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A Different Energy: The Critical Hip-Hop Teaching Artist and School Culture 不同的能量:批判的嘻哈教学艺术家和学校文化
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-09-19 DOI: 10.1177/00420859221126711
Michael Lipset, Bronwen Low
{"title":"A Different Energy: The Critical Hip-Hop Teaching Artist and School Culture","authors":"Michael Lipset, Bronwen Low","doi":"10.1177/00420859221126711","DOIUrl":"https://doi.org/10.1177/00420859221126711","url":null,"abstract":"We study the role of Hip-Hop teaching artists in a school change initiative. A school-university-community partnership in a Canadian city, the project sought to develop a school-wide focus on the “urban arts” for student learning and wellbeing. The experiences of nine teaching artists over four years, examined through the lens of Critical Hip-Hop Pedagogy, offer insight into the roles of Hip-Hop based teaching artists in a nontraditional, arts-based, school change initiative.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"75 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80786792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Absenteeism and Neighborhood Deprivation and Threat: Utilizing the Child Opportunity Index to Assess for Neighborhood-Level Disparities in Passaic County, NJ 学校缺勤与邻里剥夺与威胁:利用儿童机会指数评估新泽西州帕塞伊克县邻里水平差异
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-09-18 DOI: 10.1177/00420859221125704
Ijeoma Opara, Daneele Thorpe, D. Lardier
{"title":"School Absenteeism and Neighborhood Deprivation and Threat: Utilizing the Child Opportunity Index to Assess for Neighborhood-Level Disparities in Passaic County, NJ","authors":"Ijeoma Opara, Daneele Thorpe, D. Lardier","doi":"10.1177/00420859221125704","DOIUrl":"https://doi.org/10.1177/00420859221125704","url":null,"abstract":"Leveraging publicly available data about schools” absenteeism from the New Jersey Department of Education, the present study examined how neighborhood-level resource deprivation and violent crime related to chronic absenteeism in Passaic County's elementary, middle, and high schools. Results highlighted geographic disparities in Passaic County, New Jersey, whereby predominantly racial/ethnic, under-resourced, communities of color have significantly greater levels of resource deprivation and threat. Additionally, greater neighborhood-level resource deprivation and neighborhood violent crime were associated with higher rates and trajectories of absenteeism across three academic school years. These findings highlight the importance of considering neighborhood context in absenteeism prevention programs.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"38 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77838410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Preschool Educators’ Opinions and Practices on School Gardening 学前教育工作者对学校园艺的看法与实践
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-09-15 DOI: 10.1177/00420859221125710
Umay Hazar Deniz, Nilgun Cevher Kalburan
{"title":"Preschool Educators’ Opinions and Practices on School Gardening","authors":"Umay Hazar Deniz, Nilgun Cevher Kalburan","doi":"10.1177/00420859221125710","DOIUrl":"https://doi.org/10.1177/00420859221125710","url":null,"abstract":"This qualitative study examines definitions of school gardening used by preschool educators and examines their views on the value of school gardening in their curriculum. The participants consisted of school principals and teachers working in two different types of preschools as traditional and nature-based. Data were obtained through semi-structured interviews and content analysis technique was used. Findings showed that the educators routinely implemented school gardening, both outdoors and in greenhouse. School gardening was integrated with other curriculum activities. Its positive effects on children's development were expressed with emphasizing the need for additional space, time, financial support, and collaboration with experts.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87963155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
“Well, What’s Wrong with the Whites?”: A Conversation Starter on Raising Expectations for Inservice Professional Development on Race with White Teachers “嗯，怀特一家怎么了?”:《与白人教师一起提高在职专业发展对种族的期望》
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-08-24 DOI: 10.1177/00420859221119109
Mica Pollock, Andrew Matschiner
{"title":"“Well, What’s Wrong with the Whites?”: A Conversation Starter on Raising Expectations for Inservice Professional Development on Race with White Teachers","authors":"Mica Pollock, Andrew Matschiner","doi":"10.1177/00420859221119109","DOIUrl":"https://doi.org/10.1177/00420859221119109","url":null,"abstract":"In an era of increased demand for antiracist inservice professional development (PD) and pushback against it, antiracist PD needs evidence of strong outcomes and a high bar for success. To this end, in this conversation starter, we ask how often inservice PD addressing race and racism with White educators really expects participants to demonstrate next steps to grapple with race issues toward improving educational opportunities for their students—the field’s actual ideal. We describe self-critically how it can be quite easy to have low expectations for White teachers’ inservice development particularly, by failing to really expect sustained inquiry into supporting students better.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"80 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82365200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Equity for All? Black Students and Locally Controlled Funding 人人平等?黑人学生和地方控制的资金
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-08-24 DOI: 10.1177/00420859221119174
Wil Greer, Benikia Kressler
