This work investigates relationships between consistent attendance -attendance rates in a group that maintains the same tutor and students across the school year- and learning in small group tutoring sessions. We analyzed data from two large urban districts consisting of 206 9th-grade student groups (3 - 6 students per group) for a total of 803 students and 75 tutors. The students attended small group tutorials approximately every other day during the school year and completed a pre and post-assessment of math skills at the start and end of the year, respectively. First, we found that the attendance rates of the group predicted individual assessment scores better than the individual attendance rates of students comprising that group. Second, we found that groups with high consistent attendance had more frequent and diverse tutor and student talk centering around rich mathematical discussions. Whereas we emphasize that changing tutors or groups might be necessary, our findings suggest that consistently attending tutorial sessions as a group with the same tutor might lead the group to implicitly learn as a team despite not being one.

Neoliberal multiculturalism is a global racialization process that works as a unifying discourse for the rationalization of neoliberal policies within U.S. global ascendancy and capitalist development. Invoking state multiculturalism, e.g. 'diversity' or 'equity', neoliberal multiculturalism is officially antiracist. Official antiracism portrays multiculturalism as being at its core while limiting discussions of race and racism to sanctioned racial discourses. Using neoliberal multiculturalism as a framework, this paper presents a critical analysis of the racial ideology presented in TNTP's founding teacher training curriculum designed specifically for its Teaching Fellows. The analysis demonstrates how official antiracism can function in curriculum designed to train fast-tracked selective alternative route program teachers to teach predominantly Black, Latino, and immigrant students in lower-income neighborhood public schools.

Families are significant influences on children's interest, engagement, and aspirations (IEA) in science. However, research exploring family impact on children's IEA in science rarely seeks families' voices. Using the constructs of family science capital and family science habitus as well as the Community Culture Wealth Framework to frame the research, focus groups were conducted with forty parents in the southeastern U.S. to uncover how families support IEA in science. There were four findings regarding how families support children's IEA in science: (1) families acknowledge and encourage scientific wonderings and learning; (2) families engage in informal family science experiences; (3) families strive to provide science resources; and (4) there was a preponderance of family science habitus as well as familial and linguistic capital in their supports of IEA in science. Given the significant influence families can have, it is imperative for educators to better understand these supports and how they might be leveraged for meaningful science education both in and outside of school. This study may serve as a launchpoint for family partnerships with schools and other stakeholders who want to build on or leverage the assets families have, as these stakeholders (re)consider what they believe about families and science.

Transfer stigma refers to a type of stigma associated with students' transfer status and/or their community college background. It plays a significant role in post-transfer adjustment and may negatively impact post-transfer outcomes such as retention and obtaining a baccalaureate degree. This study focused on quantitatively measuring transfer stigma among transfer students attending a four-year institution. Drawing from previous studies, we developed a 13-item transfer stigma measure and included it in a transfer student survey. The survey data was collected from 450 current transfer students at a public, flagship four-year university in Louisiana. Through an exploratory factor analysis and a confirmatory factor analysis, we revealed a four-factor structure of transfer stigma measures: internalized self-stigma, perceptions about community colleges, lack of support, and perceived judgment. Subsequent statistical analyses examined group differences in the degree of transfer stigma across various transfer student subgroups defined by transfer type, gender, race/ethnicity, age, and major.

Modern assessment demands, resulting from educational reform efforts, call for strengthening diagnostic testing capabilities to identify not only the understanding of expected learning goals but also related intermediate understandings that are steppingstones on pathways to learning goals. An accurate and nuanced way of interpreting assessment results will allow subsequent instructional actions to be targeted. An appropriate psychometric model is indispensable in this regard. In this study, we developed a new psychometric model, namely, the diagnostic facet status model (DFSM), which belongs to the general class of cognitive diagnostic models (CDM), but with two notable features: (1) it simultaneously models students’ target understanding (i.e., goal facet) and intermediate understanding (i.e., intermediate facet); and (2) it models every response option, rather than merely right or wrong responses, so that each incorrect response uniquely contributes to discovering students’ facet status. Given that some combination of goal and intermediate facets may be impossible due to facet hierarchical relationships, a regularized expectation–maximization algorithm (REM) was developed for model estimation. A log-penalty was imposed on the mixing proportions to encourage sparsity. As a result, those impermissible latent classes had estimated mixing proportions equal to 0. A heuristic algorithm was proposed to infer a facet map from the estimated permissible classes. A simulation study was conducted to evaluate the performance of REM to recover facet model parameters and to identify permissible latent classes. A real data analysis was provided to show the feasibility of the model. © The Author(s), under exclusive licence to The Psychometric Society 2024. corrected publication 2024.

