Podcasts about American Educational Research Journal

New teachers often leave university feeling unprepared for the realities of the classroom, struggling to bridge the gap between theory and practice. In this episode, we explore three of the biggest challenges they face, based on research, and how to best support them. From managing student behavior to overcoming feelings of isolation, we'll discuss actionable strategies to help new teachers build confidence and establish a strong foundation. Show Notes: https://www.drlorifriesen.com/blog/new-teacher-challenges  Subscribe to the Beginning Teacher Talk YouTube Channel: https://www.youtube.com/@beginningteachertalk Learn about the R.E.A.D.Y. for School Academy: https://www.drlorifriesen.com/  Free Masterclass - Your 5-Step Classroom Management Reset: https://www.drlorifriesen.com/the-5-step-reset References: Blair, N. (2019, September). New teachers face three common challenges. ASCD. Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation, 70, 101047. Mathews, J. (2011, December 18). New teacher decries lesson plan gap [blog post]. Retrieved from Class Struggle at The Washington Post at www.washingtonpost.com/blogs/class-struggle/post/new-teacher-decries-lesson-plan-gap/2011/12/17/gIQAt0C50O_blog.html Melnick, S., & Meister, D. (2008). A comparison of beginning and experienced teachers' concerns. Educational Research Quarterly, 31(3), 39–56. Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation, 70, 101047. Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714. Grab a copy of my book, Dear New Teacher, Here's Exactly What to Do: Your 5-Step R.E.A.D.Y. for School Roadmap for Elementary Classrooms: https://amzn.to/3w3zZJ7 Lung Cancer Free: One Couple's Journey Through a “Lungs in a Box” Double Lung Transplant: https://www.lungcancerfree.com/ Check out Lori's TpT store (Beginning Teacher Talk): https://www.teacherspayteachers.com/Store/Beginning-Teacher-Talk  Connect with Lori on Pinterest: https://www.pinterest.com/drlorifriesen/ Connect with Lori on Instagram: https://www.instagram.com/beginningteachertalk If the Beginning Teacher Talk podcast is helping you in your teaching and if you're feeling extra loving, I would be so grateful if you would leave a positive review for the show! Your kind words mean the world to me. Just click here to leave your review now (and be entered into our draw for a $25 Amazon Gift Card)! https://podcasts.apple.com/us/podcast/beginning-teacher-talk/id1456137677 I hope you have a wonderful week, and remember - just because you are a beginning elementary teacher, there is no need for you to struggle like one. Xo Lori P.S. Do you have your copy of my FREE Ultimate Classroom Management Checklist? Get yours by clicking here now! https://www.drlorifriesen.com/ultimate-classroom-management-checklist

In this week's episode, I sit down with Professor Laura Chávez-Moreno to chat about her latest book - How Schools Make Race, Teaching Latinx Racialization in America. Laura's work covers how race influences institutions, like schools, and pushes white supremacist ideology. As Latinos, we've all seen who is accepted into honors classes and who is in remedial classes, or which schools get the best books and which ones get the torn-up ones. In this very special interview, Laura shares how the concept of race works to divide us within these institutions in real-time and how we can combat it.  Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor in the Department of Chicana/o & Central American Studies and Department of Education at the University of California, Los Angeles (UCLA). Her work is at the intersection of education, pedagogy, language, literacy, and ethnic studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. Y'all ready to be radicalized? Tune in! For all Hella Latin@ updates, follow @hellalatinopodcast on Instagram and connect on LinkedIn. More at odalysjasmine.com. To learn more about your ad choices visit megaphone.fm/adchoices Podcast production for this episode was provided by CCST. Learn more about your ad choices. Visit megaphone.fm/adchoices

In 2022 Counterweight, the organization that Helen Pluckrose founded and that was absorbed into the Institute for Liberal Values had a virtual conference on Alternatives to Diversity and Inclusion. Starting in 2025, we will be rolling out one talk a month that was presented at the conference. We sit down with the original presenters throughout 2025 to see what has changed since 2022. With Diversity, Equity and Inclusion initiatives seemingly on the chopping block, we are curious to hear what our original participants are witnessing and experiencing on the ground. Is DEI really dead or just in remission? Are there healthy alternatives to DEI that we should consider, or do we throw the baby out with the bathwater and wipe our hands clean? What do you think? Share your thoughts in the comments.This month Jennifer Richmond interviews Ellie Avishai. In her update to her original talk on Liberal Approaches to Diversity and Inclusion, Ellie reminds us that is always our job to be truth seekers despite which way the winds shift. And our conversation shifts from its original emphasis on DEI in the workplace to DEI in schools. In her original talk she underlines the importance of having clarity for workplace values, here we talk about clarity of purpose in our schools. So, just what is the purpose of schools? Well, the answer is complicated and varied, but if Ellie could boil it down to one thing, it would be the development of democratic citizens. The ultimate aim of education is to develop the intellectual capacity and curiosity to engage people different from oneself, and that is exactly the work she does as the Director of the Mill Center at UATX. You can find her original conference presentation here: https://youtu.be/kGE6TsZ00mMPodcast Notes:Public Goods, Private Goods: The American Struggle over Educational Goals, David Labaree, American Educational Research Journal, Vol 34, No 1 (Spring 1997) pp. 39 - 81.The Mill Institute: https://www.uaustin.org/mill

From Diane Ravitch to 2022 National Teacher of the Year Kurt Russell - to a wide range of public school advocates and leaders in between - the Network for Public Education and Network for Public Education Action's 2025 national conference on April 5th and 6th in Columbus will bring together some of the biggest players in the national conversation about the future of our public schools. All Ohio educators and public school allies are invited to attend and be part of the conversation. NPE/NPE Action Executive Director Carol Burris joins us for this episode to dive into what the conference promises and why it's so important for all of us to stand together to save our public schools.  REGISTER NOW | If you'd like to attend the Network for Public Education/Network for Public Education Action national conference at the Hyatt Regency in Columbus on April 5 and 6, 2025, click here for more information and to register.  SUBSCRIBE | Click here to subscribe to Public Education Matters on Apple Podcasts or click here to listen on Spotify so you don't miss a thing. You can also find Public Education Matters on many other platforms, including YouTube. Click here for links for other platforms so you can listen anywhere. And don't forget you can listen to all of the previous episodes anytime on your favorite podcast platform, or by clicking here.Featured Public Education Matters guest: Carol Burris, Executive Director, Network for Public Education/Network for Public Education ActionCarol Burris, a retired public school teacher and principal, now serves as the Executive Director of the Network for Public Education, a national organization dedicated to supporting and improving public education. Dr. Burris, who has authored three books on educational equity, has received numerous awards for her leadership, including being named the 2013 New York State High School Principal of the Year. Carol Burris served as principal of South Side High School in the Rockville Centre School District in NY from 2000-2015. Carol received her doctorate from Teachers College, Columbia University, and her dissertation on equitable practices in mathematics instruction received the 2003 National Association of Secondary Schools' Principals Middle of the Year Award. Carol serves as a Fellow of the National Education Policy Center and is the co-director of its Schools of Opportunity program.  She authored three books on educational equity. Articles that she has authored or co-authored have appeared in Educational Leadership, The Kappan, the American Educational Research Journal, Theory into Practice, The School Administrator and EdWeek.Connect with OEA:Email educationmatters@ohea.org with your feedback or ideas for future Public Education Matters topicsLike OEA on FacebookFollow OEA on TwitterFollow OEA on InstagramGet the latest news and statements from OEA hereLearn more about where OEA stands on the issues Keep up to date on the legislation affecting Ohio public schools and educators with OEA's Legislative WatchAbout us:The Ohio Education Association represents nearly 120,000 teachers, faculty members and support professionals who work in Ohio's schools, colleges, and universities to help improve public education and the lives of Ohio's children. OEA members provide professional services to benefit students, schools, and the public in virtually every position needed to run Ohio's schools.Public Education Matters host Katie Olmsted serves as Media Relations Consultant for the Ohio Education Association. She joined OEA in May 2020, after a ten-year career as an Emmy Award winning television reporter, anchor, and producer. Katie comes from a family of educators and is passionate about telling educators' stories and advocating for Ohio's students. She lives in Central Ohio with her husband and two young children. This episode was recorded on January 15, 2025.

An encore episode from season 9 of Highest Aspirations, where we discuss how schools are accommodating English learners with disabilities and the impacts that EL and disability status have on reclassification or exiting with Dr. Sara Kangas. Key questions we address: What impacts have we seen on recent policy changes to reclassification or exiting of ELs with disabilities? How can schools prioritize collaboration and improve their current processes for determining reclassification for SPED ELs? What strategies can we use to ensure that these students are integrated into general education classrooms without compromising on learning in a supportive, language rich environment? For additional episode and community resources: Dual Language Development and Disorders book recommended by Dr. Kangas National Center for Systemic Improvement - Thought Leader Series Visit Dr. Sara Kangas' website to learn more about her work For additional free resources geared toward supporting English learners, ⁠visit our blog  Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University. She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities. Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences. Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others. Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015). Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University.

What is the difference between English as a Second Language (ESL) and Bilingual curricula? How might bilingual education programs unintentionally harm Latinx students, and what can be done to mitigate that harm? In this series on healthcare and social disparities, Dr. Jill Wener, a board-certified Internal Medicine specialist, anti-racism educator, meditation expert, and tapping practitioner, interviews experts and gives her own insights into multiple fields relating to social justice and anti-racism. In this episode, Jill interviews Dr. Laura Chávez-Moreno. They cover the topic of how our societal biases seep into the school system and create early segregation and false perceptions of our children. They also discuss the importance of fostering Latinx critical consciousness in classrooms and communities.  Dr. Laura C. Chávez-Moreno is an award-winning researcher, qualitative social scientist, and assistant professor at the University of California, Los Angeles, in the Departments of Chicana/o and Central American Studies and Education. She is the author of How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2024). Dr. Chávez-Moreno researches, writes, and teaches about Chicanx/Latinx education. She works at the intersection of education, pedagogy, language,literacy, and ethnic studies, particularly Chicanx/Latinx Studies. Her research has been published in top-tier journals such as Review of Educational Research, Educational Researcher, American Educational Research Journal, Research in the Teaching of English, and Journal of Teacher Education. LINKS laurachavezmoreno.com Book: How Schools Make Race: Teaching Latinx Racialization in America Twitter handle @lauraccm LinkedIN https://www.linkedin.com/in/laura-ch%C3%A1vez-moreno-8a00b0329/ ** Our website www.consciousantiracism.com You can learn more about Dr. Wener and her online meditation and tapping courses at www.jillwener.com, and you can learn more about her online social justice course, Conscious Anti Racism: Tools for Self-Discovery, Accountability, and Meaningful Change at https://theresttechnique.com/courses/conscious-anti-racism. If you're a healthcare worker looking for a CME-accredited course, check out Conscious Anti-Racism: Tools for Self-Discovery, Accountability, and Meaningful Change in Healthcare at www.theresttechnique.com/courses/conscious-anti-racism-healthcare Join her Conscious Anti-Racism facebook group: www.facebook.com/groups/307196473283408 Follow her on: Instagram at jillwenerMD LinkedIn at jillwenermd

On this week's Education Gadfly Show podcast, Jill Barshay, author of The Hechinger Report's “Proof Points” column, joins Mike and David to discuss her recent article on the surprising effects of colleges eliminating remedial courses. Then, on the Research Minute, Amber shares a study examining the impact of Washington's academic acceleration policies on high school students.Recommended content: Jill Barshay, “A decade of data in one state shows an unexpected result when colleges drop remedial courses,” The Hechinger Report (September 23, 2024).Michael J. Petrilli, “‘Kid, I'm Sorry, but You're Just Not College Material' Is exactly what we should be telling a lot of high school students,” Slate (March 18, 2014).Chester E. Finn, Jr., “What's the point of high school?” Thomas B. Fordham Institute (September 5, 2024).Megan Austin, Ben Backes, Dan Goldhaber, Dory Li, and Francie Streich, Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking, American Educational Research Journal (2024). Feedback Welcome: Have ideas for improving our podcast? Send them to Stephanie Distler at sdistler@fordhaminstitute.org.

The Financial Impact of College EducationGoing to college is a financial decision, second only to buying a house. More specifically, it's an investment decision. Will it pay off? Perhaps the most important factor determining that is whether you graduate with a degree. Fail to do that, and any money you spend, or borrow, for college, will likely be money down the drain in terms of future earnings.The good news is that data just released by the Federal Reserve Bank of New York shows that earning a college degree is still financially worthwhile—generally speaking. The data shows that recent college grads working full time earn about $25,000 a year more than those with only a high school diploma.The catch is, they have to be working. That means majors chosen by college grads must give them skills that managers are willing to pay for.Another study by the American Educational Research Journal shows that engineering and computer science degrees give the highest rate of return on dollars spent for education. They're followed by business, health, math, and science majors.So for example, those with a bachelor degree in engineering can expect to start out at around $80,000 a year, and significantly higher with a master's degree. The highest paid engineers working on aircraft, satellites, bridges and other infrastructure can earn several hundred thousand dollars a year. One catch, though, you have to be really good at math.Meanwhile, computer systems managers make, on average, a bit over $140,000, but can earn significantly more than that depending on the level of complexity and responsibility with the job.Managing Student Loan DebtThe study also showed that education, humanities and arts majors ranked the lowest in return on investment. Now, to be clear, we're not telling you to avoid those fields if that's where your passion lies. But college is expensive, and it's important to know the earning potential of any major you're considering, especially if you're borrowing to attend college.U.S. Census Bureau data shows a median salary of around $53,000 for degrees in Family and Consumer Services and Fine Arts … and $55,000 for degrees in Elementary education and Social work. If that's where you're headed, you'll need to watch your expenses like a hawk, and borrow as little as possible.Now consider that according to the National Education Association, teachers with student loan debt owe an average of $56,000. We'll take that with a grain of salt because the NEA exists to advocate for higher teacher salaries, but if that figure is even close to accurate, it shows the difficulty many teachers have in paying back their student loans—when they only make that much in a year.Remember, college is an investment, so always consider how long it will take to pay back your student loans on the salary you can expect to get with your major. Obviously, the less you borrow, the faster that will be. But also, the higher the salary, the faster you'll get out of the red and into the black.Perhaps the ultimate example of that is the emergency room physician. That person will leave medical school with an average of $215,000 in student loan debt, according to the Education Data Initiative. That sounds like an awful lot, and it is, but consider that the median salary of an emergency room physician is now $350,000 a year. A doctor will almost certainly pay off student loan debt before a teacher.But again, we're not telling you not to become a teacher or social worker if you feel that's your Godly calling. Just do everything you can to minimize your student loan debt. That's good advice regardless of the major you choose.Remember Proverbs 22:7— just 15 words that you need to memorize: “The rich rules over the poor, and the borrower is the slave of the lender.”Practical Advice for Future StudentsSo, take as many Advanced Placement classes as possible. Get a part time job in high school and college and put your earnings toward tuition. But perhaps the most productive use of your time will be applying for scholarships.Set up a scholarship application assembly line and apply for dozens of them. It will pay off, but it takes time and effort. The greatest gift you can give yourself is to graduate from college with little or no debt. That way, you'll hit the ground running when you take on the world as a new grad.On Today's Program, Rob Answers Listener Questions:I have an investment property that I'm planning to sell, but at the same time after I sell that, I was planning on paying off a mortgage at my primary residence. I was wondering if there are any tax advantages to doing that? I'm 71 and still working. I'm a widow and have my husband's pension and my own social security that I'm drawing from so I'm in a good place with my income. I'm trying to play catch-up on my retirement to prepare for that and I max out my 401(k) and I'm doing fine there. Does it make sense if I take $7,000 out of savings to lump sum into an IRA before April 15th so that it counts for 2023? If I do that, I can do another $7,000 for 2024 but I'm worried about whether I will be taxed again on that since I've already been taxed on that money as earned income. My husband and I are believers and are in our mid 60's. We're dual citizens of the U.S. and Canada and half of our working income was gained in each country where we own and operate a farm and have for the past 40 years. There is no successor in view right now and we want to continue to farm as long as our health allows. But we have no retirement accounts or plans for retirement. However, we are completely debt-free. So we're not sure if we should start with an accountant or a lawyer or another place but we were wondering if there is a Certified Kingdom Advisor that would be familiar with agriculture, qualified to practice in both the U.S. and Canada for retirement planning?Resources Mentioned:An Uncommon Guide to Retirement: Finding God's Purpose for the Next Season of Life by Jeff HaanenRich Toward God: A Study on the Parable of the Rich FoolFind a Certified Kingdom Advisor (CKA)FaithFi App Remember, you can call in to ask your questions most days at (800) 525-7000. Faith & Finance is also available on the Moody Radio Network and American Family Radio. Visit our website at FaithFi.com where you can join the FaithFi Community and give as we expand our outreach.

Luis Leyva from Vanderbilt University discusses his article, "Queer of Color Justice in Undergraduate Mathematics Education," published in the Notices of the American Mathematical Society, Volume 71. Article URL https://doi.org/10.1090/noti2875  Episode 1701 with Luis https://www.podomatic.com/podcasts/mathed/episodes/2017-01-04T12_03_01-08_00  Other related work Black queer students' counter-stories of invisibility in undergraduate STEM as a white, cisheteropatriarchal space (American Educational Research Journal, 2022): https://doi.org/10.3102/00028312221096455 A queer of color challenge to neutrality in undergraduate STEM pedagogy as a white, cisheteropatriarchal space (Journal of Women and Minorities in Science and Engineering, 2022): https://doi.org/10.1615/JWomenMinorScienEng.2022036586 Undergraduate Latin* queer students' intersectionality of mathematics experiences: A Borderlands perspective (Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2022): https://files.eric.ed.gov/fulltext/ED630414.pdf List of past episodes

Professor and Director of the Endeavor Antiracist & Restorative Leadership Initiative (EARLI) at Teachers College, Columbia University, Dr. Mark Gooden joins us to discuss his book, Five Practices for Equity-Focused School Leadership which provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Mark's research focuses broadly on culturally responsive school leadership with specific interests in principalship, anti-racist leadership, urban educational leadership, and legal issues in education. Mark is the 2017 recipient of the UCEA Jay D. Scribner Mentoring Award and the 2021 recipient of the UCEA Master Professor Award for distinguished service in teaching, curriculum development, and student mentoring. His research has appeared in a range of outlets, including American Educational Research Journal, Educational Administration Quarterly, Teachers College Record, Review of Educational Research, and The Journal of Negro Education & Urban Education. He is the Past President of the University Council for Educational Administration (UCEA). Tune in for this special broadcast on Wednesday, January 3 @ 6pm EST!

In this episode of Better Thinking, Nesh Nikolic speaks with Rebecca Collie about promoting and understanding educational settings to help both teachers and student thrive. Rebecca Collie is a Scientia Associate Professor of Educational Psychology in the UNSW School of Education. She conducts research in the areas of motivation, wellbeing, and social-emotional development using quantitative research methods. Her research also encompasses related factors such as adaptability, engagement, interpersonal relationships, and achievement. She examines predictors and outcomes of these different factors among children, youth, and adults in educational settings. Broadly speaking, her research aims to identify how to best support and promote social, emotional, and academic/occupational thriving among students and teachers. Rebecca has been awarded over $1M in national and international grants, and government and non-government research tenders. Her publications include 80+ peer reviewed journal articles and book chapters, 1 co-edited book, along with over 25 publications for professional audiences. Her research features regularly in print and online media articles and podcasts, and she has delivered invited/keynote presentations to academic, community, and educational organisations. Her work has been recognised with several honours including an Australian Research Council DECRA Fellowship (2020-2023), the Richard E. Snow Award for Early Career Research Contributions from the American Psychological Association Division 15 (2021), and the Outstanding Early Career Scholar Award from the American Educational Research Association Division C (2020). Prior to that, she was awarded the Young Scientist Award from the International Society for the Study of Behavioral Development (2018), and Outstanding Reviewer for the American Educational Research Journal (2016). She is an Associate Editor of the Journal of Educational Psychology, Consulting Editor of Educational Psychology, and an Editorial Board Member for Learning and Instruction, Teaching and Teacher Education, Social Psychology of Education, Educational and Developmental Psychologist, and Theory into Practice. She has held Visiting Research Fellowships at the University of Oxford, Université Laval, and the University of British Columbia. She completed her doctoral studies at the University of British Columbia in Canada, and previously worked as a primary school teacher in Melbourne. Episode link at https://neshnikolic.com/podcast/rebecca-collieSee omnystudio.com/listener for privacy information.

