[xmca] Re: TCRecord: Media Comparison Studies: Problems and Possibilities

[Mike Cole <lchcmike@gmail.com>]

PS-- Actually, several of those articles could be of interest@!
mike
On Tue, Sep 15, 2009 at 8:45 AM, Mike Cole <lchcmike@gmail.com> wrote:

>
> The lead article here may be of interest to some of you.
> mike
>
> ---------- Forwarded message ----------
> From: Teachers College Record <noreply@tcrecord.org>
> Date: Tue, Sep 15, 2009 at 6:42 AM
> Subject: TCRecord: Media Comparison Studies: Problems and Possibilities
> To: mcole@ucsd.edu
>
>
>     [image: Title]
>   [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
>    [image: transparent 13]
>     Freely-Available This Week
> Articles
>  Media Comparison Studies: Problems and Possibilities
> <http://www.tcrecord.org/Content.asp?ContentID=14566>
> by Bryan R. Warnick & Nicholas C. Burbules
>  This article analyzes some of the conceptual problems in the debate
> concerning media comparison studies. It examines the process of making a
> comparison, explores the concepts of "media" and "methods," and suggests
> some alternative visions of media studies in education.
>
>  What Higher Education Has to Say About the Transition to College<http://www.tcrecord.org/Content.asp?ContentID=12565>
> by Sara Goldrick-Rab
>  This analytical review of the major findings of research on the transition
> to college emphasizes those studies conducted by higher education
> researchers. The specific areas covered are college preparation, college
> access, persistence, and college outcomes. Also discussed are methodological
> and conceptual shortcomings of this body of work, and how further research
> might be improved.
>
>  Commentaries
>  ADHD, Medication, and Academic Achievement among Elementary School
> Students: An Important Component of Long-Term Success in School and in Life<http://www.tcrecord.org/Content.asp?ContentID=15726>
> by Richard M. Scheffler & Stephen P. Hinshaw
> In this article, the authors argue for an understanding of
> Attention-Deficit/Hyperactivity Disorder that includes lifting the stigma of
> both diagnosis and of treatment programs that include psychostimulant
> medications.
>   Healthy Obsession: Implications of This Critical Concept for Effective
> Weight Control for Educators Hoping to Help Their Overweight Students<http://www.tcrecord.org/Content.asp?ContentID=15729>
> by Daniel S. Kirschenbaum
> A healthy obsession is a preoccupation of the planning and execution of
> target behaviors to reach a healthy goal. This paper describes the rationale
> for this critical concept in effective weight control and the implications
> of understanding it for educators who wish to help their overweight students
> live healthier and happier lives.
>
>  Book Reviews
>  School Principal: Managing in Public<http://www.tcrecord.org/Content.asp?ContentID=15748>
>  by Dan C. Lortie
> reviewed by Thomas L. Good
> ------------------------------
>  Teaching for Intellectual and Emotional Learning (TIEL): A Model for
> Creating Powerful Curriculum<http://www.tcrecord.org/Content.asp?ContentID=15751>
>  by Christy Folsom
> reviewed by Maurice J. Elias
> ------------------------------
>  Between Speaking and Silence: A Study of Quiet Students<http://www.tcrecord.org/Content.asp?ContentID=15756>
>  by Mary M. Reda
> reviewed by Stephanie Burdick-Shepherd
>   Call for Proposals - NSSE Yearbooks to Join TCR<http://www.tcrecord.org/Content.asp?ContentID=15422>
> by Gary Natriello
> The editors of TCR announce a call for proposals for future volumes of the
> NSSE Yearbooks.
>
> For Subscribers
>  Goals, Grades, Fears, and Peers. Introductory Essay for Special Issues on
> the Effects of School and Classroom Racial and SES Composition on
> Educational Outcomes <http://www.tcrecord.org/Content.asp?ContentID=15686>
> by Roslyn Arlin Mickelson
>  In this essay, Roslyn Arlin Mickelson introduces the set of three special
> issues about the effects of school and classroom composition on educational
> outcomes. The 22 articles in the set report new research on the relationship
> of racial and socioeconomic composition to math and science outcomes (Vol.
> 112, No. 4); to verbal achievement, discipline, and high school graduation
> (Vol. 112, No. 5); and to intergroup relations and adult life course
> trajectories (Vol. 112, No. 6). She suggests why the findings have
> implications for public policy and educational practice.
