AERA Open

The growing visibility of autism spectrum disorder (ASD) and the trend toward inclusive classroom practices present teachers with the unique responsibility of providing an inclusive learning environment for all students. This study sought to explore how teachers may use children's picture books about autism to provide nondisabled students with experiences aimed at increasing student understandings toward autism. Researchers compiled 35 children's books for content analysis and identified significant themes presented as five assertions. Findings indicate children's picture books about autism may (a) teach readers about the core characteristics of ASD, (b) illustrate how individuals with autism may be "at risk," (c) expand on ways neurotypical children are similar and different to individuals with autism, (d) emphasize the importance of influential language, and (e) present insights about autism through the use of multiple perspectives. Findings with exemplar texts representative of each theme are presented, and practical classroom applications are discussed.

Amy Price Azano

Mary Tackett

Miranda Sigmon

Understanding the Puzzle Behind the Pictures

理解图片背后的谜团

Racially segregated schools influence the distribution of educational opportunity. When students of different races enroll in separate schools, systematic differences in access to school resources and exposure to high levels of student need can emerge. Using recently available national school-level finance data, we find that typical Black and Hispanic students attend schools with higher per-pupil spending but also higher proportions of low-income students and English learners than typical White students living in the same metropolitan area. Drawing on estimates of the additional spending required to provide high-need students with equal educational opportunities, we find that cost-adjusted spending in the average Black and Hispanic students’ schools ranges from zero to 17.2% less than that in the average White students’ schools. Racial disparities in cost-adjusted spending are larger in the largest metropolitan areas and in the Northeast, indicating that many Black and Hispanic students are disadvantaged by these inequities.

Robert Bifulco

Sarah Souders

Racial Disparities in School Poverty and Spending: Examining Allocations Within Metropolitan Areas

城市地区学校贫困与支出中的种族差异：考察分配情况

Beginning the path to a bachelor’s degree in community college has the potential to be a more cost-effective higher education option. Previous research on transfer students has focused broadly on curriculum alignment, articulation policies, and academic advising in efforts to reduce credit loss. Credit loss can significantly impact transfer students and result in unnecessary time and costs for them. Minimal research quantifies and visualizes credit loss or explains in detail how and why it occurs throughout students’ entire education trajectories. This study visualizes credit loss for bachelor’s programs seeking engineering transfer students who began at in-state community colleges using data from the sending and receiving institutions. Findings revealed that credit loss can occur throughout the entire degree pathway, including high school dual enrollment and advanced placement credits to community college credits. This work has implications for informing degree pathways and policies that promote successful transfer and degree completion.

Amy Jo Richardson

David B. Knight

Earned Credit Could be Lost Credit

挣得的学分可能成为失去的学分

Despite the growing popularity of computing bachelor’s programs, women remain vastly underrepresented in these fields. Using Social Cognitive Career Theory and intersectionality as guiding theories, this qualitative study explores how postsecondary institutions shape women’s experiences choosing and entering computing bachelor’s programs. Twenty-eight of 40 participants entered their institutions with plans to study computing, while 12 developed a new (or renewed) interest in computing as postsecondary students. Findings outline four postsecondary structures that shaped women’s entry into computing majors, including university-level admissions and participant perceptions of financial and cultural accessibility; academic college-level organization and admissions processes; institutional computing cultures, namely introductory course experiences and social environments; and major declaration policies. Findings also show how these structures differentially shaped participant experiences based on intersecting social identities. Overall, findings illustrate the precarious relationship between computing interest development, major intent, and major enrollment for undergraduate women in computing.

Katie N. Smith

Admissions, Organization, Culture, and Policy: Understanding the Postsecondary Structures that Shape Women’s Entry into Computing Bachelor’s Programs

招生、组织、文化与政策：理解塑造女性进入计算机学士项目的高等教育结构

Research-practice partnerships (RPPs) are gaining international attention as they promise to close the gap between research and practice in education. As RPPs bring together participants with diverse expertise, how people dialogue to collectively learn and address problems of practice is critically important. Analyzing video data from RPP meetings in Switzerland and the United States, this micro-analytic study examines the extent of generative discourse in RPP meetings and the conditions under which it occurs. Since RPPs vary significantly along a number of dimensions, it is useful to compare them to see how these features influence discourse and learning. Across the Swiss and US contexts, almost half of the meeting time was generative—altering meanings and/or creating new knowledge and perspectives. Discourse patterns varied, however, reflecting the different sizes, purposes, and activity structures of the RPPs. Examining meeting discourse across conditions may help promote knowledge generation and continuous improvement in RPPs.

Enikö Zala-Mezö

Amanda Datnow

Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts

研究-实践合作会议中的话语：跨情境条件比较

This study investigated whether a restorative practice initiative improved school climate. The study presents findings from a cluster randomized, controlled trial conducted with 2,248 students from grades 5 to 12 (38% Black, 32% Hispanic) attending 18 schools in the U.S. Northeast. After 1 year of implementation, the experimental analyses of the whole-school initiative did not result in more positive perceptions of school climate for students in the intervention schools compared with students in the control schools. Correlational analyses were also conducted with student surveys in both intervention and control schools. Based on student report, restorative practice exposure in all 18 schools was associated with positive perceptions of the school climate. This suggests that initiatives may need to focus on fidelity of implementation and consistent implementation across more years for substantive school climate gains.

Anne Gregory

Francis L. Huang

Allison Rae Ward-Seidel

Adolescent Exposure to Restorative Practices and Their Perceptions of Support, Structure, and Bullying in the School Climate

青少年接触恢复性实践及其对学校氛围中支持、结构和欺凌的看法

短名	AERA Open
Journal Impact	3.63
国际分区	EDUCATION & EDUCATIONAL RESEARCH(Q1)
期刊索引	SCI Q2中科院 3 区

ISSN	2332-8584
h-index	41
国内分区	教育学(3区)教育学教育学和教育研究(3区)

涉及主题	心理学社会学政治学数学法学经济数学教育医学教育学计算机科学经济增长哲学生物发展心理学统计医学教育地理物理地质学社会心理学病理语言学古生物学认识论工程类
出版信息	出版商: SAGE Publications Inc.，出版周期: ，期刊类型: journal，开源期刊: 是
基本数据	创刊年份: 2015，原创研究文献占比: 98.77%，自引率:2.90%， Gold OA占比: 95.70%
期刊费用	$1000详情
平均审稿周期	网友分享经验：15 Weeks

AERA Open

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Understanding the Puzzle Behind the Pictures

Racial Disparities in School Poverty and Spending: Examining Allocations Within Metropolitan Areas

Earned Credit Could be Lost Credit

Admissions, Organization, Culture, and Policy: Understanding the Postsecondary Structures that Shape Women’s Entry into Computing Bachelor’s Programs

Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts

Racial Disparities in School Poverty and Spending: Examining Allocations Within Metropolitan Areas

Earned Credit Could be Lost Credit

Admissions, Organization, Culture, and Policy: Understanding the Postsecondary Structures that Shape Women’s Entry into Computing Bachelor’s Programs

Discourse in Research-Practice Partnership Meetings: A Comparison of Conditions Across Contexts

Adolescent Exposure to Restorative Practices and Their Perceptions of Support, Structure, and Bullying in the School Climate