Carol's Blog: https://roundtheinkwell.com/Jess Piper is @piper4missouri@TheHeartlandPOD on Twitter and Threadshttps://heartlandpod.com/JOIN PATREON FOR MORE - AND JOIN OUR SOCIAL NETWORK!“Change The Conversation” Network for Public EducationCarol Corbett Burris became Executive Director of the Network for Public Education Foundation in August 2015, after serving as principal of South Side High School in the Rockville Centre School District in NY since 2000.  Prior to becoming a principal, she was a teacher at both the middle and high school level.  She received her doctorate from Teachers College, Columbia University, and her dissertation, which studied her district's detracking reform in math, received the 2003 National Association of Secondary Schools' Principals Middle Level Dissertation of the Year Award.  In 2010, she was named Educator of the Year by the School Administrators Association of New York State, and in 2013, she was named SAANYS New York State High School Principal of the Year.  Dr. Burris co-authored Detracking for Excellence and Equity (2008) and Opening the Common Core: How to Bring ALL Students to College and Career Readiness (2012), and authored On the Same Track: How Schools Can Join the 21st Century Struggle against Re-segregation (2014). Her articles have appeared in Educational Leadership, Kappan, American Educational Research Journal, Teachers College Record, Theory into Practice, School Administrator, American School Board Journal and Education Week. She regularly expresses her concerns about the misuse and unintended consequences of high-stakes testing in the Washington Post, The Answer Sheet blog.E-mail Carol Burris at: burriscarol@gmail.com

Drexel University's Senior Vice Provost of Faculty Advancement joins us for an intimate conversation on her life growing up with a mother who suffered from Bipolar, receiving her MA and PhD in Education and why she hopes her daughters will uncover who they are and live their lives writing their own stories.Dr. Erin McNamara Horvat, the Senior Vice Provost for Faculty Advancement for Drexel University, shared the story behind her title with us on September 13, 2023.An ethnographer and sociologist of education, Dr. Horvat's research agenda has explored how race and class shape access throughout the educational pipeline, focusing especially on the role of social and cultural capital in shaping families' interactions with schools, students' college experiences, college access, and high school dropout and reentry. She has been deeply committed to work with out-of-school youth through her support of YouthBuild Philadelphia Charter School as a longtime board member and 4-year board chair. Since joining Drexel in 2015 her research has focused on the groundbreaking and visionary civic engagement efforts being undertaken by Drexel University in the West Philadelphia neighborhood in which it resides. She has Co-Chaired the Education Committee for the Federally designated Promise Zone and served as the education lead on the 30 million dollar Promise Neighborhood grant submission. Her publications include Beyond Acting White: Reframing the Debate on Black Student Achievement (coedited with Carla O'Connor), and Doing Qualitative Research, published by Teachers College Press as well as peer reviewed articles in Sociology of Education, Anthropology and Education Quarterly, Youth and Society and American Educational Research Journal. Her work has been funded by the Spencer Foundation and The Ford Foundation.A native Californian, proud Philadelphian and mother to Katherine and Margaret, Dr. Horvat currently serves at Senior Vice Provost for Faculty Affairs at Drexel University. She is an avid oarswoman continuing to row competitively as a Masters rower in local and regional regattas and enjoys all aspects of food, especially cooking and eating.Support this podcast at — https://redcircle.com/women-to-watch-r/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

We talk with Drs. Nicole Mirra and Antero Garcia. These two scholars are long-time collaborators, and, if I did the math right, have co-authored 25 books, conference proceedings, journal articles, together. Both of our guests today are associate professors in Graduate Schools of Education on opposite coasts of the United States: Nicole at Rutgers, The State University of New Jersey, and Antero is at Stanford University, in Palo Alto, California. Their collaboration spans about a decade, and has most recently resulted in a book entitled CIVICS for the World to Come: Committing to Democracy in Every Classroom. Today, I get the wonderful privilege to pick their brains about their collaboration, civic engagement, why its important to center the ingenuity of young people and how to dream up a more just future. Works discussed: Civics for the World to Come: Committing to Democracy in Every Classroom a book by Nicole Mirra and Antero Garcia. (2023). https://wwnorton.com/books/9781324030218 Garcia, A., & Mirra, N. (2023). Other suns: Designing for racial equity through speculative education. Journal of the Learning Sciences, 32(1), 1–20. https://doi.org/10.1080/10508406.2023.2166764 Mirra, N., & Garcia, A. (2022). Guns, Schools, and Democracy: Adolescents Imagining Social Futures Through Speculative Civic Literacies. American Educational Research Journal, 00028312221074400. https://doi.org/10.3102/00028312221074400 Mirra, N., & Garcia, A. (2020). “I Hesitate but I Do Have Hope”: Youth Speculative Civic Literacies for Troubled Times. Harvard Educational Review, 90(2), 295–321. https://doi.org/10.17763/1943-5045-90.2.295

Blueprints for healthy youth contain over 100 randomized control evidence based program that at proven to prevent either youth drug use, violence, bullying, or other adverse behaviors. Not only that, primary prevention in youth saves money. Just before the DARE program did not end up being evidence based, does not mean there are not other programs that are successful. Our children are our future, we must be investing in prevention at a young age to protect their brains from drugs. Pamela R. Buckley, PhD, is a senior research associate in the Institute of Behavioral Science at the University of Colorado Boulder. Her expertise is in evidence-based decision-making, i.e., the use of scientific evidence to inform decisions about social programs and policies for youth (ages 0-24 years). Her scholarship focuses on interdisciplinary and applied research to understand what works, for whom and under what circumstances, and in generating reliable evidence concerning responses to educational, health, and social problems. She has been the principal investigator (PI) or co-PI on over five million dollars in grants, has had her work supported by the Institute of Education Sciences, and has published in outlets such as American Educational Research Journal, Exceptional Children, Journal of Learning Disabilities, and Prevention Science. Blueprints for Healthy Youth Development. Providing a registry of Experimentallhy Proven Programs. The Blueprints mission is to provide a registry of evidence-based interventions that are effective in reducing antisocial behavior and promoting a healthy course of youth development and adult maturity. Most programs implemented in communities to improve youths' lives, unfortunately, do not produce the hoped-for effects when rigorously evaluated, or cost more to implement than they produce in benefits. Blueprints promotes only those interventions with the strongest scientific support. It does so by providing a list of interventions certified as Promising, Model or Model Plus that communities can adopt with confidence. Interventions certified by Blueprints are family, school, and community-based and target all levels of need — from broad prevention programs that promote positive behaviors while decreasing negative behaviors to highly-targeted programs for at-risk children, troubled teens or formerly incarcerated adults that get them back on track.

In Episode 69, Ben chats with Denise Ross-Page, Ph.D., BCBA-D, Margo Uwayo, Ph.D., BCBA, Mya Hernandez, Ph.D., BCBA-D, and Amoy Hugh-Pennie, Ph.D., BCBA.  They take a deep dive into how educators can provide culturally responsive instruction, the barriers for marginalized children, literacy, and so much more! Call For Papers: Literacy and Social Justice: https://www.springer.com/journal/42822/updates/23543348   Contact: Denise Ross rossde@uwm.edu Mya Hernandez mhernandez@lakemichigancollege.edu Amoy Hugh-Pennie drhughpennie@gmail.com https://infinitybehavior.com/about-us Margo Uwayo uwayomutete@gmail.com   Continuing Education Units (CEUs): https://cbiconsultants.com/shop BACB: 2.0 Learning IBAO: 2.0 Cultural  QABA: 2.0 DEI    Articles Referenced: Hugh-Pennie, A. K., Hernandez, M., Uwayo, M., Johnson, G., & Ross, D. (2021). Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools. Behavior Analysis in Practice, 15(4), 1161–1169. https://doi.org/10.1007/s40617-021-00655-8 Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465   The Behaviour Speak Podcast Episodes Referenced: Grant Bruno  https://www.behaviourspeak.com/e/episode-37-the-realities-of-autism-in-first-nations-communities-in-canada-with-grant-bruno-phd-candidate/ Nicole Hollins https://www.behaviourspeak.com/e/episode-49-free-appropriate-public-education-for-all-students-the-role-of-behavior-analysts-in-public-schools-with-dr-nicole-hollins/ May Beaubrun https://www.behaviourspeak.com/e/episode-62-addressing-racial-bias-in-education-with-may-beaubrun-med-bcba-lba/   Links: St Mary's Residential School - Kenora Ontario https://www.cbc.ca/news/canada/thunder-bay/st-marys-residential-school-1.6716724#:~:text=the%20release%20said.-,St.,died%20while%20attending%20the%20school Institute For Urban Education at The University of Wisconsin-Milwaukee https://uwm.edu/education/institute-urban-edu/ KABAS https://www.kalamazooschool.org/about-us Scientific Framework For Compassion and Social Justice https://www.amazon.com/Scientific-Framework-Compassion-Social-Justice/dp/0367676184 Interview on Shades of ABA https://anchor.fm/shadesofaba/episodes/Run-Me-My-Money-Income-Inequality-e16s4bh/a-a6favt2 Curtis Jones https://uwm.edu/officeofresearch/people/jones-curtis Linda Darling-Hammond https://ed.stanford.edu/faculty/ldh  

