1,720,963 research outputs found
De-professionalized and Demoralized: A Longitudinal Examination of Teachers' Perception of Their Work and Teacher Turnover During the Accountability Era in the United States
Full text linkThe purpose of this dissertation, presented in a three article format, is to describe the changes in teachers’ perceptions of their work, and how those changes relate to teacher turnover, through the state and federal accountability policy eras in the United States. The three articles are united by a teacher perception of de-professionalization and demoralization framework that is operationalized using the restricted use Schools and Staffing Surveys and Teacher Follow-up Surveys administered by the National Center for Education Statistics from 1993 to 2008. The first article uses hierarchical linear modeling to identify teacher and school level predictors of teacher perception of de-professionalization and demoralization and changes in teacher perceptions from the state accountability policy era of the mid-1990s through the height of the federal accountability era under the No Child Left Behind Act of 2001. The second article uses structural equation modeling to examine differences in the relationship of teacher perception of de-professionalization and demoralization to teacher intent to leave and realized turnover between teachers who cited accountability policies as a factor in their turnover decision and those who did not. The third article uses hierarchical linear modeling with teachers clustered within time periods to determine changes in the relationship of teacher perception of de-professionalization and demoralization to turnover in models that also include teacher and school context factors. Changes in these relationships are compared between public and private school teachers. Each article also discusses the findings in relationship to previous research, implications for policy and practice, and identifies limitations and future research directions
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
A Grounded Theory Study on Teacher Empowerment and Retention in High-poverty, Urban Schools
Full text linkThe purpose of this study was to determine how teachers seek and experience empowerment in high-poverty, urban school and how empowerment increases retention. This study included a review of literature to provide context on empowerment and retention in high-poverty, urban schools. To further analyze the idea of teacher empowerment and retention within high-poverty, urban schools, a qualitative, grounded theory study was completed. Through the process of remotely interviewing teachers in middle schools within Lawrence, Massachusetts, data were collected and analyzed on reasons teachers continue to stay in high-poverty, urban schools based on their experience working within these settings. Findings identified teachers feeling empowered when having autonomy over their curriculum, and having the ability to provide authentic input into school-wide decisions.Electronic Thesis or Dissertatio
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Beyond Tracking: The Relationship of Opportunity to Learn and Diminished Math Outcomes for U.S. High School Students
No full textSeparating students by perceived academic ability, often called tracking, may exacerbate opportunity gaps by providing some students with greater access to academic content than others. Historically, tracking has been examined by determining how students are enrolled in specific courses, however, we suggest that it is also necessary to examine students’ educational experiences within their courses. We operationalize these student experiences as opportunity to learn (OTL).
This study analyzed the 2009 High School Longitudinal Study data from the National Center for Educational Statistics to examine OTL among different mathematics courses by characterizing classes of math teachers’ pedagogical areas of emphasis.
Using latent class analysis, we found enriched, reasoning-focused, and rote knowledge classes. The enriched classroom had the highest math OTL with students in the rote classroom experiencing a significantly lower OTL. Black students, Hispanic students, and students living in poverty were more likely to be in the lowest OTL class, and students in the lowest OTL math class were less likely to be enrolled in advanced 9th grade math courses, had lower mathematics identity and self-efficacy, and had lower math achievement as measured by standardized assessments and highest level math course completed in high school. We discuss limitations, examine implications for educators and policymakers, and then offer suggestions for future research involving student tracking
How School Policies, Procedures, and Leadership Approaches Impact Students’ Opportunity to Learn Math
No full textIn this paper, we explore how students experience inequality in terms of tracking in mathematics education in high schools in the United States using data from the High School Longitudinal Study of 2009. Using a critical quantitative framework, we employ multigroup multilevel path analysis to identify students’ differing track placements related to student identity and academic factors in the context of race/ethnicity. After identifying these differing experiences of math tracking, we then consider what roles school policies, produces, and leadership approaches impact those differing levels. Our findings suggest that Black, Hispanic, and Indigenous students are overrepresented in remedial courses–particularly when counselor and teacher recommendations weigh more heavily in track assignment than students’ test scores or previous grades. Based on these findings, we offer recommendations for practitioners, researchers, and policymakers to enable more students to access higher-level courses and improve student achievement
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