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This self-study of teacher education practices (S-STEP) is a collaborative analytical autoethnography (CAAE) of four colleagues, represented in the text as the Poet and alter ego 'Other', alongside three critical friends. We drew on an arts-based approach, merging three genres: poetry, theatre, and narrative (story-telling). With this teacher self-study CAAE, our purpose was to investigate vulnerable self and professional identity as teachers of pre-service practitioners and research scholars imbued with the philosophy of transformative learning. The conceptual model developed for this process represents the flow among professional identity, teaching practice, and transformative learning. Our self-study narratives suggest an evolution of professional identity in three critical periods: early adolescence, interest; late adolescence, commitment; and adulthood, practice. Our CAAE S-STEP contributes to the literature by providing an innovative example of an arts-based approach employing poetry as a dialogic process for teacher educator self-study, to improve teaching practices. Here, we have expanded poetic inquiry to a poly-voiced Greek play with poetry threading throughout the play as a reflexive dialogue with Other. In addition, this study of teacher education incorporates a trans-disciplinary, multi-vocal dialogic approach to collaborative reflection of teachers of pre-service professionals (teachers, social workers, and health promotion practitioners) that supports both individual and collective perspectives, with significant implications for local, regional, and international collaborations.

This case study examined action research conducted by bilingual education teachers in urban schools as a tool for progressing from novice-to-expert teachers. We described a longitudinal study across four cohorts of first-year bilingual education teachers as action researchers (n = 9). The study investigated the following: (1) how school leaders and colleagues responded to knowledge (innovations) generated through practitioner inquiry; and (2) teacher-researchers' perceptions about the process and outcomes of sharing their research findings with school leaders and colleagues. Findings clustered around two patterns: feelings of teacher self-efficacy and workplace isolation. Principals perceived innovations as human capital, not social capital.

The purpose of our study was twofold: (1) to review the literature on high-stakes accountability testing and English learners (ELs) in the USA, applying qualitative systematic review methodology, and (2) to draw substantive conclusions about the impact of high-stakes accountability testing on ELs, reported in studies published between 2001 and 2016. Thirty-seven studies (n = 37) meeting the eligibility criteria were evaluated using the Methodological Quality Questionnaire. Findings indicate construct irrelevant variance (non-random factors that systematically affect ELs' test performance) challenges the appropriateness of inferences drawn about ELs' content knowledge based on assessment performance. Further, language policy in schools, driven by high-stakes tests, promotes increased instructional time for basic skills tutorials with fewer opportunities for problem solving and other higher-order learning activities. Moreover, theory utilization was rare (n = 8, 22%). Among studies that utilized theory, few explicitly referenced it to discuss study findings.

The COVID-19 pandemic caused an unprecedented educational disruption in institutions throughout the United States and the world. Research shows that such disruptions have a disproportionately negative impact on ethnic minorities. Researchers at a federally designated Minority- and Hispanic-serving four-year university deployed the Achievement Emotions Questionnaire (AEQ) during the Spring 2020 semester to measure undergraduates' (n = 144) learning-related emotions immediately following the rapid shift and reorientation from face-to-face to online learning. Compared to published instrument norms, data revealed that respondents (74% Latinx) experienced lower negative and higher positive emotions than pre-COVID peers. This research sheds light on the academic experiences and emotions of undergraduate students, mostly ethnic minorities, during the early months of the pandemic. [ABSTRACT FROM AUTHOR]

Yule (1903) and Simpson (1951) described a statistical paradox that occurs when data is aggregated. In such situations, aggregated data may reveal a trend that directly contrasts those of sub-groups trends. In fact, the aggregate data trends may even be opposite in direction of sub-group trends. To reveal Yule-Simpson's paradox (YSP)-type occurrences, researchers must simultaneously consider the effect of an intervention at specific levels and on the overall model to ensure datasets are accurately analyzed and research findings are appropriately interpreted. The primary objectives of this manuscript are to: (1) examine the history of YSP; (2) describe necessary and sufficient causes for YSP occurrences; (3) provide examples of YSP in research and explain YSP's relationship to multi-level modeling including Hierarchical Linear Modeling (HLM); and (4) discuss YSP's implications for researchers. (Contains 2 figures and 2 tables.)