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Social Context >> Urban Education

Articles
by Bruce Wilson, Dick Corbett & Belinda Williams — 2000
A look at a middle school succeeding at school reform

by Edward Buendνa & Andrew Gitlin — 2000
A middle school presenting conflicting messages to immigrant students

by Grace Stanford — 2000
Discussion Questions On the Reforms at Kousanar and Granite

by Tamara Beauboeuf-LaFontant — 1999
Drawing on the enthographic and autobiographical accounts of segregated schools, the author develops the concept of politically relevant teaching rooted in utilizing knowledge of social inequalities to empower marginalized students.

by Amira Proweller — 1999
This ethnographic study calls attention to the social construction of white racial identity among adolescent girls at a largely white single-sex high school.

by Lawrence Blum — 1999
The author argues that the commonly held definition of racism is both too broad (white privilege is an important race-related injustice yet is not racism) and too narrow (not all racist actions contribute to a system of advantage or power). A broadened conception of antiracist education goes hand in hand with a more complex understanding of racism itself.

by Anne Meis Knupfer — 1999
This article follows the rise of the visiting teacher movement and considers the lessons for current efforts to develop school-linked social services.

by Beverly Cross — 1997
During interviews with inner-city children, I made copious notes in shorthand to record verbatim what the students said. After each session I prepared transcripts of the interviews, which I then studied in order to identify common themes in the responses. What follows are my perceptions and inferences derived from my review of these transcripts. First, I present six statements that summarize mv interpretations of the students' comments in the language they used. Second, I identify some key problems related to character education in inner-city schools—problems that were called to my attention as I studied the transcripts.

by Michael Katz, Michelle Fine & Elaine Simon — 1997
A report on five years of observations of Chicago school reform.

by Jean Anyon — 1995
An illustration of the effects of racial and social class status as barriers to school reform

by Jean Anyon — 1994
The teacher development project described in this article reveals ways in which the social consequences of poverty and racial marginalization may be crucial to the outcomes of educational reform in inner-city schools. The study demonstrates that educational reform can be affected by the economic, political, and cultural context of which a school is in large part a product. The author addresses the consequences of this educational embeddedness for school reform, and suggests that in order to create good schools in the inner cities, educational reform must be accompanied by other, more fundamental social changes.

by William Greiner — 1994
The author argues that universities are as well equipped as and more obligated than most other social institutions to listen to, understand, and respond to problems in American society. The author suggests that the great universities of the 21st century will be judged by their ability to help solve the most urgent social problems.

by Michelle Fine — 1993
With this article, I hope to provoke a broad-based conversation about urban public school reform--asking how parents are being positioned as subjects, but also as objects, of a struggle to resuscitate the public sphere of public education.

by Harvey Kantor & Barbara Brenzel — 1992

by William Boyd — 1991
Examines three categories of theories on educating disadvantaged students in ghetto schools: institutional deficiency, developmental deficiency, and cultural deficiency. The discussion focuses on problems and solutions within the schools and society. It stresses the need for community commitment, social change, and strong leadership to help at-risk students.

by Rosalie Genevro — 1990
A description of the "New Schools for New York" architectural study which asked architects to create innovative school designs.

by Michelle Fine — 1986
An analysis of the conditions connected to dropping out of a New York City high school.

by Bruce Leslie — 1984
This article explores child and youth organizations created as a Socialist supplement to formal schooling in the early twentieth century. An examination of the Socialist party's views of educational policies is given.

by William Reese — 1980
This analysis of the turn of the century public policy debates on state provision of school meals brings to light the political forces that continue to determine the health and well-being of urban school children.

by Jay Scribner & David O'Shea — 1974
This chapter describes and analyzes events leading up to the demand for decentralization of large-city school districts, focusing particularly upon the experiences of New York and Los Angeles. Identification of common patterns in developments associated with the movement toward decentralization and community control provides a basis for proposing further topics in the area of school district government whose relevance to problems facing policy-makers suggests that they should be the object of additional research. By way of introduction, recent demands for the restructuring of city school systems are contrasted with the press for greater centralization in the first decades of the century and with more recent proposals for metropolitan-wide administration of schools.

