Author: Bianca J. Baldridge Source: American Educational Research Journal, 2014, 51(3):440-472 Abstract: After-school community-based spaces are often recognized in political and educational discourse as institutions that “save” and “rescue” Black youth. Such rhetoric perpetuates an ethos of pathology that diminishes the agency of youth and their communities. Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth workers strive to reimagine Black youth in humanizing ways despite pressures to frame them as broken and in need of fixing to compete for funding with charter schools. Data also reveal deep tensions in youth workers’ experiences as they critique neoliberal reforms that shape their work; yet, at the same time, they are forced to hold students to markers of success defined by neoliberal ideals. These tensions result in youth workers downplaying the social, cultural, and emotional dimensions of their work. ……………………………………………………………………………… Author: Sarah Gallo Source: American Educational Research Journal, 2014, 51(3): 473-504 Abstract: Drawing from an ethnographic study on Mexican immigrant fathers and their second-grade children, this article examines the masked realities behind current immigration policies that equate “illegal” with “Mexican immigrant” and how the enforcement of these policies, which overwhelmingly target Mexican immigrant men, affect immigrant children and their elementary schooling. I empirically illustrate how this oversimplified criminalization of Mexican immigrant men led to father-child separations, incredible stress for children, and the positioning of children as mediators in high-stakes encounters between the police and their parents. I highlight the need to strip back these masks to address and build upon students’ real-world experiences, including their immigration practices and family-based hybrid language practices, for this younger generation of DREAMers and U.S. citizens. ……………………………………………………………………………… Author: Amy Noelle Parks and Mardi Schmeichel Source: American Educational Research Journal, 2014, 51(3): 505-537 Abstract: Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children’s bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to analyze embodied power relations between majority researchers and minority children. This article responds to this problem by outlining a theoretical position on power and bodies, describing multimodal analysis strategies, and using these strategies to analyze the subject positions available during a mathematical assessment interview for three African American preschool child-participants and the European American adult researcher. This study draws attention to the complexity of human interactions during assessment interviews by describing the ways children positioned themselves as willing (or not), attentive (or not), and competent (or not) as well as describing the ways the researcher sought to position herself. ……………………………………………………………………………… Author: Michelle G. Knight andVaughn W. M. Watson Source: American Educational Research Journal, 2014, 51(3): 539-566 Abstract: Rendering visible African immigrants’ shared and differing experiences of civic learning and action, the authors present findings from in-depth semi-structured interviews with second- and 1.5-generation African immigrants in New York City. Drawing on an interdisciplinary framework of African immigrant identities constructions and civic engagement, we highlight a multilayered view of civic teaching, learning, and action within and across contexts of families, identities, and schooling in the United States, Africa, and globally. In so doing, the research affirms African immigrant youth’s racial and ethnic identities toward broadened understandings of civic engagement such as participatory communal citizenship. The findings support the need for teacher educator preparation for immigrant youth and curriculum within secondary schools in a diverse U.S. society. ……………………………………………………………………………… Author: Sara E. Rimm-Kaufman, Ross A. A. Larsen, Alison E. Baroody, Timothy W. Curby,Michelle Ko, Julia B. Thomas, Eileen G. Merritt, TashiaAbry, and Jamie DeCoster Source: American Educational Research Journal, 2014, 51(3): 567-603 Abstract: This randomized controlled field trial examined the efficacy of theResponsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were .26 for math and .30 for reading. The RCpractices and math achievement relation was greater for students with low initial math achievement (ES = .89). Results emphasize fidelity of implementation. ……………………………………………………………………………… Author: Claude Goldenberg, Tammy D. Tolar, Leslie Reese, David J. Francis, Antonio Ray Bazán, and Rebeca Mejía-Arauz Source: American Educational Research Journal, 2014, 51(3): 604-633 Abstract: This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexico were the lowest in phonemic awareness among the three groups and very low in their entering first-grade reading skills. However, they ended second grade matching or surpassing the reading skills of the U.S. students while remaining lower in phonemic awareness. Findings cast doubt on whether phonemic awareness instruction is helpful for children learning to read in Spanish.1. Relocating the Deficit: Reimagining Black Youth in Neoliberal Times
2. The Effects of Gendered Immigration Enforcement on Middle Childhood and Schooling
3. Children, Mathematics, and Videotape: Using Multimodal Analysis to Bring Bodies Into Early Childhood Assessment Interviews
4. Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults
5. Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial
6. How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?
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