>
>
>  Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year
> Perspective <http://www.tcrecord.org/Content.asp?ContentID=15657>
> by Mark Berends & Roberto V. Penaloza
>  We analyze nationally representative data from 1972, 1982, 1992, and 2004,
> examining the mathematics achievement of four high school senior cohorts,
> and several school and family background characteristics. We examine how
> changes in these measures (in terms of means and coefficients) relate to the
> black-white and Latino-white test score gaps and to changes in school
> minority composition
>
>
>  School Composition and Contextual Effects on Student Outcomes<http://www.tcrecord.org/Content.asp?ContentID=15658>
> by J. Douglas Willms
>  Findings from several international studies have shown that in every
> country, there is a significant relationship between literacy skills and
> socioeconomic status. This relationship, called a socioeconomic gradient or
> "learning bar," is a useful policy device because it provides a framework
> that emphasizes levels of schooling outcomes and the equality of outcomes
> among advantaged and disadvantaged groups. Research has also shown that
> schools differ considerably in their student outcomes, even after taking
> account of students' ability and family background. The context or learning
> environment of a school or classroom is an important determinant of the rate
> at which children learn. The academic literature has traditionally used
> school composition, particularly the mean socioeconomic status (SES) of the
> school, as a proxy for context. This article uses data from the OECD
> Programme for International Student Assessment (PISA) to show that school
> composition is correlated with seve ral aspects of school and classroom
> context and that many of these contextual factors are associated with
> students' science literacy. School composition is also associated with the
> extent to which school systems are segregated "horizontally," based on the
> distribution among schools of students from differing SES backgrounds, or
> "vertically," due mainly to mechanisms that select students into different
> types of schools. The findings have implications for educational policy that
> concern the differential allocation of human and material resources, the
> stratification of students into different types of schools and school
> programs, and the segregation of students from different family backgrounds.
>
>
>
>  Race and Academic Achievement in Racially Diverse High Schools:
> Opportunity and Stratification<http://www.tcrecord.org/Content.asp?ContentID=15659>
> by Chandra Muller, Catherine Riegle-Crumb, Kathryn S. Schiller, Lindsey
> Wilkinson & Kenneth A. Frank
>  This article examines the mathematics course-taking of White, African
> American, and Latino students in racially diverse schools and the effects of
> different opportunity structures in those schools on college preparation and
> college-going using data from the Adolescent Health and Academic Achievement
> Study (AHAA) and the National Longitudinal Study of Adolescent Health (Add
> Health).
>
>
>  End-of-High-School Mathematics Attainment: How Did Students Get There?<http://www.tcrecord.org/Content.asp?ContentID=15660>
> by Xiaoxia A. Newton
>  This study examines how high school graduates got to where they were in
> terms of mathematics attainment from a social-psychological perspective. The
> study uses a three-level longitudinal and multilevel modeling framework to
> address the key research questions.
>
>
>  School Composition and Context Factors That Moderate and Predict
> 10th-Grade Science Proficiency<http://www.tcrecord.org/Content.asp?ContentID=15661>
> by William F. Tate IV & Mark C. Hogrebe
>  The percentages of free/reduced price lunch students and minority students
> are important factors in predicting science proficiency in high school and
> also moderate relationships by interacting with school composition factors.
> This study suggests that teacher quality in high poverty, majority-minority
> school settings remains an important policy target for reform and
> improvement.
>
>
>  Does the SES of the School Matter? An Examination of Socioeconomic Status
> and Student Achievement Using PISA 2003<http://www.tcrecord.org/Content.asp?ContentID=15662>
> by Laura B. Perry & Andrew McConney
>  This study examines the relationships among student socioeconomic status
> (SES), school SES, and academic achievement using data from the 2003
> Programme for International Student Assessment (PISA) for Australia. The
> study finds that increases in the mean SES of the school are associated with
> increases in a student's academic achievement and that this relationship is
> similar for all students regardless of their individual SES. The article
> concludes with a discussion of policy implications and possible strategies
> for mitigating the influence of school socioeconomic composition on student
> outcomes.
>
>
>  How Do School Peers Influence Student Educational Outcomes? Theory and
> Evidence From Economics and Other Social Sciences<http://www.tcrecord.org/Content.asp?ContentID=15663>
> by Douglas N. Harris
>  This study describes and compares theories from multiple disciplines about
> how peers (classmates) influence one another. It then compares the empirical
> predictions of the theories with empirical evidence about peer influences on
> student achievement, draws tentative conclusions about which theories are
> most consistent with the evidence, and proposes a new hybrid theory,
> group-based contagion, that seems most consistent with the evidence.