There is limited time for elementary teacher professional learning in science in order to meet the aspirational goals of current reform efforts. In this study, we investigated what and how teachers learn on-the-job to gain insight into modes of support less often included in teacher education design. Specifically, we studied elementary teachers' participation in a system-level organizational routine: curriculum materials adoption processes (CMAPs). Using a communities of practice framework, we explored teacher learning in a comparative case study of three U.S. school districts' CMAP routines, observing CMAP committee meetings and interviewing participants about their expeirences. We found that what teachers learned varied across each district's CMAP. We argue this variation can be traced to two CMAP features: (1) teachers' use of boundary objects and (2) their boundary spanning roles and structures. Results have implications for the design of educational systems' organizational routines to more intentionally serve a dual role as a professional learning opportunity.

Integrating microintervention strategies and the bystander intervention model, we examined social cognitive predictors (i.e., moral disengagement, empathy, and self-efficacy) of the five steps of the bystander intervention model (i.e., Notice, Interpret, Accept, Know, and Act) to address racial microaggressions in a sample of 452 racially diverse college students. Data were collected using an online survey. Path analyses showed that moral disengagement was significantly and negatively related to each step of the model for White students, but for students of color, it was only significantly negatively associated with Act. Empathy was significantly and positively associated with Interpret, Accept, and Act for White students. For student of color, however, there was a significant and positive association solely between Empathy and Act. For both White students and students of color, self-efficacy was positively associated with Notice, Interpret, Accept, Know, and Act. Finally, race did not significantly moderate any relationships. Strengths, limitations, future directions for research, and implications of the study findings are discussed.

Although teachers are expected to teach mathematics ambitiously, it is challenging for them to do so. Given that the first year represents a critical juncture between teacher preparation and inservice teaching, it may be particularly challenging to teach ambitiously. Understanding the nuanced characteristics in lessons taught by first-year elementary teachers identified as being generally ambitious can inform how mathematics teacher educators and school mentors support them. A thematic analysis of 15 transcribed lessons revealed instructional moves that were more and less prevalent. Task-level findings indicated that while first-year teachers solicited student input, encouraged them to participate in discussions, and had them attend to cognitively demanding tasks, they seldom assigned open-ended and non-procedural tasks. Students also had few opportunities to grapple with the mathematics. Turn-level findings indicated that first-year teachers maintained the task potential, facilitated student participation, and promoted student authority and perspectives. They further aimed to deepen students’ mathematical thinking, albeit the subtle ways they did so sometimes were apparent across lessons (e.g., encourage students to continue to problem solve) and other times were limited (e.g., provide an opportunity for students to agree or disagree). © 2024 Research Council on Mathematics Learning.

Beginning teachers are challenged to make concrete the identities they envision for themselves in their practice. We examine how a particular context, the noticing interview, supported a novice teacher’s identity work through disciplined awareness to cultivate the inner witness. In a noticing interview, teachers view and discuss video segments from a classroom observation as a way to capture in-the-moment attention and sensemaking. Using the case of a beginning teacher, we found that creating accounts of instructional practice and accounts for instructional decisions helped her connect the dots between her vision of teaching, her personal and social identities, and her pedagogical commitments. These findings have implications for whether and how the noticing interview can become a generative context for teachers developing insights about themselves as noticers in practice and their emerging professional identities. © 2023 ATE and CCNY.