American Educational Research Journal Research Articles

Threading through the needle of digital education in Sub-Saharan Africa: understanding the concerns of university lecturers

ABSTRACT Adopting the fourth industrial revolution (4IR) in education has generated mixed worries, particularly concerning the perceived challenges faced by students, lecturers, and institutions. In this article, we report the findings of a study investigating the lecturers’ concerns about adopting the 4IR in education and what institutions may undertake if it is to be successful. The study, designed as a qualitative descriptive survey, was framed from Fuller’s [(1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226. https://doi.org/10.3102/00028312006002207] concerns-based adoption model to glean insights from 15 lecturers from universities in Sub-Saharan Africa. Online questionnaires generated data that were thematically analysed. Findings show that lecturers were worried about the inadequacy of the digital infrastructures, increased social inequalities among students, reduced lecturer autonomy, and the threat to their jobs. This study implores governments of developing universities to initiate crowdfunding to set up digital infrastructures that are democratically used to mitigate the imminent exclusion of marginalized students from university education. Moreover, lecturers need to be re-skilled to remain relevant. The study provides emerging universities with policy and practice insights on capacity building in lecturers and a funding alternative for institutional support during technology adoption, drawing from the lecturers’ perspectives whose opinions are sometimes not sought during educational reforms.

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Opportunities to improve student mathematics achievement and outcomes: Building student–teacher relationships and the integration of inclusive and equity‐minded teaching practices

Towards a curriculum of darkness: re-storying and retribution in youth arts programmes

ABSTRACT Our inquiry considers how minoritized youth counter brutal hegemony by re-imagining their identities through arts. In particular, it explores how minoritized youth draw on dark themes to (re)present their lives in creative production. Since K-12 educational contexts are often viewed as sites of convivial ambience where student depictions of violence are discouraged (Phillips [2012]. “Retribution and Rebellion: Children’s Meaning Making of Justice Through Storytelling.” International Journal of Early Childhood 44: 141–156.), research is needed to explicate how youth engage themes of physical violence, destruction, and even death in storying their lives. Our article is guided by the following questions: How do minoritized youth engage dark themes that disrupt discourses of conviviality in re-storying their lives? Why is a curriculum of darkness important for radical healing? Our illumination of the ways in which minoritized youth explored violence and destruction in their creative work significantly extends the literature on young people’s examination of identity and inequality. Our study brings attention to the need for a curriculum of darkness, where pedagogy might better reflect the dark themes that are culturally relevant (Ladson-Billings [1995]. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32 (3): 465–491.) to the identities and lives of minoritized young people.

How women of colour engineering faculty respond to wage disparities

ABSTRACT Women of Color (WoC) engineering faculty in higher education differ in their approaches to coping with inequities and salary disparities. This study draws upon McGee's Stereotype Management [McGee, E. O. 2016. “Devalued Black and Latino Racial Identities: A By-Product of College STEM Culture?” American Educational Research Journal 53 (6): 1626–1662; McGee, E. O. 2020a. Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation. Cambridge, MA: Harvard Education Press. https://www.hepg.org/hep-home/books/black,-brown,-bruised#] and Identity Taxation [Hirshfield, L. E., and T. D. Joseph. 2012. “‘We Need a Woman, We Need a Black Woman': Gender, Race, and Identity Taxation in the Academy.” Gender and Education 24 (2): 213–227] to understand how WoC in Engineering respond to race and gender-based salary disparity in engineering higher education. Results reveal that WoC contend with identity taxation that forces them to navigate gendered negotiation systems to achieve salary parity. The racial backgrounds of WoC appeared to influence how they managed the impacts of pay inequity. Stereotype management emerges as a form of identity taxation that WoC use to navigate their academic environments. Our research suggests that, rather than confronting their structural racism, institutions of higher education place the onus on scholars of colour to use strategies to protect themselves from the reality of race/gendered wage disparity.