>
>
>  Schools and Inequality: A Multilevel Analysis of Coleman's Equality of
> Educational Opportunity Data<http://www.tcrecord.org/Content.asp?ContentID=15664>
> by Geoffrey Borman & Maritza Dowling
>  Four decades after the pathbreaking Coleman report, researchers are still
> working to address its primary message: that school social composition and
> resources are not important for understanding and addressing educational
> inequality. Using the original Equality of Educational Opportunity data,
> this study applied a two-level hierarchical linear model to partition the
> variation in ninth-grade students' verbal achievement into its within- and
> between-school components and to measure the associations among school-level
> social composition, resources, teacher characteristics, and peer
> characteristics and achievement. We estimated that 40% of the achievement
> variance was between schools, whereas Coleman and colleagues had originally
> estimated that only 8.5%-18% lay between schools. Explanatory analyses
> suggested that the racial/ethnic and social class composition of a student's
> school was over 1 3/4 times more important than a student's individual
> race/ethnicity or social class for understanding educational outcomes.
> Further, within-school Black-White achievement gaps and social class
> differences were explained in part by curricular differentiation and
> teachers' preferences toward middle-class students. These findings are
> contrasted with those from a set of traditional ordinary least squares
> regression models and the past conclusions drawn from the Coleman report.
>
>
>  A Crisis of Authority in Predominantly Black Schools?<http://www.tcrecord.org/Content.asp?ContentID=15666>
> by Sean Kelly
>  The author investigates the behavioral climate and teachers' use of
> developmental instruction in predominantly black schools in three databases.
>
>
>
>  ADHD-Related School Compositional Effects: An Exploration<http://www.tcrecord.org/Content.asp?ContentID=15667>
> by Susan Stone, Timothy T. Brown & Stephen P. Hinshaw
>  In this paper children with attention-deficit/hyperactivity disorder
> (ADHD) provide a test case through which to investigate psychosocial school
> compositional effects.
>
>
>  An Organizational Perspective on the Origins of Instructional
> Segregation: School Composition and Use of Within-Class Ability Grouping in
> American Kindergartens<http://www.tcrecord.org/Content.asp?ContentID=15670>
> by Anthony Buttaro, Jr., Sophia Catsambis, Lynn M. Mulkey & Lala Carr
> Steelman
>  This investigation is sparked by research findings on secondary education
> showing school segregation to be closely associated with homogeneous
> grouping practices, such as tracking and between-class ability grouping. We
> conduct secondary analyses of national data from the Early Childhood
> Longitudinal Study -Kindergarten Cohort (ECLS-K) to investigate the degree
> to which the racial and ethnic composition of schools is associated with use
> of ability grouping practices as early as kindergarten.
>
>
>  Family, Neighborhood, and School Settings Across Seasons: When Do
> Socioeconomic Context and Racial Composition Matter for the Reading
> Achievement Growth of Young Children?<http://www.tcrecord.org/Content.asp?ContentID=15672>
> by Geoffrey Borman & James G. Benson
>  This quantitative study employs a seasonal perspective to assess the
> importance of neighborhood and school contexts for reading achievement as of
> school entry and through the first 2 years of elementary school.
>
>
>  Disentangling School- and Student-Level Effects of Desegregation and
> Resegregation on the Dropout Problem in Urban High Schools: Evidence From
> the Cleveland Municipal School District, 1977-1998<http://www.tcrecord.org/Content.asp?ContentID=15676>
> by Argun Saatcioglu
>  This article examines the effects of segregation, desegregation, and
> resegregation on minority and White dropout rates in urban high schools.
> Relying on multilevel techniques, it analyzes school- and student-level
> outcomes simultaneously. The results, based on longitudinal data from
> Cleveland, suggest that desegregated high schools aggravated dropout
> tendencies to a much lesser extent than did segregated ones, although the
> eventual rates at the student level changed only modestly, largely because
> of the worsening nonschool problems. Desegregation was particularly
> beneficial for high schools serving cohorts that were exposed to integration
> starting in first grade. Resegregation nullified many of the school-level
> benefits of desegregation. The overall results were similar for minorities
> and Whites.
>
>
>  Does Moving to Better Neighborhoods Lead to Better Schooling
> Opportunities? Parental School Choice in an Experimental Housing Voucher
> Program <http://www.tcrecord.org/Content.asp?ContentID=15683>
> by Stefanie DeLuca & Peter Rosenblatt
>  This article uses mixed methods to explore the relationship between
> housing and school opportunities for low-income families given the chance to
> move to less poor communities through the federal Moving to Opportunity
> (MTO) housing voucher experiment. Quantitative analyses suggest that new
> housing opportunities did not generally translate into a larger increase in
> school quality because families did not secure housing in communities with
> the highest-performing schools. Qualitative findings explore how structural
> constraints and parenting practices interact to affect where children attend
> school.
