reconsidered

Author: Julie Minikel-Lacocque

Source:American Educational Research Journal, 2013, 50(3): 432-465

Abstract:Based on interview data from a collective case study, this article uses current notions of racial microaggressions to explore this “subtle” racism through the voices of six Latino/a students as they transition to a predominantly White university. Using critical race theory as a framework, I argue for greater understanding and increased use of the term racial microaggressions within education generally and specifically with regard to higher education. I also, however, argue for specific changes in the existing framework of racialmicroaggressions, contending that the term microaggression is at times misused within academia and that this misuse has potentially negative consequences. Implications for discussions of racism writ large as well as for specific changes on college campuses are discussed.

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 2. Does Socioeconomic Diversity Make a Difference? Examining the Effects of Racial and Socioeconomic Diversity on the Campus Climate for Diversity

Author: Julie J. Park, Nida Denson, and Nicholas A. Bowman

Source:American Educational Research Journal, 2013, 50(3): 466-496

Abstract:This article considers whether the socioeconomic diversity of the undergraduate student body and experiences with cross-class interaction (CCI) are significantly related to cross-racial interaction (CRI) and engagement with curricular/co-curricular diversity (CCD) activities. Individual students who reported higher levels of CCI had significantly higher levels of CRI and CCD. While the socioeconomic diversity of the student body had no direct effect on student involvement in CCD activities or CRI, it had an indirect effect on these activities via CCI. In other words, a socioeconomically diverse institution is associated with more frequent interactions across class lines, which is associated both with more frequent interactions across race and greater involvement in CCD activities. Findings indicate that both socioeconomic and racial diversity are essential to promoting a positive campus racial climate and that racial and socioeconomic diversity, while interrelated, are not interchangeable. Implications for the campus climate for diversity are discussed.

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3. From Resegregation to Reintegration

Trends in the Racial/Ethnic Segregation of Metropolitan Public Schools, 1993–2009

Author: Kori J. Stroub andMeredith P. Richards

Source:American Educational Research Journal, 2013, 50(3):

497-531

Abstract:Considerable attention has been devoted to the resegregation of public schools over the 1990s. No research to date, however, has examined change in school segregation since 2000. Using the National Center for Education Statistics (NCES) Common Core of Data (CCD), we examine longitudinal trends in racial/ethnic segregation in 350 U.S. metropolitan areas from 1993 to 2009. We find that worsening segregation over the 1990s has given way to a period of modest integration among all racial/ethnic groups since 1998. However, decreases in segregation were smaller in the formerly de jure segregated South and in metropolitan areas with large increases in racial/ethnic diversity. In addition, since 1998, the relative importance of segregation among non-Whites has increased, while the proportion of segregation that lies across district boundaries has stabilized.

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4. Can Computer-Assisted Discovery Learning Foster First Graders’ Fluency With the Most Basic Addition Combinations?

Author: Kori J. Stroub andMeredith P. Richards

Source:American Educational Research Journal, 2013, 50(3): 533-573

Abstract:In a 9-month training experiment, 64 first graders with a risk factor were randomly assigned to computer-assisted structured discovery of the add-1 rule (e.g., the sum of 7 + 1 is the number after “seven” when we count), unstructured discovery learning of this regularity, or an active-control group. Planned contrasts revealed that the add-1 conditions were more effective than regular instruction/practice in promoting the learning of the add-1 rule. Contrary to the conclusions of Alfieri, Brooks, Aldrich, and Tenenbaum (2011) and Kirschner, Sweller, and Clark (2006), participants in the structured add-1 condition did not outperform those in the unstructured add-1 group on practiced and unpracticed n + 1 and 1 + n items at the posttests. The control participants did not exhibit evidence of learning a general near-doubles reasoning strategy (if 4 + 4 is 8 and 4 + 5 = 4 + 4 + 1, then the sum of 4 + 5 must be 9). The add-1, but not the active-control, participants achieved success, including transfer, because the former had mastered the developmental prerequisites for add-1 rule and the latter had not mastered the prerequisites for the near-doubles strategy.

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5. Developing a Theory of Ambitious Early-Career Teacher Practice

Author: Jessica Thompson, Mark Windschitl, and Melissa Braaten

Source:American Educational Research Journal, 2013, 50(3): 574-615

Abstract:Current theories of novice teacher learning have not accounted for the varied influences of pedagogical training, subject matter knowledge, tools, identity, and institutional context(s) on the development of classroom practice. We examined how 26 beginning secondary science teachers developed instructional repertoires as they participated in two types of communities, one infused with discourses and tools supportive of ambitious teaching and another that reinforced traditional practices. We found three trajectories of practice—each with distinctive signatures for how novices engaged students intellectually. Differences were explained by: the communities with which teachers most closely identified, the degree to which teachers’ discourses about student thinking were developed within these communities, and how teachers used tools from the communities to shape their practice.

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6. The Development of Cognitive, Language, and Cultural Skills From Age 3 to 6: A Comparison Between Children of Turkish Origin and Children of Native-Born German Parents and the Role of Immigrant Parents’ Acculturation to the Receiving Society

Author: Birgit Becker, Oliver Klein, and Nicole Biedinger

Source:American Educational Research Journal, 2013, 50(3): 616-649

Abstract:This article analyzes the longitudinal development of differences in academic skills between children of Turkish origin and children of native-born German parents from age 3 to 6 in Germany with a focus on the role of immigrant parents’ acculturation to the receiving society. Growth curve models show that Turkish-origin children start with lower test scores at the age of 3 regarding German language skills and cultural knowledge but not with respect to cognitive skills. The difference in the language domain decreases until the age of 6 while it increases regarding children’s cultural knowledge. Immigrant parents’ acculturation to the receiving country is positively related with all three academic skill domains. The results point to the importance of early intervention strategies.