Translanguaging spaces and multilingual public writing in Zambia: tracing change in the linguistic landscape of Ndola on the Copperbelt

ABSTRACT Zambia is home to a complex set of language practices, which involve languages being used in different ways across social contexts. Historically written communication has typically been associated with English with African languages mainly associated with used spoken contexts. Recently, however, there has been a shift in this pattern with African languages being used more frequently in and across the linguistic landscape of Zambia in public writing [Banda, F., and H. Jimaima. 2017. “Linguistic Landscapes and the Sociolinguistics of Language Vitality in Multilingual Contexts of Zambia.” Multilingua 36 (5): 595–625; Simungala, G. 2020. “The Linguistic Landscape of the University of Zambia: A Social Semiotic Perspective.” Unpublished MA Thesis, University of Zambia; Simungala, G., and H. Jimaima. 2020. “Multilingual Realities of Language Contact at the University of Zambia.” Journal of African and Asian Studies, 1–14]. In this paper, we add to the growing body of work within linguistic landscape research that draws on a translanguaging perspective to understand the ways in which language is used as a resource for meaning making in the social world [Wei, Li. 2011. "Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain." Journal of Pragmatics 43 (5): 1222–1235; Wei, Li. 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39 (1): 9–30; García, O., and T. Kleyn. 2016. Translanguaging with Multilingual Students: Learning from Classroom Moments. Routledge; MacSwan, J. 2017. “A Multilingual Perspective on Translanguaging.” American Educational Research Journal 54 (1): 167–201; Jaspers, J. 2018. “The Transformative Limits of Translanguaging.” Language & Communication 58: 1–10]. More specifically, we adopt the concept of translanguaging spaces [Wei, Li. 2011. "Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain." Journal of Pragmatics 43 (5): 1222–1235; Wei, Li. 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39 (1): 9–30; Reilly, C. 2021. 3 Malawian Universities as Translanguaging Spaces. In English-Medium Instruction and Translanguaging, 29–42. Multilingual Matters] to explore the ways in which language is used in billboards and advertising spaces and propose that important shifts in language uses are observable. We discuss the changing status and uses of local African languages and why this is important in understanding language use in post-colonial contexts such as Zambia.

An Interview with Jennifer Jordan and Amy Broemmel- Mastering the Art of Feedback for Pre-Service Teachers

Feedback is one of the most critical, crucial aspects of instruction and pedagogy, yet is often overlooked. There are many different types and forms of feedback and many different scenarios in which it can be provided. In this interview, two clinical teachers provide an overview of the realm of feedback, discuss ways in which it can be provided and review its use in the domain of pre-service teachers and teacher training.Amy Broemmel started her career as a 2nd grade teacher in a small town in northern Illinois before making a much earlier than expected transition to higher education. After teaching at Eastern Illinois University and the University of Wisconsin-LaCrosse, she was hired at the University of Tennessee where she is currently an Associate Professor of Elementary and Literacy Education. Her research focuses primarily on teacher development, but she also collaborates with a science education colleague to use picture books to build science content knowledge with elementary students. Her work has appeared in the American Educational Research Journal, The Reading Teacher, and Action in Teacher Education. She has also co-authored a book, Learning to be Teacher Leaders: A Framework for Assessment, Planning, and Instruction with Dr. Jennifer Jordan. Jennifer Jordan is a Clinical Associate Professor of elementary education and literacy at the University of Tennessee. She received her BA in sociology with a minor in elementary education from the University of Tennessee, Knoxville in 1998 and earned her MS in elementary education in 1999. After graduation she taught for 9 years in the Hamilton County and Knox County school systems teaching first and fourth grades. Her research focuses on the professional development of pre-service elementary teachers and in-service literacy teachers. Currently, she supervises elementary education teaching interns and teaches reading courses.