{"title":"Equity for All? Black Students and Locally Controlled Funding","authors":"Wil Greer, Benikia Kressler","doi":"10.1177/00420859221119174","DOIUrl":"https://doi.org/10.1177/00420859221119174","url":null,"abstract":"The purpose of this study was to explore if and how urban school districts explicitly addressed the needs of Black students within their budgets. Culturally responsive school leadership was used to examine district leaders' budgetary actions. Using content analysis methods and randomized purposeful sampling, we reviewed budget plans from districts with the largest percentages of Black students. We found that 7 of 11 districts included Black students in their plans. However, actions and expenditures did not clearly specify if or how they would support Black students. Recommendations include explicitly incorporating actions and expenditures into plans that directly target Black students.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"38 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78765830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding Perceptions, Barriers, and Opportunities around Restorative Justice in Urban High Schools 理解城市高中恢复性司法的观念、障碍和机会
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-08-09 DOI: 10.1177/00420859221119110
Remy Stewart, Jerel M. Ezell
{"title":"Understanding Perceptions, Barriers, and Opportunities around Restorative Justice in Urban High Schools","authors":"Remy Stewart, Jerel M. Ezell","doi":"10.1177/00420859221119110","DOIUrl":"https://doi.org/10.1177/00420859221119110","url":null,"abstract":"A popular alternative disciplinary framework from zero-tolerance school policies is restorative justice, which refers to a set of ideologies and practices that emphasize healing relationships in lieu of community exclusion. This work investigates the differences between ideological support for restorative approaches compared to program implementation. We conducted semi-structured qualitative interviews with school staff, including teachers, administrators, and security officials, at five urban high schools in the Chicago metropolitan region. Our findings highlight sharp divergences in buy-in for restorative justice and perceptions on the appropriateness of various disciplinary approaches, illuminating both barriers and opportunities towards schoolwide restorative justice program implementation.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"20 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81265931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Coded Racialized Discourse Among Educators: Implications for Social-Emotional Outcomes and Cultures of Antiblackness at an Urban School 教育工作者的编码种族化话语:对城市学校反黑人的社会情感结果和文化的影响
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-08-08 DOI: 10.1177/00420859221119115
Olivia Marcucci, Rowhea Elmesky
{"title":"Coded Racialized Discourse Among Educators: Implications for Social-Emotional Outcomes and Cultures of Antiblackness at an Urban School","authors":"Olivia Marcucci, Rowhea Elmesky","doi":"10.1177/00420859221119115","DOIUrl":"https://doi.org/10.1177/00420859221119115","url":null,"abstract":"Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of antiblackness. Findings indicate that educators at this school rely on coded and non-coded racialized language to talk about Black students. Further, the article uses Interaction Ritual Theory to argue that the racialized discourse acts as a socio-emotional resource for educators in urban contexts. Implications for schools, policy makers, and researchers are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"28 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76752876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day 城市中学生的归属机会预测他们在校期间参与度的波动
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-08-08 DOI: 10.1177/00420859221117682
DeLeon L. Gray, Brooke Harris-Thomas, Joanna N. Ali, Taylor N. Cummings, Tamika L. Mcelveen, Tamecia R. Jones
{"title":"Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day","authors":"DeLeon L. Gray, Brooke Harris-Thomas, Joanna N. Ali, Taylor N. Cummings, Tamika L. Mcelveen, Tamecia R. Jones","doi":"10.1177/00420859221117682","DOIUrl":"https://doi.org/10.1177/00420859221117682","url":null,"abstract":"Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"1 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83082028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Engaged Learning as a Pathway Towards Supporting Hispanic Students at Urban Universities 参与式学习是支持城市大学西班牙裔学生的途径
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-07-27 DOI: 10.1177/00420859221114074
Inmaculada Gómez Soler
{"title":"Engaged Learning as a Pathway Towards Supporting Hispanic Students at Urban Universities","authors":"Inmaculada Gómez Soler","doi":"10.1177/00420859221114074","DOIUrl":"https://doi.org/10.1177/00420859221114074","url":null,"abstract":"Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispanic students participated in an engaged learning project with a bilingual newspaper. Findings indicate that this project motivated students to complete their degree, helped them develop transferrable skills, led to higher academic engagement, and increased their sense of belonging to the local Hispanic community. These results highlight the importance of engaged learning as one of the tangible tools teachers can use to support nontraditional and minority students in urban tertiary institutions.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"2 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83042305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL 色彩教师与社会情绪学习(SEL)中的自我效能感:加强基于公平的SEL学习方法
IF 2.3 2区 教育学
Urban Education Pub Date : 2022-07-25 DOI: 10.1177/00420859221114875
Terrenda White, Travis J. Bristol, Tolani A. Britton
{"title":"Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL): Strengthening Equity-Based Approaches to SEL","authors":"Terrenda White, Travis J. Bristol, Tolani A. Britton","doi":"10.1177/00420859221114875","DOIUrl":"https://doi.org/10.1177/00420859221114875","url":null,"abstract":"This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stronger efficacy beliefs in SEL and described practices that centered racial justice. Differences in efficacy are attributed to a social justice learning community that provided efficacy-forming experiences for teachers of color to enact equity-based SEL practices.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"15 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89667938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
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