Faculty and Staff Research
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Item Liming as Black Methodology: Black Early Career Scholars Engage Black Humanity in Research(2024) Stephens-Peace, KatThis paper builds on decolonizing educational research discourse. Rich, generative, and diverse forms of knowledge production, includes that of the Caribbean. Specifically, the paper uses the Black Caribbean method of Liming, which is an indigenous methodology. The paper illustrates how educational research practices can be enriched by Black and Caribbean ways of thinking, being and knowing. This diversity would support a pivot from Western methods. The author employs reflections from her dissertation writing and research experience, while highlighting the dire need to incorporate and institutionalize methods from Black scholars, Black communities, and the Global South. Via this paper, I illustrate how Liming has allowed for greater discourse, and learning with the diverse communities served. Liming’s contributions are beneficial in educational research as well its utility for other areas of research. Lastly, this paper processes the idea that Caribbean, African-centric, and Black, knowledge-making such as Liming are liberatory.Item Study on U.S. Parents’ Divisions of Labor During COVID-19: Wave 4(2024-10-11) Carlson, Daniel L.; Petts, Richard J.The COVID-19 pandemic has dramatically altered family life in the United States. Over the long duration of the pandemic, parents had to adapt to shifting work conditions, virtual schooling, the closure of daycare facilities, and the stress of not only managing households without domestic and care supports but also worrying that family members may contract the novel coronavirus. Reports early in the pandemic suggest that these burdens have fallen disproportionately on mothers, creating concerns about the long-term implications of the pandemic for gender inequality and mothers’ well-being. Nevertheless, less is known about how parents’ engagement in domestic labor and paid work has changed throughout the pandemic and beyond, what factors may be driving these changes, and what the long-term consequences of the pandemic may be for the gendered division of labor and gender inequality more generally. The Study on U.S. Parents’ Divisions of Labor During COVID-19 (SPDLC) collects longitudinal survey data from partnered U.S. parents that can be used to assess changes in parents’ divisions of domestic labor, divisions of paid labor, and well-being throughout and after the COVID-19 pandemic. The goal of SPDLC is to understand both the short- and long-term impacts of the pandemic for the gendered division of labor, work-family issues, and broader patterns of gender inequality. Survey data for this study is collected using Prolific (www.prolific.com), an opt-in online platform designed to facilitate scientific research. The sample is comprised U.S. adults who were residing with a romantic partner and at least one biological child (at the time of entry into the study). In each survey, parents answer questions about both themselves and their partners. Wave 1 of the SPDLC was conducted in April 2020, and parents who participated in Wave 1 were asked about their division of labor both prior to (i.e., early March 2020) and one month after the pandemic began. Wave 2 of the SPDLC was collected in November 2020. Parents who participated in Wave 1 were invited to participate again in Wave 2, and a new cohort of parents was also recruited to participate in the Wave 2 survey. Wave 3 of SPDLC was collected in October 2021. Parents who participated in either of the first two waves were invited to participate again in Wave 3, and another new cohort of parents was also recruited to participate in the Wave 3 survey. Wave 4 of the SPDLC was collected in October 2022. Parents who participated in either of the first three waves were invited to participate again in Wave 4, and another new cohort of parents was also recruited to participate in the Wave 4 survey. Wave 5 of the SPDLC was collected in October 2023. Parents who participated in any of the first four waves were invited to participate again in Wave 5, and another new cohort of parents was also recruited to participate in the Wave 5 survey. This research design (follow-up survey of panelists and new cross-section of parents at each wave) will continue through 2024, culminating in six waves of data spanning the period from March 2020 through October 2024. An estimated total of approximately 6,500 parents will be surveyed at least once throughout the duration of the study. SPDLC data will be released to the public two years after data is collected; Waves 1-4 are currently publicly available. Wave 5 will be publicly available in October 2025, with subsequent waves becoming available yearly. Data will be available to download in both SPSS (.sav) and Stata (.dta) formats, and the following data files will be available: (1) a data file for each individual wave, which contains responses from all participants in that wave of data collection, (2) a longitudinal panel data file, which contains longitudinal follow-up data from all available waves, and (3) a repeated cross-section data file, which contains the repeated cross-section data (from new respondents at each wave) from all available waves. Codebooks for each survey wave and a detailed user guide describing the data are also available.Item Creating Systems of Sustainability: Four Focus Areas for the Future of PK-12 Open Educational Resources(2018-10-09) Ishmael, Kristina; Song, Ji Soo; South, Joseph; Benko, Susanna L.; Hodge, Emily M.; Mardis, Marcia A.; Morales, Rebecca; Salloum, Serena J.; Torphy, Kaitlin; New America; International Society for Technology in Education (ISTE)Over the past few years, state and school district education leaders have renewed their focus on the quality of learning materials available in our nation’s classrooms (Chiefs for Change, 2017; RAND Corp., 2016; RAND Corp., 2017). Many leaders have been dismayed to find that existing proprietary textbooks and supplementary resources often do not match their teachers’ and students’ needs (Ishmael, 2018a). Fortunately, there is a growing recognition of teachers and school leaders who are addressing this challenge head-on through open educational resources. Simply put, open educational resources, or OER, are “high quality teaching, learning, and research resources that are free for others to use and repurpose”(Hewlett Foundation, 2015). OER range from entire curricula and textbooks to smaller grain-size learning materials, including assessments, videos and images.Item A Multilevel Exploratory Study of the Relationship Between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools(2010-12) Goddard, Yvonne L.; Neumerski, Christine M.; Goddard, Roger D.; Salloum, Serena J.; Berebitsky, DanielAt a time when educators and policy makers are focused on improving outcomes for all children, we believe it is essential to understand better the ways in which principals may influence instructional norms in their schools. Our literature review led us to believe that a combination of leadership approaches is important for supporting teachers' use of differentiated instruction schoolwide to meet their students' diverse needs. Therefore, we examined whether principals' instructional support predicts differences among schools in group norms for the use of differentiated instruction. Data were drawn from a stratified random sample of a Midwestern state's noncharter public elementary schools. Hierarchical linear modeling results of surveys from 616 teachers in 77 schools revealed a positive and statistically significant relationship between these two constructs. In addition to presenting these findings, we discuss their importance and the need for further research in this area.Item (Un)Commonly Connected: A Social Network Analysis of State Standards Resources for English/Language Arts(2016-11-14) Hodge, Emily M.; Salloum, Serena J.; Benko, Susanna L.As states continue to implement the Common Core State Standards (CCSS), state educational agencies (SEAs) are providing professional development and curricular resources to help districts and teachers understand the standards. However, little is known about the resources SEAs endorse, the states and/or organizations sponsoring these resources, and how states and organizations are connected. This study investigates the secondary English/language arts resources provided by 51 SEAs (2,023 resources sponsored by 51 SEAs and 262 intermediary organizations). Social network analysis of states and sponsoring organizations revealed a core-periphery network in which certain states and organizations were frequently named as the sponsors of resources, while other organizations were named as resource sponsors by only one state. SEAs are providing a variety of types of resources, including professional development, curriculum guidelines, articles, and instructional aids. This study offers insight into the most influential actors providing CCSS resources at the state level, as well as how SEAs are supporting instructional capacity through the resources they provide for teachers.