On this week's special, year-end Education Gadfly Show podcast, Mike Petrilli looks back on 2022's most important education stories with 50CAN founder and CEO Marc Porter Magee. Then, on the Research Minute, Amber counts down the year's top academic studies on education. Recommended content:“Nation's Report Card shows largest drops ever recorded in 4th and 8th grade math” —The 74“Gov. Bill Lee unveils new school funding formula aimed at focusing money directly on students” —Tennessean“Arizona's school choice revolution” —Washington ExaminerEmily Hanford's podcast series, Sold a Story —American Public MediaAmber's top five studies of the year:5. Paul T. von Hippel and Ana P. Cañedo, “Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers,” American Educational Research Journal (2021).4. Owen Thompson, “Gifted & Talented Programs and Racial Segregation” NBER Working Paper #29546 (December 2021).3. Rune Vammen Lesner, Anna Piil Damm, Preben Bertelsen, and Mads Uffe Pedersen, “The Effect of School-Year Employment on Cognitive Skills, Risky Behavior, and Educational Achievement,” Economics of Education Review (March 2022); Alicia Sasser Modestino and Richard Paulsen, “School's Out: How Summer Youth Employment Programs Impact Academic Outcomes,” Education Finance and Policy (January 2022).2. Young Hwang and Cory Koedel, “Holding Back to Move Forward: The Effects of Retention in the Third Grade on Student Outcomes,” Retrieved from Annenberg Institute at Brown University (December 2022)1. Kenneth Shores, Hojung Lee, and Elinor Williams, “The Distribution of School Resources in The United States: A Comparative Analysis Across Levels of Governance, Student Sub-groups, And Educational Resources,” Social Science Research Network (August 2021).Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Sean Illing talks with author, researcher, and Brookings Institution senior fellow Richard V. Reeves about his new book Of Boys and Men, which documents the ways that males all over the industrialized world are struggling — and what to do about it. Sean and Richard talk about how this crisis among men has its roots in the progress societies have made toward gender equality, about what has been exposed as the playing field has become more level, and about how to challenge our traditional understandings of masculinity and fatherhood in order to address the crisis — which, Reeves says, will be to everybody's benefit. Host: Sean Illing (@seanilling), host, The Gray Area Guest: Richard V. Reeves (@RichardvReeves), author; senior fellow, Brookings Institution; director, Future of the Middle Class Initiative References:  Of Boys And Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It by Richard V. Reeves (Brookings; 2022) "The State of American Friendship: Change, Challenges, and Loss" by Daniel A. Cox (American Survey Center; June 8, 2021) Unbound: How Inequality Constricts Our Economy and What We Can Do about It by Heather Boushey (Harvard; 2019) "Gender Achievement Gaps in U.S. School Districts" by Sean F. Reardon et al. (American Educational Research Journal vol. 56 (6); Apr. 25, 2019) "The GOP's masculinity panic: David French on the cult of toughness on the Trumpist right" by Sean Illing (Jan. 5; episode here or here) "Infrastructure Bill Must Create Pathways for Women To Enter Construction Trades" by Marina Zhavoronkova and Rose Khattar (Center for American Progress; Sept. 20) 12 Rules for Life by Jordan B. Peterson (Random House Canada; 2018) "Few Good Men" by Kathryn Edin (American Prospect; Dec. 19, 2001) "Redshirt the Boys: Why boys should start school a year later than girls" by Richard V. Reeves (The Atlantic; Sept. 14) "What might interrupt men's suicide? Results from an online survey of men" by Fiona L. Shand et al. (BMJ vol. 5 (10); Oct. 15, 2015)   Enjoyed this episode? Rate The Gray Area ⭐⭐⭐⭐⭐ and leave a review on Apple Podcasts. Subscribe for free. Be the first to hear the next episode of The Gray Area. Subscribe in your favorite podcast app. Support The Gray Area by making a financial contribution to Vox! bit.ly/givepodcasts This episode was made by:  Producer: Erikk Geannikis Editor: Amy Drozdowska Engineer: Patrick Boyd Senior Producer: Katelyn Bogucki Editorial Director, Vox Talk: A.M. Hall Learn more about your ad choices. Visit podcastchoices.com/adchoices

This interview is episode 9 from Season 9 of Highest Aspirations, a podcast from Ellevation where we engage in important conversations about the most rapidly growing student demographic in the United States - English Language Learners. What impacts have we seen on recent policy changes to reclassification or exiting of ELs with disabilities? How can schools prioritize collaboration and improve their current processes for determining reclassification for SPED ELs? What strategies can we use to ensure that these students are integrated into general education classrooms without compromising on learning in a supportive, language rich environment? We discuss these questions and much more with Dr. Sara Kangas, who returns to HA after joining us back in 2018 to discuss how schools are accommodating English Learners with disabilities and the impacts that EL and disability status have on reclassification or exiting. We sat down to catch up with Dr. Kangas and learn about the latest challenges facing students and how schools can employ a collaborative approach in addressing inequities. Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University. She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities. Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences. Grounded in interpretivist and critical frameworks, her research seeks to promote social justice through advocating and expanding the learning opportunities and educational rights of MLs with disabilities. ​ Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others. Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015). Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University. Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community. Visit our EL Community page for episode resources, related content and more. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

This week host Mal Davis connects with Dr. Travis Bristol, associate professor of teacher education and education policy at the University of California, Berkeley's School of Education. Dr. Bristol is an accomplished researcher, with his research appearing in peer-reviewed journals including Urban Education, the American Educational Research Journal, the Journal of Teacher Education, Teachers College Record, and Harvard Educational Review. He co-edited (with Conra Gist) The Handbook of Research on Teachers of Color and Indigenous Teachers, which was published by the American Educational Research Association (AERA). Dr. Bristol and host Mal Davis talk about how schools of education can better equip themselves to create a more culturally aligned and equitable teaching force of the future. As always make sure to check out the episode, subscribe, share the podcast, and SHOW LOVE!!

Improving the transfer experience for students is a high priority for a lot of institutions, and nationally making transfer better is a huge conversation. In this episode, we hear from a faculty member from the University of Texas at Austin, Dr. Lauren Schudde, who has conducted research on the transfer process from a 2-year institution to a 4-year institution. In a lively discussion that ranges from systemic inequality to transfer articulations to football weekends, we hear some recommendations for registrars offices and others across institutions about ways to guide transfer students through the process.   Key Takeaways:Transfer students need easy access to publicly accessible (and student-focused) transfer guides that help them determine how the transferability and applicability of their earned credits will advance them toward the goal of earning a bachelor's degree.  Registrar's offices are often responsible for significant parts of a holistic transfer guide: the coding of the degree audit, and the production of the institution's Catalog. Incorporating accurate, up-to-date requirements and policies in a transfer guide is critical for transfer students who might be researching potential transfer destinations.True change with regards to improving the transfer process will need to be a comprehensive adjustment of people's understanding about their responsibilities, the role they play in the process for their institution and in support of transfer students, and may require policy/legislative remedies. Transfer is a huge topic and to better address all of the various topics relating to transfer, AACRAO will be launching a brand new podcast this fall called The Transfer Tea, hosted by Loida Utley. Look for it later this fall!    Hosts:Sarah Reed, RegistrarUniversity of California Hastings College of the LawDoug McKenna, University RegistrarGeorge Mason UniversityGuests:Dr. Lauren SchuddeAssociate Professor, Department of Educational Leadership and PolicyUniversity of Texas at Austinhttps://education.utexas.edu/faculty/lauren_schudde  Additional Resources:AACRAO Re-Envisioning TransferSchudde, L., Bicak, I., & Meghan, S. (2022). Getting to the core of credit transfer: How do pre-transfer core credits predict baccalaureate attainment for community college transfer students? Educational Policy. https://doi.org/10.1177/08959048211049415 Schudde, L., Jabbar, H., Epstein, E., & Yucel, E. (2021). Students' sense making of higher education policies during the vertical transfer process. American Educational Research Journal, 58(5), 921–953. https://doi.org/10.3102/00028312211003050 Core Competencies and Professional Proficiencies:Transfer & ArticulationInterpretation and Application of Institutional and External DataHolistic and Systemic Thinking

To celebrate the Black Like Me Podcast winning Madison Magazine's Best of Madison podcast 2022, we are highlighting some favorite episodes from past seasons. For the second episode in the Best of Black Like Me series, it seemed like an appropriate time of year to highlight Black excellence in education. Who better to talk to than Dr. Gee's personal friend and the person who literally wrote the book on African American pedagogy, Dr. Gloria Ladson-Billings. Dr. Gee has an invigorating conversation with Dr. Ladson-Billings that starts with demystifying Critical Race Theory (CRT) and continues through explaining systemic racism. Dr. Ladson-Billings brings career-long expertise to the topic of considering how to teach history equitably and how to look at our current cultural landscape as well. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore).  She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018. Read more about Dr. Ladson-Billings here. alexgee.com Best of Madison Support the Show: patreon.com/blacklikeme

On this week's Education Gadfly Show podcast, Dr. Dana Suskind, a pediatric surgeon and founder of the TMW Center for Early Learning + Public Health at the University of Chicago, discusses how social supports for low-income and working-class parents equalize opportunities for their young children later in life. Then, on the Research Minute, Amber Northern reviews two studies on whether there's bias in ability grouping within kindergarten classrooms.Recommended content:Dr. Suskind's new book, Parent Nation: Unlocking Every Child's Potential, Fulfilling Society's Promise. The studies that Amber reviewed on the Research Minute: Paul T. von Hippel and Ana P. Cañedo, “Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers,” American Educational Research Journal (2021); Ana P. Cañedo and Paul T. von Hippel, “Bias in Kindergarten ability group placement: Does parental lobbying make it worse? Do formal assessments make it better?” retrieved from Annenberg Institute at Brown University (May 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

Dr. Turner is an activist scholar from Inglewood, California. David received his doctorate in the Social and Cultural Studies in Education program at UC Berkeley, where his research focuses on youth-based social movements, political identity, and resistance to the prison regime. David has published in Abolition: a Journal of Insurgent Politics, the Journal of Critical Studies in Higher Education and Student Affairs, a book chapter about youth organizing in Routledge, the American Educational Research Journal, and the Berkeley Review of Education. He is a Researcher at the Ralph Bunche Center for African American Studies at UCLAand the Million Hoods Project. He is also an organizer with BLMLA.