Towards a culturally relevant sport pedagogy: lessons learned from African Australian refugee-background coaches in grassroots football

ABSTRACT There is a body of research that indicates the need for community-driven and culturally responsive pedagogies in sport-based interventions. There is much to learn from the pedagogical approaches and experiences of African Australian refugee-background coaches who work with refugee-background young people toward acceptance and affirmation of their cultural and racial identities. This paper explores African Australian refugee-background coaches’ pedagogies in working with African Australian refugee-background young people in a grassroots football programme in Melbourne. Participants included an African Australian refugee-background young woman and four coaches. Data collection spanned a six-month period and included observations and semi-structured interviews. The findings were analysed using Ladson-Billings’ [Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465; Ladson-Billings, G. (2009). The dreamkeepers : Successful teachers of African American children. Jossey-Bass Publishers; Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: A.k.a. The Remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751] conceptualisation of Culturally Relevant Pedagogy. The study identified three main themes. First, the coaches considered themselves ‘barrier breakers’: they were able to connect the African Australian refugee-background young people to different resources in and outside of sports contexts to develop their success in football and in life. Second, the coaches considered the sport programme ‘a family’ where they were willing to nurture and support cultural competence by sharing power with the participants and their community. Third, the coaches created spaces for young people to develop awareness that allowed them to critique some of the social inequities experienced. Future studies should continue to move beyond a focus on predominantly white and middle-class providers and coaches in sport-based interventions. By including and foregrounding the voices of coaches who have diverse experiences, more diverse cultural knowledges are validated, enabling the translation of this knowledge into more culturally responsive sport programmes.

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Relationship between Socio-Economic Status, Interpersonal Communication, and School Climate with Parental Involvement in Early Childhood Education

Programas de indução que mantêm os novos professores ensinando e melhorando

Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis. Este artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.

International Representation in US Social-Science Journals

In this paper we examine the publication of international articles in the two leading journals in sociology, the American Sociological Review and the American Journal of Sociology. The most prominent journals in several other social-science fields, namely economics, demography, political science and education, are included for purposes of comparison. “International” is defined alternatively with respect to topics and authors. The journal with the least representation of international topics is the American Educational Research Journal, followed by the two leading sociology journals. The journal Demography is also more international in focus than are ASR and AJS. Economics, as represented by the American Economic Review, and political science, as represented by the American Political Science Review, are the most international of this set of fields. The rank order of journals follows largely the same pattern when the focus shifts to international authorship rather than international subject matter. Foreign first authors are not uncommon, but many of these authors received their PhD degrees from a university based in the US or held a faculty position in the US. Co-authorship teams are most likely to be all US authors, but cross-national teams are not at all uncommon. Our findings suggest that a disproportionate focus on the U.S. may limit the sociological imagination and result in an impoverished sociological toolkit that is ill-suited for understanding the global reality of deeply diverse and divided societies. In addition, the opportunity structure available to sociologists around the globe is somewhat skewed. Foreign sociologists who rely upon publication in US journals for career advancement may find themselves at a disadvantage.

