Educational Researcher 42卷4期文章

1. Ninth Annual Brown Lecture in Education Research: Black Educators as Educational Advocates in the Decades Before Brown v. Board of Education

Author:Vanessa Siddle Walker

Source:Educational Researcher, 2013, 42(4):207-222

Abstract:This research sought to extend the historical record of advocacy for Black education by exploring the role of Black educators in the decades before the Brown v. Board of Education decision. It addressed (a) the ways the educators were involved in advocating for Black schools and (b) the relationship of the activities to the more visible accounts of the National Association for the Advancement of Colored People (NAACP). Answers to the research questions relied on historical ethnography as a methodological tool to analyze the records of the Georgia Teachers and Education Association and the NAACP. Each of these collections was also supplemented by other archival sources and interviews. Results indicate three identifiable periods of advocacy in the years before Brown. In each period, Black educators through their organizations were locally and nationally visible in advocating for education. The results reveal a co-dependent relationship with the NAACP and amplify the importance of a “connector” in establishing congruent national and local advocacy.

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2. Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

Author:Okhee Lee, Helen Quinn, and Guadalupe Valdés

Source:Educational Researcher, 2013, 42(4):223-233

Abstract:The National Research Council (2011) released “A Framework for K–12 Science Education” that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article identifies key features of the language of the science classroom as students engage in these language-intensive science and engineering practices. We propose that when students, especially English language learners, are adequately supported to “do” specific things with language, both science learning and language learning are promoted. We highlight implications for Common Core State Standards for English language arts and mathematics.

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3. Including Students With Disabilities and English Learners in Measures of Educator Effectiveness

Author:Nathan D. Jones, Heather M. Buzick, and Sultan Turkan

Source:Educational Researcher, 2013, 42(4):234-241

Abstract:The purpose of this essay is to provide an overview of the challenges of accounting for students with disabilities (SWDs) and English learners (ELs) in the evaluation of mainstream teachers. We focus on the two prominent indicators of teaching quality—classroom observations and value-added scores. We begin by describing each indicator and outlining the specific challenges related to the inclusion of SWDs and ELs in mainstream teacher evaluation. We then suggest recommendations for states and districts to ensure that teacher evaluation systems adequately and fairly account for these students. Finally, we provide researchers with a set of recommendations for improving the evidence base surrounding the validity of teacher evaluation measures with regard to SWDs and ELs.

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4. Considering the Geographic Dispersion of Homeless and Highly Mobile Students and Families

Author: Peter M.Miller and Alexis K.Bourgeois

Source:Educational Researcher, 2013, 42(4):242-249

Abstract:This article addresses school and community-level issues associated with the expanding crisis of student homelessness in the United States. We note that while an increased geographic dispersion of homeless and highly mobile (HHM) families is largely attributed to the widespread effects of the economic recession, it is also furthered by shifting federal policy on the engagement of homelessness. Highlighting the greater Madison, Wisconsin, area, we use geospatial analysis to document the area’s expanding “geographic centers” of HHM families. We then consider how, in these new geographic centers, schools may lack readiness to serve HHM students and HHM families may not have access to vital community-based resources. We conclude by suggesting that research and practice should more purposefully consider school effects and community effects in contexts of homelessness.

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5. Who Has to Pay for Their Education? Evidence From European Tertiary Education

Author:Gieyoung Lim andChong-Uk Kim

Source:Educational Researcher, 2013, 42(4):250-252

Abstract:In this article, we investigate a positive tertiary education externality in 18 European countries. Using a simple Cobb-Douglas-type production function with constant returns to scale, we find that there are positive spillover effects from tertiary education in European countries. According to our model prediction, on average, 72,000 new employed persons with a tertiary education increased gross domestic product per employed person without a tertiary education by US$412 in 2005. From the policy perspective, the existence of positive tertiary education externalities implies that the benefits of tertiary education are diffused through not only education beneficiaries but also the other members of society.