In this episode, long-time University of Kentucky professor Dr. Tom Guskey, an award-winning author on educational measurement, evaluation, assessment, grading, and professional learning, provides valuable insight into the harmful effects of traditional grading methods from his two most popular books, Get Set, Go! Creating Successful Grading and Reporting Systems (2020) and On Your Mark: Challenging the Conventions of Grading and Reporting (2015). Dr. Guskey also shares thoughts on why compliance continues to drive the use of letter grades in the classroom and offers solutions for change as he shares an innovative approach to grading in Canada. You can buy both books at www.tguskey.com and follow along on Twitter at @tguskey for more valuable resources on how to change classroom grading and assessment. Meet Dr. Tom Guskey Dr. Thomas R. Guskey is Professor Emeritus in the College of Education at the University of Kentucky where he served as Department Chair, Head of the Educational Psychology Area Committee, and President of the Faculty Council. He has been a Visiting Professor at ten other universities in the U.S. and a Visiting Scholar at universities in Australia, Canada, and New Zealand. He began his career in education as a middle school teacher and earned his doctorate at the University of Chicago under the direction of Professor Benjamin S. Bloom. He served as an administrator in Chicago Public Schools before becoming the first director of the Center for the Improvement of Teaching and Learning, a national research center. Dr. Guskey is the author/editor of 25 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning. His articles have appeared in prominent research journals including the American Educational Research Journal, Educational Researcher, and Review of Educational Research, as well as practitioner publications such as Education Week, Educational Leadership, Phi Delta Kappan, The Learning Professional, and School Administrator. He served on the Policy Research Team of the National Commission on Teaching & America's Future, on the task force to develop the National Standards for Professional Development, has been featured on the National Public Radio programs Talk of the Nation and Morning Edition. About Dr. Greg Goins As the Founder/Host of the Reimagine Schools Podcast, Dr. Greg Goins has emerged as one of the nation's leading voices on visionary leadership and the path to transforming our schools. He currently serves as the Director of the Educational Leadership Program at Georgetown College (KY) and previously spent 15 years as a school district superintendent in Illinois. Dr. Goins is a passionate keynote speaker and is available to speak at your next education conference or school PD day. To book Dr. Goins, please send inquiries to drgreggoins@gmail.com. Twitter: @DrGregGoins. Support for Reimagine Schools Podcast You can now click HERE to "buy a bourbon" for Dr. Goins to help support this podcast. Thanks for your support! --- Support this podcast: https://anchor.fm/greg-goins/support

Erin O'Connor, Ed.D, is the Director of New York University's Early Childhood Education Program and a tenured professor. She holds a Doctorate (Ed.D) in Human Development and Psychology from the Harvard Graduate School of Education, a Master's in Teaching from Fordham University, and a Master's in School Psychology from Columbia University. Erin teaches human development and education classes to pre- and in-service teachers in New York City schools. She also co-directs a community partnership working with families and caregivers.  In addition, Erin leads a research program examining relationships with mothers and teachers and the impacts of these relationships on children's development in early and middle childhood. She also conducts randomized control trials of relationship-building interventions on the language and social development of pre-kindergarten children from low-income families and neighborhoods. Erin has published in educational and psychology journals including the American Educational Research Journal, Journal of Educational Psychology, and Journal of Applied Psychology. Her work is supported by grants from several institutions including the Institute for Education Sciences. She is a member of the American Educational Research Association, American Psychological Association, and the Society for Research in Child Development. In this episode, we cover:Why did you go the teaching route & get a master's after undergrad?What did you learn through being a teacher? And why did you not want to continue teaching?Why did you want a school psychology master's?Why did you move away from clinical work?What went into your decision to get a doctorate? Why an EdD over a PhD? Why in human development?The ups and downs of grad schoolStarting a family in grad schoolPros and cons of an academic career & tenure trackHow to assess your fit with a faculty advisor before grad schoolIssues with the education system & our classrooms: from a psychologist's perspectiveScientific MommyWhat it means to be a program directorHow has your research changed how you parent? What is your favorite part of your job?What is one skill, quality, or general factor that has served you no matter where you went in life?Resources mentioned:Alison Gopnik (distinguished developmental psychologist)Emily Oster (distinguished economist focusing on parenting & pregnancy)Parenting Understood podcast with Erin O'Connor and Michelle TangemanVisit psychmic.com to sign up for the newsletter, where you'll get career tips, grad school resources, and job opportunities straight to your inbox! Follow @psych_mic on Instagram to submit questions for speakers and stay in the loop.Music by: Adam Fine 

Ep44 It's always inspiring to learn from a scholar who centers comunidad in her work. La Profesora talks with Dra. Dolores Delgado Bernal about her incredible contributions to promoting assets-based frameworks in the study of Latinx/a/o educational pathways. She reminds us that no idea is ever fully finished, that we are always evolving in our thinking, and that we can disrupt toxic norms in academe through community. Believe the Hype is back with Dr. David Martinez, a member of our Academic Hype Team! David uplifts Dra. Araceli Hernandez-Laroche, who has created the South Carolina Centro Latino for the University of South Carolina-Upstate community AND the local community. Believe the Hype about Dra. Hernandez-Laroche! ******************************** Side Notes: Learn more about MALCS here: https://malcs.org/  Learn more about the fight for Mexican American Studies in Tucson here: https://latinxintelligentsia.libsyn.com/writing-past-the-limits Calderon, D., Delgado Bernal, D., Perez Huber, L., Malagon, M. C., & Velez, V.N. (2012). A Chicana feminist epistemology revisited: Cultivating ideas a generation later. Harvard Educational Review, 82(4), 513-539. DOI: 10.17763/haer.82.4.l518621577461p68 Garcia, N.M. & Delgado Bernal, D. (2021).Remembering and revisiting pedagogies of the home. American Educational Research Journal, 58(3), 567-601. DOI: 10.3102/0002831220954431 Listen to Episode 3 Scholar Activism to learn more about the fight for Mexican American Studies in Tucson here: https://latinxintelligentsia.libsyn.com/episode-3-scholar-activism Support John Lira's Congressional campaign to serve the People of Texas-23rd! Learn more about him at www.liraforcongress.com  

In today's episode, we talk with Dr. Joe Curnow, currently an assistant professor at the University of Manitoba. Joe studies the learning that happens as people participate in social movements. Our conversation begins with Joe recounting her early days as an undergraduate student at Northwestern, as an organizer on Chicago's north side, and working on fair trade policies in Washington, DC. She talks about how she became politicized and started to see that the issues she cared about were really just indicators and outcomes of larger societal issues in our economy and trade policies. We focus a good chunk of our time talking about her most recent work, including the article called Politicization and Process: Developing Political Concepts, Practices, Epistemologies, and Identities Through Activist Engagement. That article, among others, came out of her efforts to describe the learning processes she saw happening. We also talk about the relationship between organizing, learning, and taking action. Much of this is contextualized in a book that's been formative for her career called We Make a Road by Walking. The book is a transcript of a facilitated conversation between Myles Horton and Paulo Freire. Episode transcript. Works discussed: 1. Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Temple University Press. 2. Curnow, J., Fernandes, T., Dunphy, S., & Asher, L. (2020). Pedagogies of Snark: Learning through Righteous, Riotous Anger in the Youth Climate Movement. Gender & Education. https://doi.org/10.1080/09540253.2020.1786014. 3. Curnow, J., Davis, A., & Asher, L. (2019). Politicization in Process: Developing Political Concepts, Practices, Epistemologies, and Identities Through Activist Engagement. American Educational Research Journal. 56(3) 716-752. https://doi.org/10.3102/0002831218804496

On the final episode of Season 5, Dr. Gee has an invigorating conversation with Dr. Gloria Ladson-Billings that starts with demystifying Critical Race Theory (CRT) and continues through explaining systemic racism. Dr. Ladson-Billings brings caree-long expertise to the topic of considering how to teach history equitably and how to look at our current cultural landscape as well. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Ladson-Billings' research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore).  She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018. Read more about Dr. Ladson-Billings here. alexgee.com patreon.com/blacklikeme

Reported by Higher Ed Dive, proponents of test-optional admissions for equity reasons are celebrating a new study published in the American Educational Research Journal, suggesting a 10-12% increase in first-time enrollment from underrepresented minority students in the first few years after a college moves to test-optional admissions.

Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His influential 2008 book Visible Learning: A synthesis of over 800 meta-analyses relating to achievement is believed to be the world's largest evidence-based study into the factors that improve student learning. Hailed by the Times Education Supplement as “teaching's Holy Grail”, this ground-breaking study involved more than 80 million students from around the world and brought together 50,000 smaller studies. Since 2011, John Hattie has been Director of the Melbourne Education Research Institute at the University of Melbourne. He is also the Chair of the Australian Institute for Teaching and School Leadership (AITSL). He is also past-president of the International Test Commission and Associate Editor of the British Journal of Educational Psychology and American Educational Research Journal. John Hattie was awarded the New Zealand Order of Merit in the 2011 Queen's Birthday Honours, is a Fellow of the Australian Council for Educational Leaders and the American Psychological Association, and has published and presented over 500 papers, and supervised 190 thesis students. John's notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, 10 Mindframes for Visible Learning and, most recently, 10 Mindframes for Leaders. Social Links Twitter: @john_hattie

PODCAST INFOA new podcast episode drops every Monday.Music credit: L-Ray Music, Courtesy of Shutterstock, Inc.Learn more about your host, Cordelia, by clicking  hereBe sure to follow Cordelia on Instagram: @codependentrecovery---------WORKBOOK + COMMUNITY + RESOURCESAre you going through a breakup or divorce?  Here is the link to the 98-page workbook.  Print version + ebook version available worldwide.Check out Cordelia's book recommendations hereDisclosure: Cordelia is an affiliate of Bookshop.org and she will earn a commission if you click through and make a purchase.Want to join the community (i.e., community club or book club)? Click hereWant access to free resources? Click hereInterested in any other affiliate links? Click hereNote: affiliate links mean Cordelia  earns a commission if you click through and make a purchase.---SPONSOR INFO: BETTERHELPALL LISTENERS OF WE HEAL TOGETHER PODCAST GET 10% OFF THEIR FIRST MONTH. SIMPLY CLICK HERE TO SIGN UP: www.betterhelp.com/cordeliaDisclosure: This podcast is sponsored by BetterHelp. Cordelia will earn a commission if you click through and make a purchase.---GUEST INFORMATION: ERIN O CONNOR'S BIOThe Director of New York University's Early Childhood Education Program, Erin is a tenured professor and holds a Doctorate in Human Development and Psychology from the Harvard Graduate School of Education, a Masters in Teaching from Fordham University, and a Masters in School Psychology from Columbia University. Erin teaches human development and education classes to pre- and in-service teachers in New York City schools. She also co-directs a community partnership working with families and caregivers. In addition, Erin leads a research program examining relationships with mothers and teachers and the impacts of these relationships on children's development in early and middle childhood. She also conducts randomized control trials of relationship-building interventions on the language and social development of pre-kindergarten children from low-income families and neighborhoods. Erin has published in educational and psychology journals including the American Educational Research Journal, Journal of Educational Psychology, and Journal of Applied Psychology. Her work is supported by grants from several institutions including the Institute for Education Sciences. She is a member of the American Educational Research Association, American Psychological Association, and the Society for Research in Child Development.---GUEST INFORMATION: WAYS TO CONNECT + FOLLOW ALONG WITH ERINCheck out Erin’s websiteBook a one-on-one consultationCheck out the offerings on Erin’s websiteFollow @scientificmommy on InstagramFollow Scientific Mommy on FacebookRead more about Erin-----RECOMMENDATIONS TO KEEP LEARNING ABOUT INDEPENDENT PLAY (mentioned by Erin in the episode)Dr. Stuart Brown's websiteTools of the Mind websiteBooks by Vivian  Gussin PaleyBonus resource: Article on Erin's website published on May 28, 2021 - 5 Research-Backed Strategies to Encourage Independent Play

الحلقة الرابعة من مذياع أو بعنوان قراءة الكتب وفيها نتطرق عن مفاهيم القراءة وجدواها وكيف كانت قراءة الكتب عملًا غير أخلاقي يقدم البث رشاد حسن twitter.com/watheh1 باحث دكتوراة في الترجمة والأدب الإنجليزي والعربي المراجع والمصادر - Allen, Roger. 2005. The Arabic Literary Heritage: The Development of its Genres and Criticism. Cambridge University Press. - Buganza, J. 2012. Ethics, literature, and education. Ethics and Education, 7(2), 125-135. - Anderson, R. C., Hiebert, E. H., Scott, J. A., Wilkinson, I. A., Becker, W., & Becker, W. C. (1988). Becoming a nation of readers: The report of the Commission on Reading. Education and Treatment of Children, 389-396.‏‏ - Ipsen, G. (2008). The value of literature (Doctoral dissertation, University of London, University College London (United Kingdom)).‏ - Miall, D. S., & Know, T. Y. Aesthetics and the Embodied Mind, Aug 26-28 2013, Conference, Delmenhorst, Germany.‏ - Taylor, B. M., Frye, B. J., & Maruyama, G. M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27(2), 351-362.‏ - Frankel, K. K., Becker, B. L., Rowe, M. W., & Pearson, P. D. (2016). From “what is reading?” to what is literacy?. Journal of Education, 196(3), 7-17.‏ - Jennings, F. G. (1965). What Is Reading?. In This Is Reading (pp. 3-22). Springer, Boston, MA.‏

Ken Frank from Michigan State University and Jihyun Kim from Lehigh University discuss their article, "From interpretation to instructional practice: A network study of early-career teachers' sensemaking in the era of accountability pressures and Common Core State Standards," published in the American Educational Research Journal, co-authors Salloum, Bieda, Youngs. Article URL: https://journals.sagepub.com/doi/full/10.3102/0002831220911065 Ken's Professional Webpage Jihyun's Professional Webpage Other articles related to the project: Bieda, K. N., Lane, J., Evert, K., Hu, S., Opperman, A., & Ellefson, N. (2020). A large-scale study of how districts’ curriculum policies and practices shape teachers’ mathematics lesson planning. Journal of Curriculum Studies, 1-30, DOI: 10.1080/00220272.2020.1754921. Bieda, K. N., Salloum, S. J., Hu, S., Sweeny, S., Lane, J., & Torphy, K. (2020). Issues with, and insights for, large-scale studies of classroom mathematical instruction. The Journal of Classroom Interaction(1), 41-63. Sam's children's book: www.MissingLettersBook.com Complete list of episodes

I am excited to announce my first ever FREE PRIZE GIVEAWAY. There are 20 prizes to be won. First prize is a health and PE online education pack, valued at $2162.00ENTRY IS FREE. CLICK ON THE LINK BELOW. ENTRIES CLOSE APRIL 30th 2020.https://expert62e801.clickfunnels.com/squeeze-page1584590542916The EXPERT SECRETS RADIO SHOW website with FREE video and other content is:https://expert62e801.clickfunnels.com/expertTHE EXPERT SECRETS ROADMAP BOOK...Coming in 2020.https://expert62e801.clickfunnels.com/expertbookzikkr4vcThe position of Laureate Professor is designed to recognise and reward a Professor of the University who is internationally acknowledged to be of the highest academic distinction.Laureate Professor John Hattie was appointed Chair of the AITSL Board on 1 July 2014, and reappointed on 1 July 2017.Laureate Professor John Hattie's work is internationally acclaimed. His influential 2008 book Visible Learning: A synthesis of over 800 meta-analyses relating to achievement is believed to be the world’s largest evidence-based study into the factors that improve student learning. This ground breaking study involved more than 80 million students from around the world and brought together 50,000 smaller studies. Visible Learning found that positive teacher-student interaction is the most important factor in effective teaching.Through his role as Chair, John is able to provide national leadership in promoting excellence so teachers and school leaders have maximum impact on learning. In addition, John has been a director of the Melbourne Education Research Institute since 2011 and he is also the past president of the International Test Commission and associate editor of the British Journal of Educational Psychology and American Educational Research Journal.I wrote to Professor Hattie in 2017. We have been corresponding on and off ever since. There are 3 words he told me that changed the way I teach Health and PE forever. They form the basis of THE UNDERGROUND EDUCATION REVOLUTION.

On December 4, 2019, Dr. Drew Gitomer and three colleagues published an article in the American Educational Research Journal. It was titled "Assessing the Assessment: Evidence of Reliability and Validity in the edTPA." By December 5, the article had nearly gone viral on Twitter by opponents of edTPA. Drew joins us today on Anchored in Education to talk more about this article and why we should be concerned with edTPA being used as a tool to decide if teacher candidates should receive a teaching license. Drew and his colleagues make valid arguments for why a moratorium should be issued on the high-stakes use of edTPA. After listening, head over to www.escottengland.com to read more about Drew. You will also find a link to his article in the resource section.

Nearly 20 states use the edTPA performance assessment system to determine if pre-service teachers are ready for the classroom. A new study led by Rutgers University's Drew Gitomer and UCLA's Jose Felipe Martinez now raises questions about the reliability and validity of edTPA measurements. Gitomer and Martinez join CPRE Knowledge Hub managing editor Keith Heumiller to discuss their findings, recently published in the American Educational Research Journal, and some important implications for performance assessment policy and future research.

This weeks natter is with the distinguished Dr Thomas R Guskey. We discuss professional development and the importance of evaluating CPD. I ask Tom about his seminal piece of research: Does It Make a Difference? Evaluating Professional Development About Tom: Thomas R. Guskey, Ph.D. is a Senior Research Scholar in the College of Education and Human Development at the University of Louisville and Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first director of the Center for the Improvement of Teaching and Learning, a national research centre. Dr. Guskey is the author/editor of 25 award-winning books and more than 250 book chapters, articles, and professional papers on educational measurement, evaluation, assessment, grading, and professional learning. His articles have appeared in prominent research journals including the American Educational Research Journal, Educational Researcher, and Review of Educational Research, as well as practitioner publications such as Education Week, Educational Leadership, Phi Delta Kappan, and The Learning Professional, and School Administrator. He served on the Policy Research Team of the National Commission on Teaching & America’s Future, and on the task force to develop the National Standards for Professional Development. Introductory questions What is your 5 level model for evaluating professional development and how did it come about? What do you hope people take away from your model? England specific questions Professional development has arguably never been more valued than it is currently. In 2016 the DfE produced standards for teachers professional development but stopped short of overtly suggesting evaluation . Why is evaluation so important in professional development and so often overlooked? In 2018, the EEF released an implementation guide which looked at how to implement professional learning (and other initiatives) and was pitched at decision makers within schools. This seems to sit across levels 3-5 of your model. What do you see as the best ways to evaluate at level 3 . The EEF guide talks about fidelity data but what procedures would you use to evaluate at level 3? In 2019, OFSTED have written into their grade descriptors for a school to be 'outstanding' that "leaders ensure that teachers receive focussed and highly effective professional development. Teachers subject, pedagogical and pedagogical content knowledge build and develop over time. This consistently translates into improvements in the teaching of the curriculum" Firstly , what are your views on this? Secondly do you see this as sitting at level 4 and what are your thoughts on using observations of lessons to evaluate professional learning? Does improving the teaching of the curriculum automatically improve outcomes for pupils? Episode produced and edited by William H Rushton (www.naylorsnatter.co.uk) --- Send in a voice message: https://anchor.fm/naylorsnatter/message