IMPLEMENTATION OF PRIMARY SCHOOL MARKETING AND ENTREPRENEURSHIP MANAGEMENT

This study focuses on the implementation of primary school marketing and entrepreneurship, which is facing many challenges in this global age. Marketing and entrepreneurship are educational quality improvement strategies, which are the most important element of the quality and the advancement of education in an education institution. The present study employed qualitative approach with survey methods, using observation and in-depth interview to gather accurate data. The study was conducted in a primary school in West Java, Indonesia. It was found that (1) the school had adequate facilities to support learning process, (2) the school employed words-of-mouth as marketing strategy, (3) the school used marketing strategy in cooperation with regional coordinator, (4) the school performed routine evaluation with school committee, (5) the school had no entrepreneurship program like that in other private schools, but it implemented entrepreneurship through the students. Based on these findings, it was concluded that marketing and entrepreneurship needed separate strategies to yield optimum result.Addley, A. (2014). Implementing Professional Learning Communities in a High-Performing School District to Address Stagnating Student Performance.Aditia Pradito. (2016). Strategi Pemasaran Pendidikan dalam Meningkatkan Citra Lembaga Pendidikan Islam. (Tesis). Sekolah Pascasarjana, Universitas Islam Negeri Maulana Malik Ibrahim, Malang.Bridges, C. M., Wilhelm, W. B., Bridges, C. M., Wilhelm, W. B. (2014). Going Beyond Green : The “ Why and How ” of Integrating Sustainability Into the Marketing Curriculum. Journal of Marketing Education, 30(January 2008), 33–46. https://doi.org/10.1177/0273475307312196Green, T. (2015). Flipped Classrooms : An Agenda for Innovative Marketing Education in the Digital Era FLIPPED CLASSROOMS : AN AGENDA FOR INNOVATIVE MARKETING. Marketing Education Review, 25(3), 179–191. https://doi.org/10.1080/10528008.2015.1044851Harrigan, P., Hulbert, B. (2011). How Can Marketing Academics Serve Marketing Practice ? The New Marketing DNA as a Model for Marketing Education. Journal of Marketing Education, 33(3), 253–272. https://doi.org/10.1177/0273475311420234Mocior, E., Kruse, M. (2016). Educational values and services of ecosystems and landscapes - An overview. Ecological Indicators, 60, 137–151. https://doi.org/10.1016/j.ecolind.2015.06.031Moleong, Lexy J. (2011). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya.Pawlowski, J. M., Bick, M. (2012). The global knowledge management framework: Towards a theory for knowledge management in globally distributed settings business information systems. Electronic Journal of Knowledge Management, 10(1), 92–108.Shir, N., Nikolaev, B. N., Wincent, J. (2019). Entrepreneurship and well-being : The role of psychological autonomy , competence , and relatedness ☆. Journal of Business Venturing, 34(5), 105875. https://doi.org/10.1016/j.jbusvent.2018.05.002Singh, R., Khanduja, D. (2010). SERVQUAL and model of service quality gaps: A framework for determining and prioritizing critical factors from faculty perspective in higher education. International Journal of Engineering Science and Technology, 2, 3297–3304.Sutter, C., Bruton, G. D., Chen, J. (2018). Entrepreneurship as a solution to extreme poverty : A review and future research directions. Journal of Business Venturing, (July 2017), 0–1. https://doi.org/10.1016/j.jbusvent.2018.06.003Wiklund, J., Nikolaev, B., Shir, N., Foo, M., Bradley, S. (2019). Entrepreneurship and well-being : Past , present , and future. Journal of Business Venturing, 34(4), 579–588. https://doi.org/10.1016/j.jbusvent.2019.01.002Windschitl, M., Sahl, K. (2002). Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture. American Educational Research Journal Spring, 39(1), 165–205. https://doi.org/10.3102/00028312039001165Wymbs, C. (2011). Digital Marketing : The Time for a New “ Academic Major ” Has Arrived. Journal of Marketing Education, 33(1), 93–106. https://doi.org/10.1177/0273475310392

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, American Educational Research Journal, 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL‐modified FFT observation protocol across two of the four domains of the FFT. Findings demonstrate that the EL‐modified FFT instrument is both valid and reliable as an observation tool for teachers of EL students in mainstream inclusive classrooms.

Making sense of fraction division: domain and representation knowledge of preservice elementary teachers on a fraction division task

The mathematical domain of fraction division continues to be an area of great difficulty for many teachers and preservice teachers (Lo and Luo, Journal for Mathematics Teacher Education 15:481–500, 2012; Newton, American Educational Research Journal 45:1080–1110, 2008; Rizvi and Lawson, International Education Journal 8(2):377–392, 2007; Young and Zientek, Investigations in Mathematics Learning 4(1):1-23, 2011). In this study, preservice teachers were given a fraction division task that sought to investigate their own personal approaches to solving a fraction division problem. Their results were contrasted with their ability to interpret student work on the same task. The purpose was to uncover information and gain greater insight into conceptualizations of fraction division they used and links or connections they made among verbal, diagrammatic, and algebraic representations as they solved the task themselves and then analyzed sample student solutions to the same task. Our findings have implications for future research and instruction on fraction division.

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

Mejora escolar, liderazgo y reforma sistémica: una retrospectiva (School improvement, leadership and systemic reform: a retrospective)

An Exploratory Analysis of the Prevalence of Quantitative Research Concepts in Journal Articles

The purpose of this study is to explore the prevalence of quantitative researchmethodologies in published journal articles to better understand the knowledge andskills necessary for school leaders to meet the expectations of applying research findingsto practice. It examines research articles published between 2008 and 2013 inthe American Educational Research Journal, the Educational Administration Quarterly,and the NASSP Bulletin. Empirical articles comprise 91 percent of the 449 identifiedresearch articles, with 58 percent reporting the use of quantitative methodolog.

Learning to be human in a digital world: a model of values fluency education for physical education

ABSTRACTIt is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and place within digitally-mediated social landscapes. It is asserted that young people in contemporary society can be seen to occupy a hybrid virtual-real world (Jordan, B. (2009). Blurring boundaries: The ‘real’ and the ‘virtual’ in hybrid spaces. Human Organisation, 68.) where they experience the multiplication of place or duplication of space (Papacharissi, Z. (2011). A Networked Self: Identity Community and Culture on Social Network Sites. New York: Routledge). Such complex social geographies, we contend, have important implications for young people’s negotiation and performance of identity, the acquisition of socio-technical capital (Resnick, (2002). Beyond b⁠owling t⁠ogether: SocioTechnical c⁠apital. In J. M. Carroll (Ed.), Human-c⁠omputer i⁠nteraction in the n⁠ew m⁠illennium (pp. 647–⁠672). Upper Saddle River, NJ: ACM Press.) and, ultimately, digital well-being. In a time when there is a focus on developing global and connected citizens (Greene, M. (1995). Releasing the Imagination: Essay on education, the arts and social change. San Francisco, CA: Jossey-Bass.) we argue that pupils need to be both digitally fluent and values fluent as they negotiate spaces of reality and virtual reality. Both constructs require the learner to engage critically with information and misinformation as presented on ever-changing digital interfaces (Kahne, J., & Bowyer, B. (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. American Educational Research Journal, 54, 3–34.) and to make value choices. Given that physical education (PE) has been identified as a significant place for meaning-making (Spracklen, K. (2015). Digital Leisure, the Internet and Popular Culture: Communities and Identities in a Digital Age. London: Palgrave Macmillan.) and a core site for values-based education (Mccuaig, L., Marino, M., Gobbi, E., & Macdonald, D. (2015). Taught not Caught: Values based Education through physical education and School Sport: Literature Review. AIESEP Partners for WADA, ICSSPE, IOC, Fairplay & UNESCO.) it is identified as a key context in which to examine some of the challenges posed for students and educators with regard to values-based practices in digitally-mediated spaces. Within this conceptual paper, we propose a praxis model of values fluency to help PE teachers to support young people to recognise and successfully navigate hybrid spaces, to critically engage with sociotechnical capital and become adept at transferring and translating values across and between social contexts.

Toward a New Model of College “choice” For a Twenty-first-century Context

The past two decades have seen massive changes in the higher education landscape, including the heightened participation of post-traditional students, high reentry and mobility of students within and across sectors, and the increased visibility of open admissions institutions, such as community colleges and for-profit colleges. Despite these radical shifts, the most commonly used college choice frameworks still focus on the decisions of students who fit a stereotypical profile and are entering traditional institutions of higher learning for the first time. In this article, Constance Iloh argues for the necessity of a new conceptual approach and offers a three-component ecological model of college-going decisions and trajectories that incorporates the pressing conditions and shifting contexts of twenty-first-century postsecondary education. In doing so, Iloh also asserts that the concept of “choice” may be a limited and problematic way of understanding present-day college-going.ErrataThe Editorial Board of the Harvard Educational Review is issuing an errata statement in conjunction with “Toward a New Model of College ‘Choice’ for a Twenty-First-Century Context” (Volume 88, Number 2, pages 227-244, doi:10.17763/1943-5045-88.2.227), by Constance Iloh, due to multiple instances in which the author incompletely attributed previously published material in the introduction and literature review. Given these extensive citation errors, the Editorial Board felt it important to correct the scholarly record. Pages 228-232 of the published article contain the following incompletely attributed materials: Excerpt lacking quotation marks from Heil, S., Reisel, L., & Attewell, P. (2014). College selectivity and degree completion. American Educational Research Journal, 51(5), 913-935. https://doi.org/10.3102/0002831214544298Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2002). Understanding the college-choice process. New Directions for Institutional Research, 2000(107), 5-22. https://onlinelibrary.wiley.com/doi/epdf/10.1002/ir.10701Two excerpts lacking quotation marks from Niu, S. X., Tienda, M., & Cortes, K. (2006). College selectivity and the Texas top 10% law. Economics of Education Review, 25(3), 259-272. doi:10.1016/j.econedurev.2005.02.006Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2000). Understanding the college-choice process. In A. F. Cabrera & S. M. La Nasa (Eds.), Understanding the college choice of disadvantaged students: New directions for institutional research. San Francisco: Jossey-Bass.Excerpt lacking quotation marks from Chen, J. C. (2017). Nontraditional adult learners. SAGE Open, 7(1). doi:10.1177/2158244017697161Quote lacking quotation marks and citation from Robert Hansen, CEO of University Professional and Continuing Education Association (UPCEA) as reported in Inside Track. (2015). National study of non-first-time students shows full-time enrollment may not be appropriate for all. Retrieved from https://www.insidetrack.com/national-study-of-non-first-time-students-shows-full-time-enrollment-may-not-be-appropriate-for-all/Excerpt lacking quotation marks and citation from Bidwell, A. (2014, July 29). 31 million in higher education limbo: Some college, no degree. US News & World Report. Retrieved from https://www.usnews.com/news/articles/2014/07/29/31-million-in-higher-education-limbo-some-college-no-degreeExcerpt lacking quotation marks from Tudge, J. R. H. (2008). The everyday lives of young children: Culture, class, and child rearing in diverse societies. New York: Cambridge University Press. doi:10.1017/ CBO9780511499890

EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN.

EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN.

Teacher Leaders and Student Achievement: can the dots be connected?

Abstract This study was designed to determine the effects of teacher leadership on student achievement in middle school math and science. Participants were 173 8th grade students, and eight teachers — four of whom were identifed as teacher leaders. The experimental groups were comprised of students who were instructed by teachers identifed as teacher leaders; and the control groups were comprised of students instructed by teachers not identifed as teacher leaders. Each experimental and control group was compared using the Explorer test results to determine equivalence between groups. An ANOVA performed on End of Quarter Test data in advanced and non-advanced math and science revealed a signifcant difference in both the advanced science and math groups; teacher leaders are positively correlated with higher scores of the advanced math and science groups. No signifcant difference was found between the experimental groups and control groups in either non-advanced math or science classes; teacher leaders did not signifcantly impact the scores of the non-advanced math and science groups. Keywords : Teacher leadership, Middle school, Math, Student achievement. References ACT. Explorer Test . 2013. Retrieved from http://www.act.org/explorestudent/ ANDREWS, D.; CROWTHER, F. Parallel leadership: A clue to the contents of the “black box” of school reform. International Journal of Educational Management , 16,152-159, 2002. doi:10.1108/09513540210432128 BASS, B. M.; RIGGIO, R. E. Transformational leadership (2 nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2006. BEACHUM, F.; DENTITH, A. M. Teacher leaders creating cultures of school renewal and transformation. The Educational Forum , 68, 276-286, 2004. doi:10.1080/00131720408984639 BILL AND MELINDA GATES FOUNDATION. Learning about Teaching : Initial Findings from the Measures of Effective Teaching Project. Seattle, Washington: Author, 2010. Retrieved from http://www.metproject.org/downloads/Preliminary_FindingsResearch_Paper.pdf BRUGGENCATE, G.; LUYTEN, H.; SCHEERENS, J.; SLEEGERS, P. Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Education Administration Quarterly , 48, 699-732, 2012. doi:10.1177/0013161X11436272 COBURN, C. E.; RUSSELL, J. L. District policy and teachers' social networks. Educational Evaluation and Policy Analysis , 30(3), 203-235, 2008. CURTIS, R. Finding a new way : Leveraging teacher leadership to meet unprecedented demands . Washington, D.C.: The Aspen Institute, 2013. DANIELSON, C. Teacher leadership that strengthens professional practice . Alexandria, VA: Association for Supervision and Curriculum Development. 2006. DANIELSON, C. The many faces of leadership. Educational Leadership , 65(1) 14-19, 2007. ELLIOTT, R.; KAZEMI, E.; LESSEIG, K.; MUMME, J.; CARROLL, C.; KELLEY-PETERSEN, M. Conceptualizing the work of leading mathematical tasks in professional development . Journal of Teacher Education , 60, 364-379, 2009. GARET, M. S.; PORTER, A. C.; DESIMONE, L.; BIRMAN, B. F.; YOON, K. S. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal , 38, 915-945, 2001. GIGANTE, N. A.; FIRESTONE, W.A. Administrative support and teacher leadership in schools implementing reform. Journal of Education Administration , 46, 302-331, 2008. HARRISON, C.; KILLION, J. Ten roles for teacher leaders. Educational Leadership , 65, 74-77, 2007. JACOBS, A. Examining the relationship between student achievement and observable teacher characteristics: Implications for school leaders. International Journal of Educational Leadership Preparation , 7, 1-13, 2012. Retrieved from http://cnx.org/content/m44965/latest/ LEITHWOOD, K.; JANTZI, D. The relative effects of principal and teacher sources of leadership on student engagement with school. Education Administration Quarterly , 35, 679-706, 1999. doi:10.1177/0013161X99355002 ROBINSON, V.; LLOYD, C.; ROWE, K. The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Education Administration Quarterly , 44, 635-674, 2008. doi:10.1177/0013161X08321509 SNELL, J.; SWANSON, J. The essential knowledge and skills of teacher leaders : Asearch for a conceptual framework. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA, 2000. WAHLSTROM, K. L.; YORK-BARR, J. Leadership: Support and structures make the ifference for educators and students. Journal of Staff Development , 32, 22-25, 2011. http://eric.ed.gov/?id=EJ941373 WATERS, T.; MARZANO, R. J.; MCNULTY, B; MID-CONTINENT REGIONAL EDUCATIONAL LAB., A. C. Balanced Leadership : What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement . A Working Paper, 2003. WHITAKER, T. Informational teacher leadership - The key to successful change in the middle school level. NASSP Bulletin , 79, 76-81, 1995. doi:10.1177/019263659507956712 YORK- BARR, J.; DUKE, K. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research , 74, 255-316, 2004.

Univariate and multivariate skewness and kurtosis for measuring nonnormality: Prevalence, influence and estimation.

Nonnormality of univariate data has been extensively examined previously (Blanca et al., Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 9(2), 78-84, 2013; Miceeri, Psychological Bulletin, 105(1), 156, 1989). However, less is known of the potential nonnormality of multivariate data although multivariate analysis is commonly used in psychological and educational research. Using univariate and multivariate skewness and kurtosis as measures of nonnormality, this study examined 1,567 univariate distriubtions and 254 multivariate distributions collected from authors of articles published in Psychological Science and the American Education Research Journal. We found that 74 % of univariate distributions and 68 % multivariate distributions deviated from normal distributions. In a simulation study using typical values of skewness and kurtosis that we collected, we found that the resulting type I error rates were 17 % in a t-test and 30 % in a factor analysis under some conditions. Hence, we argue that it is time to routinely report skewness and kurtosis along with other summary statistics such as means and variances. To facilitate future report of skewness and kurtosis, we provide a tutorial on how to compute univariate and multivariate skewness and kurtosis by SAS, SPSS, R and a newly developed Web application.