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Social Context >> Urban Education

Articles
by Dan Berebitsky & Christine Andrews-Larson — 2017
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.

by Kori Stroub & Meredith Richards — 2017
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.

by Gregory Palardy, Russell Rumberger & Truman Butler — 2015
This study examines the effects of socioeconomic, racial, and linguistic segregation on cognitive and noncognitive skills in American high schools.

by Edward Buendía & Paul Humbert-Fisk — 2015
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.

by Barbara Condliffe, Melody Boyd & Stefanie DeLuca — 2015
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.

by Martha Bleeker, Sarah Dolfin, Amy Johnson, Steve Glazerman, Eric Isenberg & Mary Grider — 2012
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.

by Christopher Emdin & Okhee Lee — 2012
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.

by Erica Litke — 2009
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.

by Nora Flynn — 2009
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.

by Mavis Sanders — 2009
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.

by Curt Dudley-Marling — 2009
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.

by Sean Kelly & Julianne Turner — 2009
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.

by David Berliner — 2006
David Berliner's 2005 Presidential Invited Speech to the American Educational Research Association meeting in Montreal, Canada, May, 2005.

by Stanley Pogrow — 2004
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.

by Joel Weiss & Robert Brown — 2003
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.

by Annette Hemmings — 2003
This article explores the crisis of respect needed to establish authority in two urban public high schools.

by Paul Hill — 2003
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.

by Joseph Cronin & Michael Usdan — 2003
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.

by Deborah Brandt — 2003
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.

by Clifford Hill — 2003
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.

by Edmund Gordon — 2003
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.

by Min Zhou — 2003
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.

by Diane Horn — 2003
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.

by Nancy Lopez — 2002
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.

by Katherine Schultz — 2001
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.

by Stephen Plank, Edward McDill, James McPartland & Will Jordan — 2001
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.

by Cynthia Uline — 2000
The author advances an expanded notion of “decent” schools, considering a perspective which balances science with the art of designing, constructing, and renovating schools.

by Roslyn Mickelson — 2000
A commentary on the education of incarcerated African American adolescents.

by William Koski & Henry Levin — 2000
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.

by Grace Stanford — 2000
An introduction to the case of two urban middle schools engaged in reform with quite different results

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