Here is part 1 of the interview with Asa Benally. Asa Benally comes from Black Mesa, Arizona. He is a freelance fashion and costume designer in New York City. Asa has pursued fashion, costume designing, and theater since high school when he made the decision to attend Idyllwild Arts Academy in California, graduating and then moving on to Purchase College then after one year transferring to Parsons School of Design in NYC. His post-graduation journey includes pursuing various fashion projects and costume designing for many theatre productions. He has lived on the East Coast since he left for college, in NYC and then in New Haven, Connecticut when he completed a Master’s program at the Yale School of Drama. Asa’s story tells us that while his work may someday return to the rez, he can’t quite make that journey because the problems with the coal mine in black mesa displaces him and his family from being in the land but also his profession hasn’t quite developed on the rez yet. His journey troubles the assumption and expectation for Navajo college graduates to ‘give back’. /// IG: @asa_benally_design & Website: https://www.asabenally.com/ /// Additional Readings: (1) Reyes, Nicole Alia Salis. "“What Am I Doing to Be a Good Ancestor?”: An Indigenized Phenomenology of Giving Back Among Native College Graduates." American Educational Research Journal (2016). (2) Ross, Gyasi. “Leaving the Reservation: Modern Day Assimilation”. Huffington Post https://www.huffpost.com/entry/native-americans-reservation-assimilation_b_5001850 (Retrieved 22 April 2019). (3) Shotton, Heather, Shelly Lowe, and Stephanie Waterman. "Beyond the asterisk: Understanding Native American college students." (2013).

How do school principals impact EL reclassification rates? Why is it important to consider the underlying spirit of policies that are passed down from above rather than simply looking at compliance? How might leaders create opportunities for school staff to engage in meaningful conversations about EL student success? We discuss these questions and much more in our conversation with professors Madeline Mavrogordato and Rachel S. White. Madeline Mavrogordato is an associate professor of K-12 educational administration in the Department of Educational Administration at Michigan State University . She utilizes quantitative and qualitative methods to investigate how education policies shape outcomes for underserved student populations, particularly immigrants and English learners. In addition, she studies how to develop and support effective school leaders who are prepared to serve students from diverse backgrounds in today’s climate of high stakes accountability and evaluation. Her work is informed by her experience serving as a bilingual teacher in Texas and California. Mavrogordato’s work has appeared in a range of publications including Educational Evaluation and Policy Analysis, Educational Administration Quarterly, and Educational Policy. She currently serves as an associate editor for the American Educational Research Journal. Dr. Rachel S. White is an Assistant Professor in the Educational Foundations and Leadership Department of Old Dominion University’s Darden College of Education and Professional Studies. Rachel teaches graduate courses in education policy & politics, as well as advanced research design and analysis. Rachel’s research agenda is framed by three areas of interest: 1) issues of power and democratic accountability in local and state education policymaking processes, 2) relationships between institutional structures and education policymaking and implementation, and 3) how school and district leaders come to understand and implement policy in ways that lead to the enactment of social justice for historically marginalized students. As such, Rachel examines the politics of education policy making and implementation, with a focus on the ways in which decisions made by political and educational leaders at the school, district and state level impact K-12 educational experiences of marginalized students. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Artık her 15 günde bir yeni programımız STEM Öğretmenleri ve Araştırmacıları ile karşınızdayız. Her programda dönüşümlü olarak öğretmenler ile kazanımları tartışırken, araştırmacılarımız ile makale okumalarımızı paylaşacağız. Konu: Öğrencilerin matematiği faydalı bulmaları için işe yarayan yöntemler; ispat öğretimi, örneklem büyüklüğü nasıl belirlenir?, MEF Üniversitesi Eğitim Bilimleri Öğrenci Konferansı, mühendislik dersi müfredata girerse ne olur?, konferanslar, AERJ, AERA, JRME, JRST, SSCI, Scopus, ERIC, avcı dergiler; arşiv niteliğindeki bu ilk pilot programda aşağıdaki makaleleri inceledik: Brisson, B. M., Dicke, A. L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, sustained effects: Promoting students’ math competence beliefs, effort, and achievement. American Educational Research Journal, 54(6), 1048-1078. DOI: 10.3102/0002831217716084 (Tam metin) Healy, L., & Hoyles, C. (2000). A study of proof conceptions in algebra. Journal for Research in Mathematics Education, 31(4), 396-428. DOI: 10.2307/749651 (Tam metin) Fredricks, J. A., Hofkens, T., Wang, M. T., Mortenson, E., & Scott, P. (2018). Supporting girls' and boys' engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298. DOI: 10.1002/tea.21419 (Tam metin) Genç araştırmacılar: İrem Ağca (Boğaziçi Üniversitesi - İlköğretim Matematik Öğretmenliği), Dilara Gören (Boğaziçi Üniversitesi - Fen Bilgisi Öğretmenliği), Cansu Yaman (Boğaziçi Üniversitesi - İlköğretim Öğretmenliği)

We’re a couple of weeks into the new school year by now and I hope that for most of you the morning drop-offs have gotten a bit easier than they were in the beginning. But some of you may still be struggling with a child who doesn’t want to go to school, who resists you leaving at drop-0ff time, and who might be suddenly suffering from stomachaches and headaches (particularly on Sunday nights or weekday mornings) that had not previously been a problem. Today’s interview with Dr. Jonathan Dalton (http://www.changeanxiety.com/about.htm#Dalton) , director of the Center for Anxiety and Behavioral Change in Rockville, MD is going to help us understand whether our child is having a ‘normal’ amount of difficulty transitioning to school or if they are struggling enough that they might need extra help – and if so, what to do about it.   References Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review 21, 141-170. Dalton, J., & Beacon, V. (2018). School refusal. In D. Driver & S.S. Thomas (Eds.), Complex disorders in pediatric psychiatry: A clinician’s guide (pp 11-22). St. Louis, MO: Elsevier. Egger, H.L., Costello, J., & Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of the American Academy of Child & Adolescent Psychiatry 42(7), 797-807. Hallinan, M.T. (2008). Teacher influences on students’ attachment to school. Sociology of Education 81, 271-283. Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development 72(2), 625-638. Houts, R.M., Caspi, A., Pianta, R.C., Arseneault, L., & Moffitt, T.E. (2010) The challenging pupil in the classroom: The effect of the child on the teacher. Psychological Science 21(12), 1802-1810. Jerome, E.M., Hamre, B.K., & Pianta, R.C. (2009). Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development 18(4), 915-945. Kearney, C.A. (2016). Managing school-based absenteeism at multiple tiers: An evidence-based and practical guide for professionals. Oxford, U.K.: Oxford University Press. Kearney, C.A., & Albano, A.M. (2007). When children refuse school: A cognitive-behavioral therapy approach, Therapist guide (2nd Ed.). Oxford, U.K.: Oxford University Press. Kearney, C.A. (2006). Dealing with school refusal behavior: A primer for family physicians. Family Practice 55(8), 685-692. Kearney, C.A. (2002). Identifying the function of school refusal behavior: A revision of the school refusal assessment scale. Journal of Psychopathology and Behavioral Assessment 24(4), 235-245. King, N., Tonge, B.J., Heyne, D., & Ollendick, T.H. (2000). Research on the cognitive-behavioral treatment of school refusal: A review and recommendations. Clinical Psychology Review 20(4), 495-507. Ladd, G.W., & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology 101(1), 190-206. Ladd, G.W., & Buhs, E.S., & Seid, M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Merrill-Palmer Quarterly 46(2), 255-279. Last, C. G., Hansen, C., & Franco, N. (1998). Cognitive-behavioral treatment of school phobia.  Journal of the American Academy of Child and Adolescent Psychiatry 37, 404–411. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R. M., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal 45 (2), 365–397   (#)   Transcript Jen:                                     