>
>
>  International Evidence on Ability Grouping With Curriculum
> Differentiation and the Achievement Gap in Secondary Schools<http://www.tcrecord.org/Content.asp?ContentID=15684>
> by Janet Ward Schofield
>  This article reviews international research on the connection between
> various forms of ability grouping with curriculum differentiation and the
> achievement gap. It concludes that such practices are likely to increase the
> gap between initially high- and low-achieving students, as well as between
> those from more and less privileged social backgrounds.
>
>
>  Race and Cultural Flexibility among Students in Different Multiracial
> Schools <http://www.tcrecord.org/Content.asp?ContentID=15688>
> by Prudence L. Carter
>  This article examines the difference in cultural flexibility, or the
> propensity to move across different cultural and social peer groups and
> environments, between black and white students enrolled in either
> majority-minority or majority-white schools. Results show associations among
> race, self-esteem, academic and extracurricular placement, and cultural
> flexibility by school context.
>
>
>  Social Reproduction of Inequality: The Racial Composition of Feeder
> Schools to the University of California<http://www.tcrecord.org/Content.asp?ContentID=15689>
> by Robert Teranishi & Tara L. Parker
>  This study responds to a critical need for research that provides an
> evidentiary basis for policy, law, and social change. The premise for the
> current study is to provide new perspectives for understanding problems in
> California that policy and practices can target to improve educational
> opportunities and outcomes in the state. Whereas previous studies have been
> interested in the factors associated with attending either the University of
> California as a whole or a specific campus within the UC system, this study
> takes one step further by examining the extent to which both the UC system
> and individual UC campuses enroll first-time freshman from high schools that
> vary by racial composition.
>
>
>  Learning Apart, Living Apart: How the Racial and Ethnic Segregation of
> Schools and Colleges Perpetuates Residential Segregation<http://www.tcrecord.org/Content.asp?ContentID=15690>
> by Pat Rubio Goldsmith
>  Despite a powerful civil rights movement and legislation barring
> discrimination in housing markets, residential neighborhoods remain racially
> segregated. To a considerable extent, residential segregation is perpetuated
> across generations: people who grow up in segregated neighborhoods tend to
> also live in them as adults. I examine whether segregation in schools and
> colleges contributes to the intergenerational transmission of residential
> locations in terms of racial composition.
>
>
>  Social Isolation and Social Cohesion: The Effects of K-12 Neighborhood
> and School Segregation on Intergroup Orientations<http://www.tcrecord.org/Content.asp?ContentID=15692>
> by Jomills Henry Braddock II & Amaryllis Del Carmen Gonzalez
>  This study examines the relationship between social cohesion and social
> isolation at the institutional level in schools and neighborhoods using data
> from the National Longitudinal Survey of Freshmen.
>
>
>  Long-Term Correlates of High School Racial Composition: Perpetuation
> Theory Reexamined <http://www.tcrecord.org/Content.asp?ContentID=15693>
> by Elizabeth Stearns
>  This article applies perpetuation theory to the study of workplace racial
> isolation. Findings suggest that exposure to other racial groups in high
> school for African American and White students reduces their racial
> isolation in the workplace in the years following high school.
>
>
>  Children of Immigrants and Educational Expectations: The Roles of School
> Composition <http://www.tcrecord.org/Content.asp?ContentID=15694>
> by Ryan Wells
>  This article explores the effect that the proportion of children of
> immigrants in a school has on all students' expectations and examines the
> differential effects of school composition on the expectations of children
> of immigrants as compared with nonimmigrants.
>
>
>  After Seattle: Social Science Research and Narrowly Tailored School
> Desegregation Plans <http://www.tcrecord.org/Content.asp?ContentID=15696>
> by David J. Armor & Stephanie Duck O'Neill
>  The article discusses Justice Kennedy's unique views in the Seattle school
> desegregation decision and tries to clarify the relationship between social
> science evidence on desegregation benefits and the requirements of narrowly
> tailored remedies.
>
>
>
> ------------------------------
> To unsubscribe from this newsletter, please browse to:
> https://www.tcrecord.org/MyAccount.asp?uid=100293&pwd=1384520
>
>
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca