American Educational Research Journal 51卷1期文章

1. Listening to the Speaking Wound: A Trauma Studies Perspective on Student Positioning in Schools

Author: Elizabeth Dutro andAndrea C. Bien

Source:American Educational Research Journal, 2014, 51(1):7-35

Abstract:This article discusses theoretical lenses drawn from scholars in the interdisciplinary field of trauma studies to consider students’ positioning in relation to emotional-cognitive, private-public dichotomies that permeate normative notions of what can and should count as successful engagement with school. Specifically, we explicate Caruth’s metaphor of the speaking wound, in conversation with other trauma studies scholarship, to consider the representations of lived experiences carried into classrooms and the consequences of interpreting and representing students’ lives. To provide context for our conceptual argument, we discuss qualitative data of two students’ experiences across a school year. We argue that trauma theory illuminates two overlapping, yet distinguishable, ways trauma can be productively conceptualized in schools and marshaled as a context for analyzing structural inequities: first, to consider the trauma individuals carry into classrooms as a potential source for deepening students’ connections to school; second, to recognize how some students’ positioning within the institution of public schooling in the United States constitutes a trauma that must be heard and proactively addressed. In both conceptualizations, we argue for inserting trauma theory into conversations about the moral and pedagogical imperative to work toward increased equity in schools and classrooms.

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2. New Evidence on Teacher Labor Supply

Author: Mimi Engel, Brian A. Jacob, and F. Chris Curran

Source:American Educational Research Journal, 2014, 51(1): 36-72

Abstract:Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics.

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3. How Teacher Evaluation Methods Matter for Accountability: A Comparative Analysis of Teacher Effectiveness Ratings by Principals and Teacher Value-Added Measures

Author: Douglas N. Harris, William K. Ingle, and Stacey A. Rutledge

Source:American Educational Research Journal, 2014, 51(1): 73-112

Abstract:Policymakers are revolutionizing teacher evaluation by attaching greater stakes to student test scores and observation-based teacher effectiveness measures, but relatively little is known about why they often differ so much. Quantitative analysis of thirty schools suggests that teacher value-added measures and informal principal evaluations are positively, but weakly, correlated. Qualitative analysis suggests that some principals give high value-added teachers low ratings because the teachers exert too little effort and are “lone wolves” who work in isolation and contribute little to the school community. The results suggest that the method of evaluation may not only affect which specific teachers are rewarded in the short term, but shape the qualities of teacher and teaching students experience in the long term.

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4. Teaching Approaches of Community College Mathematics Faculty: Do They Relate to Classroom Practices?

Author: Vilma Mesa, Sergio Celis, and Elaine Lande

Source:American Educational Research Journal, 2014, 51(1): 117-151

Abstract:We report on a qualitative investigation of the ways in which 14 faculty members in the mathematics department at a community college described their approaches to teaching and contrasted those with analyses of their mathematics lessons. We characterized instructors’ teaching approaches as traditional, meaning-making, or student-support and classified framing talk and mathematical questioning in the classroom. We found an association between instructors’ descriptions of their approaches to teaching and their enactment in the classroom through framing talk but no association between these approaches and instructors’ use of novel mathematical questions. Categorizations of teaching approaches that include classroom data to describe the interactions between students, content, and instruction can provide actionable information to influence teaching practice in higher education.

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5. Grade-School Children’s Social Collaborative Skills: Links With Partner Preference and Achievement

Author: Gary W. Ladd, Becky Kochenderfer-Ladd, Kari Jeanne Visconti, IdeanEttekal,Casey M. Sechler, and Khaerannisa I. Cortes

Source:American Educational Research Journal, 2014, 51(1): 152-183

Abstract:Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers’ collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children’s social and scholastic competence. Initially, third through fifth graders (N = 113) described attributes of “good” collaborators, and these attributes were distilled into distinct skill categories or “types.” Next, third through fifth graders (N = 212) rated exemplars of each skill type as a basis for skill importance and peers’ skill use and provided data that were used to construct measures of work partner preference and peer acceptance. Teachers reported on participants’ achievement in multiple academic domains. Four categories of work-related and interpersonal skills were identified, and these skill types were differentially associated with children’s work partner preferences, peer acceptance, and achievement. Overall, the findings help to specify the types of skills grade-schoolers need to relate effectively with classmates in the context of collaborative academic tasks.

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6. The Centrality of Relationships forPedagogy: The Whanaungatanga Thesis

Author: Russell Bishop, James Ladwig, and Mere Berryman

Source:American Educational Research Journal, 2014, 51(1): 184-214

Abstract:TeKotahitangais a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary

schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of TeKotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of TeKotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during theTeKotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.