Virtual School Meanderings

February 20, 2018

Review Encourages Stakeholders Take A Balanced, Cautious Approach Toward Interpreting Results From A School Discipline Reform

Another perspective on that research brief from yesterday.

February 15, 2018

Contact:
Yolanda Anyon, (303) 871-3657yanyon@du.edu
Daniel J. Quinn, (517) 203-2940dquinn@greatlakescenter.org

Review encourages stakeholders take a balanced, cautious approach toward interpreting results from a school discipline reform

EAST LANSING, Mich. (Feb. 15, 2018) — A report from the Fordham Instituteattempted to investigate the impact of a student discipline reform in the School District of Philadelphia (SDP). The report concluded that the reform was a failure. However, an academic review of the report released today finds that the actual results of the reform were mixed, with positive trends for students who were earlier suspended being much stronger in magnitude than evidence of negative outcomes for students who were not.

The report, The Academic and Behavioral Consequences of Discipline Policy Reform: Evidence from Philadelphia, was reviewed for the Think Twice think tank review project by Yolanda Anyon, University of Denver, and Kathryn E. Wiley, University of California San Diego. Think Twice, a project of the National Education Policy Center, is funded in part by the Great Lakes Center for Education Research and Practice.

The reform in question eliminated suspensions for certain low-level school misbehaviors. The Fordham report in question looked at district out-of-school suspension rates for students, academic and behavioral outcomes, and racial disparities in suspensions.

Positively, the reviewers applaud the report for its use of advanced statistical methods. However, they find fault with the report’s use of causal language, logical fallacies, and overly simplified interpretations within the findings.

Anyon and Wiley conclude that the report seems like an attempt advocate against the reform rather than improving our understanding of a complex policy issue. They write, “Given the Fordham’s selective presentation of the original study findings, we do not recommend that policy makers use its conclusions as the basis for policy decisions.”

Find the review on the web:
http://www.greatlakescenter.org

Find the Fordham Institute’s report here:
https://edexcellence.net/articles/new-study-the-academic-and-behavioral-consequences-of-discipline-policy-reform

Think Twice, a project of the National Education Policy Center (NEPC), provides the public, policymakers and the press with timely, academically sound reviews of selected publications. The project is made possible by funding from the Great Lakes Center for Education Research and Practice.

You can also find the review on the NEPC website:
http://nepc.colorado.edu

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The mission of the Great Lakes Center for Education Research & Practice is to support and disseminate high quality research and reviews of research for the purpose of informing education policy and to develop research-based resources for use by those who advocate for education reform.

Visit the Great Lakes Center website at http://www.greatlakescenter.org/

February 19, 2018

AERA18 Insider – February 2018

Another newsletter from last week’s inbox.

AERA18 Insider
February 2018Each year, the AERA Annual Meeting is the world’s largest gathering of education researchers and a showcase for groundbreaking, innovative studies in an array of areas. It is where to encounter ideas and data that will shape education practices and policies, and where to connect with leading thinkers from the United States and around the world. Leading up to the 2018 Annual Meeting, AERA18 Insider will provide a periodic glance at meeting highlights and features. Join us April 13–17 for five rewarding days of ideas, engagement, networking, and professional advancement.
In this Issue:

Register Now


Major Speakers Announced


Awards Ceremony Luncheon


Advance Your Skills


Explore New York City


Connect with Exhibitors


Meeting Resources and Accessibility


JOIN US IN NEW YORK CITY
Friday, April 13 – Tuesday, April 17, 2018


About the Theme
The theme of the Annual Meeting calls us to confront the struggles for public education, considering the times in which we are living, the historical arcs that shape our present(s), and the roles we can play in the fight for justice. Read more


2018 Annual Meeting Sponsors

AERA would like to extend a special thank you to our 2018 sponsors:

Gold Sponsor
– SAGE Publishing

Silver Sponsor
– GTCOM

Bronze Sponsors
– AccessLex Institute
– National Institute of Education

Join as an AERA18 sponsor!




Register Now
Online Registration and Housing  Now Available

Join more than 15,000 AERA members and scholars from aligned fields and disciplines in New York City, hear from major speakers, and select from more than 2,500 sessions featuring high-quality and timely education research. Be sure to obtain your 2018 AERA membership before registering for the Annual Meetingto receive the major discount on your meeting registration fee.Major Speakers Announced
William Trent, Linda Tuhiwai Smith to Deliver Featured Lectures

AERA President Deborah Loewenberg Ball has announced prominent scholars William Trent and Linda Tuhiwai Smith as major speakers at the 2018 Annual Meeting. Trent will give the AERA Distinguished Lecture and Smith will deliver the Wallace Foundation Distinguished Lecture. Learn moreAward Lecture Speakers

Also plan to listen to the impressive line-up of Award Lecture Speakers, including Henry M. Levin (2017 Distinguished Contributions to Research in Education Award), Hua-Hua Chang (2017 E.F. Lindquist Award), and Morgan Polikoff (2017 Early Career Award). Clickhere for a preliminary look at major addresses and lectures.

Awards Ceremony Luncheon
Honoring Excellence in Education Research

The sixth annual AERA Awards Luncheon will be heldSunday, April 15. The luncheon is an opportunity to celebrate the field of education research and the accomplishments of AERA-wide awardees and those who receive special citations. Individual tickets to the luncheon can be purchased during the registration process, or at “My AERA,” by all Annual Meeting attendees, while seats remain. Free tickets are available to attendees who bring their own lunches. Go to “My AERA” to reserve.

Advance Your Skills
Professional Development Courses Open for Registration

Annual Meeting attendees can take advantage of a rich program of extended and mini professional development courses. This year’s 31-course lineup provides ample opportunities for attendees to train in research methods and skills, discover specialized research disciplines, address professional development issues, and much more.

