This study investigates how expertise and formal role relate to who is sought for advice about mathematics instruction, as measured by centrality, in 30 urban middle schools. Multiple analyses showed that: (1) coaches were more central than teachers, who were more central than administrators; (2) teachers with greater expertise were more central; (3) teachers were more likely to nominate a coach if they perceived the coach to have expertise and be evaluative; and (4) administrators were rarely nominated as sources of advice about middle school mathematics instruction.
We document recent trends in urban, suburban, and exurban metropolitan segregation and examine the impact of changes in racial/ethnic diversity on changes in metropolitan segregation between 2002 and 2012.
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.
The field of urban education knows little about the role of suburban mayors in political fragmentation, or division into smaller organizational units, of multi-city suburban school districts, particularly in relation to contemporary mayoral control activity in central cities. This article reports on a mixed method study that examined the interplay of political, fiscal and demographic dynamics that contributed to the split of a large, U.S., suburban school district. The authors found that rapid demographic and financial shifts in school districts shared by multiple suburban cities can catalyze secession activities. Strong city mayors were a key force propelling division and modifying district governance structures through heightening the prominence of city borders and local control, even when the threats were neighboring middle class cities. The authors conclude that these practices of division and appropriation by cities and their leadership will only diminish democratic process of school governance and exacerbate social-class and racial segregation.
In this article, we use in-depth interviews with 118 low-income urban youth to investigate how family and neighborhood contexts interact with public school choice policies to shape the educational careers of inner-city students.
This study provides a detailed portrait of typical induction support provided to beginning elementary school teachers during the 2005-2006 school year in 17 high-poverty urban school districts around the country.
The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science.
The author’s New York City high school offers after-school support to its high school students, and this study sought to understand better why students attended after-school sessions and what kept them coming.
Inquiring about students’ perceptions of classroom discussions led one teacher to scaffold the teaching of discussion skills themselves. A more “democratic” and student-led discussion environment emerged over the course of 1 year in a high school social studies classroom.
This article reports findings from a case study of district leadership for school, family, and community partnerships in an urban system in the northeast United States. Analyses suggest that collaboration between the district’s office of parent involvement and a community-based organization (CPIO) has helped to support and sustain school, family, and community partnerships as a reform initiative in the district for nearly a decade.
This article reports an interview study examining the perceptions of school-to-home literacy practices held by African American and immigrant ESL parents in two urban communities in the northeastern United States.
The authors review research concerning the effects of activity structure on the engagement of low-achieving students, with an emphasis on forms of whole-class instruction that promote student engagement.
David Berliner's 2005 Presidential Invited Speech to the American Educational Research Association meeting in Montreal, Canada, May, 2005.
This article draws on the author’s experience both as a teacher in inner city schools and as a researcher to explain the cause of student's blank stare when asked open-ended questions, and the keys to eliminating the problem.
This paper challenges the traditional interpretation of the origins of the North American summer calendar by suggesting that the roots of the presently defined school year were more influenced by multiple pressures arising from increasing urbanization, than by the demands of farm life. Examining why there has been such resistance to changing the school calendar, the paper investigates the calendar’s ties with changes over time in the construction of other “clocks” of society. Finally, we consider the school calendar as part of a larger ongoing discussion on what constitutes effectiveness of schools.
This article explores the crisis of respect needed to establish authority in two urban public high schools.
This chapter comes down firmly on the “yea” side of the governance in education debate.
But it further argues that governance of public education, especially in
big cities, often matters for the worse. It shows how current governance
arrangements burden and disrupt schools, tells how governance came to have such adverse effects, and suggests how public governance
can be made school-friendly.
Major cities in the United States, unhappy with persistent achievement
gaps between students of different races and socioeconomic
backgrounds, now search for highly effective medicine men who will
upgrade urban school productivity. These efforts stand in stark contrast
to the first two hundred years of the Republic, when villages
relied on local ministers, elders, or farmers with extra time in the winter
to visit the schools, many of which operated for only a few months
of the year.
This article looks at the literacy learning experience of an auto worker turned union representative; a blind computer programming; two bilingual autodidacts; and a former Southern sharecropper raising children in a high-tech university town.
This issue of the Record includes five articles that had their beginnings in presentations made at the OERI sponsored conference at the National Academy of Sciences in November, 2001.
This paper argues that educators should be most concerned about how the concentration of people, resources, and sources of stimulation found in urban society leads to interactions that have great potential for affecting human development.
This article provides an overview of America's urban population based on the 2000 Census and the implications of increasing cultural diversity for urban public schools.
This article focuses on the challenges confronted by early childhood educators as they seek to offer developmentally effective programs and services for all children, especially those who live in urban settings characterized by cultural diversity.
The article is based on research in a New York City public school on the curious gender gap in education -- women, particularly those in Black and Latino communities, attain higher levels of schooling than their male counterparts.
This article contrasts the discourses of teen pregnancy articulated by low-income women in an urban high school with those of the media to suggest that educators and policy-makers rethink the “problem” of teen pregnancy.
In examining the balance struck between civility and incivilty in schools, the authors present data on cursing and politeness in one high school. They show that students have both politeness and cursing in their repertoires, and the authors discuss circumstances that trigger use of one or the other.
The author advances an expanded notion of “decent” schools, considering a perspective which balances science with the art of designing, constructing, and renovating schools.
A commentary on the education of incarcerated African American adolescents.
The authors explore three assumptions in educational finance litigation: that dollars make a difference in outcomes, that courts and policymakers can develop standards for an "adequate" education, and that litigation will lead to equity in finance.
An introduction to the case of two urban middle schools engaged in reform with quite different results