by Jay Scribner & Owen Knox — 1973
Given the importance of the elementary school to urban neighborhoods and children in them, it is important to examine the forces affecting it. The first half of the chapter explores sociopolitical forces which press upon urban school districts, creating the need for innovation and change. The second half examines responses on the part of educators and society to these forces for change.

by Joseph McGivney & William Moynihan — 1972
Develops a conceptual framework which views the school as a subsystem of both the local community and of the larger society.

by David Conrad — 1972
This article discusses the New Town movement and garden city planning and the combination of urban and rural values.

by Max Eckstein — 1972
This article describes educational problems inherent in the modern metropolis.

by Calvert Smith — 1972
This article discusses the importance of teacher attitudes and cultural orientation in successfully teaching in an inner city community.

by Robert Havighurst — 1968
This book is about metropolitanism. It deals with urbanism and suburbanism only incidentally or in relation to the larger and more inclusive concept. It looks at education from the point of view of the metropolitan area as a whole.

by Alan Campbell — 1968
For educational policy-makers, the fact of metropolitanism complicates many of the problems with which they must deal and influences the decisions they must make. It should be pointed out, however, that not all of the problems in providing education are related to or the result of metropolitanism. There are, of course, educational problems that would exist even if the country had not become metropolitan. It is the primary purpose of this chapter to examine the basic socioeconomic and governmental trends and their implications for education in metropolitan areas.

by Daniel Levine & Robert Havighurst — 1968
The metropolitan area has been described in statistical terms; its demographic and economic aspects have been presented in some detail. This chapter will explore the relations of school systems with one another in the metropolitan area and also explain the relations of the school systems with other social institutions in such areas. To achieve this purpose, the concept of the social system will be used.

by Raymond Mack — 1968
Urbanism makes possible an unprecedented quality and quantity of transportation and communication facilities. The aggregation of people and institutions permits a more efficient educational system for the identification and exploitation of talent. The very size of the potential audience and market facilitates the expansion and diversification of intellectual and cultural opportunities. We live with the tension between the problems and the challenges. Can we learn to understand and live with urbanism? Will we be defeated by its costs or inspired by its opportunities?

by Luvern Cunningham — 1968
The organizational structure through which education is governed and administered in the standard metropolitan statistical areas (SMSA's) of the nation has seldom been the subject of critical appraisal. The variety of public and private organizational arrangements for carrying on educational activities within a single SMSA is usually extensive. Similarly, the variation among the SMSA's of the nation is remarkable. An attempt is made in this chapter to describe some of the patterns of governing public education in the SMSA's, to develop some criteria for the construction of new patterns or for the appraisal of existing ones, to present one metropolitan design for public school control and administration, and to review some of the crucial issues that are imbedded in local educational government reform.

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Book Reviews
by Kathleen Nolan & Paul Willis
reviwed by Aaron Kupchik — 2011

by Carlos R. McCray and Floyd D. Beachum
reviwed by Jung Kim — 2011

by Valerie Kinloch
reviwed by Chandra Alston — 2011

by Barbara C. Jentleson
reviwed by Mavis Sanders — 2011

by Katrina E. Bulkley, Jeffrey R. Henig, and Henry M. Levin (eds.)
reviwed by Craig Richards — 2010

by Linda F. Nathan
reviwed by Maria Martinez-Cosio — 2010

by Pia Lindquist Wong and Ronald David Glass (eds.)
reviwed by Barbara Beyerbach — 2009
This volume brings the voices of teachers, community members and college faculty across divisions to the issues and promises of implementing PDS in urban contexts.

by Joseph P. Viteritti, ed.
reviwed by Peter Eisinger — 2009

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