This series is entitled The Search Begins and, as we have said, it is aimed directly at those of you who are parents of juniors, and it is designed to help you all navigate summer tasks related to college applications in the fall. (Of course, it never hurts parents of freshmen and sophomores to get a head start on the college admissions game. So, stick with us during these summer episodes.) Today’s topic focuses on something that you are just about to do totally wrong. Furthermore, our advice on this topic probably runs counter to what many “experts” are telling you to do right now, which is to start narrowing your list of colleges so that your teenager can get ready to apply in the fall. In this episode, we are going to take the position that you should do the exact opposite, which is to start expanding your teenager’s list of colleges immediately so that you all are truly ready to narrow it in the fall. While that might seem unnecessary—even wasteful, given the thousand things you are trying to do this summer—we would contend that expanding the options now could make the difference between an okay college choice for your teenager and a great college choice for your teenager when it is time to accept a college’s offer next spring. Here’s why. 1. One More Research Study Nicholas W. Hillman, an assistant professor at the University of Wisconsin–Madison (a great public flagship university, which we discussed in Episode 27) has written a recent paper, published in the American Educational Research Journal and entitled “Geography of College Opportunity: The Case of Education Deserts.” Catherine Gewertz reported on Hillman’s paper recently in the High School & Beyond blog in Education Week (“Why College Access Depends on Your ZIP Code,” June 24, 2016). You loyal listeners might remember that we first met Professor Hillman back in Episode 66 when we talked about his earlier report entitled Education Deserts: The Continued Significance of “Place” in the Twenty-First Century (co-authored with Taylor Weichman). One statistic that the authors quoted in that report is this: About 57 percent of incoming freshmen at public four-year colleges attend a college within 50 miles of home. Now, think about that from a freshman’s point of view. If you are a freshman standing on your four-year public college campus, more than half of your classmates live within 50 miles of where you are standing. Clearly, those students did not get outside of their “geographic comfort zone,” which is one of our most talked about and least favorite concepts here at USACollegeChat. (Remember that about 70 percent of high school graduates attend college in their home state. That’s just too many kids staying within their geographic comfort zone, in our opinion.) This time around, Hillman maps both public and private two-year and four-year colleges and universities in 709 “commuting zones” across the U.S.—that is, in 709 bunches of mostly contiguous counties where people live and work. And, when I say “maps,” I mean that he locates the colleges and universities on a map of the U.S. and colors in the commuting zones where they are located so that anyone can see at a glance which commuting zones have a lot of colleges (five or more is the top of his scale) and which don’t have even one. We are going to skip over private two-year colleges, inasmuch as they are the rarest of college types, and look first at public two-year colleges. Looking at Hillman’s map, we notice that there are relatively fewer public two-year colleges west of the Mississippi River until you get to the Far West and Southwest border states. Turning to public four-year colleges, we notice that there are even fewer public four-year colleges than public two-year colleges in the Plains and Rocky Mountain states. And finally, coming to private four-year colleges, we notice that the coverage is especially good east of the Mississippi—particularly in New England and the Mid-Atlantic states—and again in parts of the Far West. So, where is the “education desert”? The maps would say, generally speaking, that it is in the Rocky Mountain and Plains states. What that means is that college students who live there are likely to have fewer nearby options than students in other commuting zones—say, those in the Northeast. Of course, even in the Northeast, you might live in a particular commuting zone that just doesn’t have many colleges. And that matters because so many kids stay close to home for college—perhaps too close. But that’s not the worst of it. Gewertz explains: Hillman found that zones of opportunity put specific groups at a disadvantage. Latino and African-American communities tend to have the fewest colleges, and less-selective colleges, nearby, while white and Asian communities tend to have more colleges, and more selective institutions, nearby to choose from. . . .   Hillman argues that most policy that seeks to improve college access focuses on the process of opportunity—with initiatives that aim to get more information into students' hands, so they can make good college choices—instead of the geography of opportunity. (quoted from the article) Well, now we have a societal problem as well as an individual student problem. As Hillman noted in his first report, the college decisions of students from working-class homes and the college decisions of students of color are most negatively affected by home-to-college distance. So, when it turns out that there are relatively fewer college options and relatively fewer selective college options in Latino and African-American communities and when we know that lots of those kids do not travel very far to attend college, for whatever reason, those students end up not having the range of college choices that they deserve. 2. Your Assignment #1 Download the Assignment #1 Worksheet Why are we telling you this? Because all of you should expand the college options for your teenager before you narrow them, and this is especially true if you live in an area that has few nearby colleges or few good nearby colleges. Whether you are Latino, African American, Asian, or white, those of you living in an education desert must look outside your geographic area in order to find a choice of good options for your teenager. Why should you be content with the only option in town no matter how good it is? For many of you, the chances are that it is not good enough. But, to repeat, this advice is not just for those of you living in education deserts. This advice is for all of you who are busy making up a short list of colleges for your child to visit this summer and apply to in the fall. It simply is not time yet to be making up that short list, to be narrowing down the choices, to be closing off opportunities, and to be settling either for colleges that are nearby or for colleges that you already know about. It is unnecessarily soon—even for those of you who want to look at an Early Decision or Early Action option. So, since it is July 1 and your teenager might have a bit of free time, we are ready to give him or her—and you—an assignment every week until September. The more you can get your teenager to do the work, the easier it will be for you; however, you will need to provide some life experience and adult judgment throughout the assignments. We do guarantee that you both will be better equipped by September 1 to start the actual college application process. We thought hard about what your first summer assignment should be and settled on this: With your teenager, listen to our virtual nationwide college tour (Episodes 27 through 53) again—or for the first time—or skim the show notes if you prefer. By the way, these episodes do a good job of differentiating between the public and private colleges, which could well be one of the first decisions you will make when it is time to shorten your teenager’s list in September. Together, choose at least one college in every state to put on your teenager’s list. Put those 50 on what we will call “your teenager’s long summer list of college options.” Just add them to any colleges you already have on the list. Okay, if that’s too outlandish, try this: Choose at least one college in each of 25 states of your choice to put on your teenager’s list. Heck, that’s only half the states. You are getting off easy. Put those on your teenager’s long summer list of college options. Still too tough? How about this: Choose at least two colleges in every geographic region of the U.S. to put on your teenager’s long summer list of college options. Remember that the Bureau of Economic Analysis (an agency of the U.S. Department of Commerce) has divided the U.S. into eight regions, with each region’s covering four to 12 states. So, that would give you 16 colleges—plus, let’s say, add two extra colleges in your home state for good measure. But wait: Put five public flagship universities on your teenager’s long summer list of college options. Any five. You choose. This will ensure that your teenager has some great public options to consider, too. As we have said before, public flagship universities might be the hidden jewels in the college landscape. And those of you who are longtime listeners know that this piece of advice is coming: Choose at least one college not in the U.S. to put on your teenager’s long summer list of college options. The global future is here. Join it. Now that you have the long summer list of 20 or 30 or 40 or, better yet, 50 colleges, have your teenager read about each one on the college’s website before talking with you and recommending whether it should be kept on the list. Believe me, you can learn a lot from reading a college website. Furthermore, you can learn not only about that one college, but also about colleges in general and what to look for on the next website. It’s an education in itself. Our virtual tour gave you a lot of the information you should consider already, but let your teenager confirm it and look further into particular things that interest him or her about the college. Make sure your teenager checks out at least these topics: Enrollment, broken down by undergraduate and graduate (if any) students Retention and graduation rates (search the site for “common data set” or go to College Navigator, sponsored by the National Center for Education Statistics) The history of the college (always my favorite topic) Academic divisions in the institution (that is, colleges or schools within a university) Academic departments and majors offered Study abroad options Extracurricular activities (including fraternities and sororities) Intercollegiate and intramural sports Tuition and housing costs (of course) Finally, make sure that your teenager writes down (or makes a spreadsheet of) the information they find on each college. Believe me, after about four colleges, it’s impossible to remember which college has which attractive and unattractive features. Personally, I wouldn’t have your teenager start poring over admission standards just yet. I would rather he or she look at the range of great opportunities out there and perhaps get a bit motivated by what those websites offer. Your teenager needs an education about higher education first. Some of those websites are so good, in fact, that they make me want to go back to college. And, by the way, I wouldn’t have your teenager start looking at two-year colleges yet, either. Those of you who listen to us know that we have some reservations about two-year colleges, especially for students who have just graduated from high school and are moving directly into college full time. We know that they are a great choice for saving money and for helping kids who need a bit more maturity or a bit more academic preparation, but we worry because the transfer rates to four-year colleges are scandalously low, and we worry about what opportunities that fact closes off for too many kids. Two-year colleges can easily be added to the list in September, because we are assuming that the choice of a two-year college is largely affected by geography and that students are most likely to attend the one closest to them. So, what is the point of today’s episode? It is simply that expanding your options now—before narrowing them in the fall—is a way to let both you and your teenager consider colleges you have never thought about. That’s because there are some really interesting ones out there, including perhaps the one that is best for your teenager. Depending where you live, here are a few public and private choices you probably aren’t thinking about (some that are very selective, and others that are not): St. John’s College (in Maryland and in New Mexico) University of Colorado Boulder Carleton College Purdue University Clemson University Tuskegee University Pitzer College University of Delaware Kenyon College Wabash College University of Miami Auburn University Fisk University Boston College Wake Forest University Colorado College University of Iowa (Iowa City) Arizona State University Baylor University University of Hawai‘i at Mānoa University of Washington (Seattle) Pepperdine University Reed College Sterling College Southern Methodist University Hampshire College The Lincoln University Bennington College Bucknell University Stevens Institute of Technology Hunter College (City University of New York) Fordham University Skidmore College Emory University Vanderbilt University Hamilton College Richmond, The American International University in London By the way, I really do not want to hear one more of my friends here in New York say, “Oh, she can just go to Binghamton. It’s a good school.” With apologies to Binghamton, which is a fine state university in upstate New York, I would like my friends to look around first. I would like many more colleges on their teenager’s long list. I would like many colleges on that list to be outside New York State. I would like some of them to be outside the Northeast. I would like some of them to be public and some of them to be private. Binghamton isn’t going anywhere. It will still be there in the fall. Download the Assignment #1 Worksheet The Kindle ebook version of our book, How To Find the Right College, is on sale for $1.99 all summer long! Read it on your Kindle device or download the free Kindle app for any tablet or smartphone. The book is also available as a paperback workbook. Ask your questions or share your feedback by… Leaving a comment on the show notes for this episode at http://usacollegechat.org/episode81 Calling us at (516) 900-6922 to record a question on our USACollegeChat voicemail if you want us to answer your question live on our podcast Connect with us through… Subscribing to our podcast on Google Play Music, iTunes, Stitcher, or TuneIn Liking us on Facebook or following us on Twitter Reviewing parent materials we have available at www.policystudies.org Inquiring about our consulting services if you need individualized help Reading Regina's blog, Parent Chat with Regina

Our December 2015 show features Dr. Seth Gershenson's research on how student-teacher demographic match effects teacher expectations. Seth Gershenson is an Assistant Professor of Public Policy in American University's School of Public Affairs and a Research Fellow at the Institute for the Study of Labor (IZA Bonn). His primary research interests are in the economics of education, specifically issues relating to teacher labor markets, parents' and students' time use, summer learning loss, the development of character skills, and the role of expectations in the education production function.  Dr. Gershenson's research has been supported by the W.E. Upjohn Institute, the Spencer Foundation, and the American Educational Research Association and has been published in peer-reviewed journals such as the Economics of Education Review, American Educational Research Journal, Educational Evaluation and Policy Analysis, Education Finance and Policy, and Educational Researcher. More information about his research is available on his website: http://www.sethgershenson.com/.  Join us at 2pm on December 16 for a powerful discussion on some groundbreaking research.

David Purpura from Purdue University discusses the article, "Informal numeracy skills: The structure and relations among numbering, relations, and arithmetic operations in preschool," from the American Educational Research Journal, Volume 50. (Co-author: Christopher Lonigan) link to article David's Professional Website See the comments for references mentioned in the interview.