To view more information about the on-site professional development courses at the Annual Meeting, click here.

Explore New York City
An International Marvel

No other destination can match New York City’s unforgettable offerings, from Broadway shows, museums to picturesque views, and priceless historical attractions. Visit AERA’s website for information on attractions, museums, dining, getting around, and more.

Connect with Exhibitors
Come Visit Our Exhibitors

Visit the New York Hilton Midtown Friday throughSunday (April 13-15) to meet exhibitors. Enjoy complimentary coffee and visit top publishers, research companies on the rise, technology experts, and many more.

Enter to Win 

If you visit at least 10 different exhibitors in the Exhibit Hall during the meeting, you will be entered for a daily chance to win an iPad or a trip to the 2019 Annual Meeting in Toronto (registration, hotel, and air fare included).

Meeting Resources and Accessibility
Learn More About Meeting Resources

AERA offers a wide array of services at the Annual Meeting. View our Meeting Services page for up-to-date information on accessibility resources, journal talks, ASL interpreting services, child care, and more.

2018 Annual Meeting Page | Theme | Registration | Visiting NYC |
Meeting Services | Housing & Travel | Exhibits, Sponsors, Advertising | Contact AERA
2018 Annual Meeting
“The Dreams, Possibilities, and Necessity of Public Education”
Friday, April 13 – Tuesday, April 17, 2018

New York City, NY


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Scopus – Author Citation Alert, Citations for Barbour, Michael K. (Author Identifier 7005949699)

From one of my closed scholarship networks late last week.

Can’t see this email properly? Click here to view an online version

Scopus

Author Citation Alert: Citations for Barbour, Michael K. (Author Identifier 7005949699)

Your author citation alert called “Citations for Barbour, Michael K. (Author Identifier 7005949699)” has found 1 new result.

New document(s) citing
K-12 Online Distance Education: Issues and Frameworks Barbour M. et al. 2013
Document Title Authors Year Source
1. Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students Kumi-Yeboah A., Dogbey J., Yuan G. 2018 Journal of Research on Technology in Education, 50(1), pp. 1-17.
New document(s) citing
Research and practice in K-12 online learning: A review of open access literature Cavanaugh C.S. et al. 2009
Document Title Authors Year Source
1. Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students Kumi-Yeboah A., Dogbey J., Yuan G. 2018 Journal of Research on Technology in Education, 50(1), pp. 1-17.
New document(s) citing
The reality of virtual schools: A review of the literature Barbour M.K. et al. 2009
Document Title Authors Year Source
1. Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students Kumi-Yeboah A., Dogbey J., Yuan G. 2018 Journal of Research on Technology in Education, 50(1), pp. 1-17.
View all new results in Scopus
This alert was based on the following query: REFAUID(7005949699)
The previous alert was sent on 09 Feb 2018
Copyright © 2018   Elsevier B.V.   Radarweg 29, 1043 NX Amsterdam, The Netherlands
Reg. no 33156677. VAT no. NL 005033019B01.
Subscription ID: 058db045-98fa-4989-a0f8-82b2bc07df2d Webuser ID: 11193099 Results Event ID: 032408f8-ee5e-4bd3-8db8-4681531feb7c Batch ID: 50e0ae69-8545-420d-865e-8a92f6063e64 RTEventId: 72057594289021654

School Discipline Report Distorts in Push for Policy Rollback

Note this research brief.

New report misleads when it could have informed, review finds.
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School Discipline Report Distorts in Push for Policy Rollback

BOULDER, CO (February 15, 2018) – The Academic and Behavioral Consequences of Discipline Policy Reform: Evidence from Philadelphia, published by the Fordham Institute, investigated the impact of a reform in the School District of Philadelphia that eliminated suspensions for certain low-level misbehaviors.

Yolanda Anyon of the University of Denver and Kathryn E. Wiley of the University of California San Diego reviewed the reportand found it “plagued by logical fallacies, overly simplified interpretations of findings, and inflammatory language.”

The report considered whether the change in discipline policy was associated with any of the following: (a) district-wide out-of-school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

While the report concluded that the reform was a failure, the actual results were mixed, with the positive trends for students who were earlier suspended being much stronger in magnitude than evidence of negative outcomes for students who were not. A strength of the report is the use of advanced statistical methods and a longitudinal dataset to answer the questions of interest.

However, Anyon and Wiley explain, the report uses misleading causal (“consequences”) language in the title and to describe study results, even though the study design is limited by unmeasured confounding factors and inappropriate comparison groups. Thus, while the analyses upon which the report is based have some technical merits, the narrative seems more of an attempt to advance a political agenda opposed to the reform studied than to improve understanding of complex policy issues.

Find the review, by Yolanda Anyon and Kathryn Wiley, at:
http://nepc.colorado.edu/thinktank/review-discipline-reform

Find The Academic and Behavioral Consequences of Discipline Policy Reform: Evidence from Philadelphia, by Matthew P. Steinberg & Johanna Lacoe, and published by the Fordham Institute, at:
http://edex.s3-us-west-2.amazonaws.com/publication/pdfs/%2812.05%29 The Academic and Behavioral Consequences of Discipline Policy Reform Evidence from Philadelphia.pdf

NEPC Reviews (http://thinktankreview.org) provide the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC Reviews are made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu


Copyright © 2018 National Education Policy Center. All rights reserved.

Michael, People Are Reading Your Work

I received this late last week from one of my open scholarship networks.

ResearchGate
Michael K. Barbour
View report


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The actual report read:

Report for week ending
February 11th, 2018
Report for week ending
February 11th, 2018
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    Current total: 795
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Your most read research
+17
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Current total: 424
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+3
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The reality of virtual schools: A review of the literature
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