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Urban Education最新文献

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“I Never Explicitly Brought That Up to My Mentor”: Early Career Teachers of Color Navigating Whiteness With White Mentors in a University-Based Induction Program "我从未向我的导师明确提出过"：在大学入职培训项目中，有色人种的早期职业教师与白人导师一起应对白人问题
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-04-12 DOI: 10.1177/00420859241244752
Annie Daly, Saba Khan Vlach, Susan Tily, Jessi Murdter-Atkinson, Beth Maloch
{"title":"“I Never Explicitly Brought That Up to My Mentor”: Early Career Teachers of Color Navigating Whiteness With White Mentors in a University-Based Induction Program","authors":"Annie Daly, Saba Khan Vlach, Susan Tily, Jessi Murdter-Atkinson, Beth Maloch","doi":"10.1177/00420859241244752","DOIUrl":"https://doi.org/10.1177/00420859241244752","url":null,"abstract":"We examined how three early career teachers of color (TOC) experienced mentoring with white mentors in a university-based induction program within a large urban school district. We found cross-racial pairs privileged whiteness by pursuing “success” through standardized teaching methods (e.g., classroom management) while also avoiding discussions about race, leaving little space or reason to address the overt forms of racism mentees experienced during their first year of teaching. Our findings highlight the need to bring race and racism to the forefront of university-based mentoring to address the harm early career TOC experience in entering a profession dominated by whiteness.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"31 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569131","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
Pathways to Biliteracy: Investigating the Implementation of the Seal of Biliteracy in Elementary and Secondary Schools in Chicago 通往两文之路：调查芝加哥中小学两文印章的实施情况
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-04-05 DOI: 10.1177/00420859241244773
Amy J. Heineke, Kristin J. Davin
{"title":"Pathways to Biliteracy: Investigating the Implementation of the Seal of Biliteracy in Elementary and Secondary Schools in Chicago","authors":"Amy J. Heineke, Kristin J. Davin","doi":"10.1177/00420859241244773","DOIUrl":"https://doi.org/10.1177/00420859241244773","url":null,"abstract":"The Seal of Biliteracy (SoBL) is a language education policy adopted by states to recognize students’ biliteracy. Originally implemented in high schools to recognize graduating seniors, the initiative also includes pathway awards, which can be implemented in earlier grades to promote lengthier language study and increase biliteracy attainment. This qualitative case study investigates the K-12 implementation of SoBL and pathway recognitions in the urban-intensive context of the Chicago Public Schools. Drawing from documentation and interviews with district- and school-level stakeholders, this research uncovers the nuanced policy work to promote, assess, and recognize biliteracy in a district with 322,000 students.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"55 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569212","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
A Currency of Love: Illuminating Motherhood Across Immigrant, Cultural, and Socioeconomic Lines During COVID-19 爱的货币：COVID-19 期间跨越移民、文化和社会经济界限的母爱启示录
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-04-05 DOI: 10.1177/00420859241244769
Marisa Segel, Eunhye Flavin, Haylea Hubacz, Gabrielle Oliveira
{"title":"A Currency of Love: Illuminating Motherhood Across Immigrant, Cultural, and Socioeconomic Lines During COVID-19","authors":"Marisa Segel, Eunhye Flavin, Haylea Hubacz, Gabrielle Oliveira","doi":"10.1177/00420859241244769","DOIUrl":"https://doi.org/10.1177/00420859241244769","url":null,"abstract":"The school closures due to the COVID-19 pandemic disrupted the work and home lives of families. Drawing on data from 19 interviews with Brazilian and non-Brazilian mothers in one urban elementary school, we explore how mothers negotiated their roles as caregivers, breadwinners, and teachers during this unprecedented time. Braiding Oliveira's concept of the currency of love with Yosso's concept of community cultural wealth, we argue that mothers across immigrant, cultural, and socioeconomic lines enacted similar care practices to sustain their children's learning. This study advances the literature by illuminating the sometimes invisible efforts of mothers to nurture their children's schooling.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"19 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569136","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
A New Era for Ethnic Studies: Hearing From Early-Career Educators 民族研究的新时代：听取早期教育工作者的意见
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-04-04 DOI: 10.1177/00420859241244765
Alexander Nguyen, Noah Borrero
{"title":"A New Era for Ethnic Studies: Hearing From Early-Career Educators","authors":"Alexander Nguyen, Noah Borrero","doi":"10.1177/00420859241244765","DOIUrl":"https://doi.org/10.1177/00420859241244765","url":null,"abstract":"In 2030 Ethnic Studies will be a required course for all high schoolers in California's public schools. This paper examines the opportunities and challenges of this milestone and how the future of Ethnic Studies can impact the U.S. education system as a whole. Through highlighting the history of Ethnic Studies and presenting the perspectives of eight early career Ethnic Studies teachers and counselors, this study showcases the importance of Ethnic Studies in providing spaces for students of Color to see themselves in school curricula, build community, and envision substantive change through their teaching.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569209","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
Cooperative Economics in Racially Marginalized Communities: Reframing Economics Education Through Racial Capitalism and Democratic Practices 种族边缘化社区的合作经济学：通过种族资本主义和民主实践重塑经济学教育
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-04-04 DOI: 10.1177/00420859241244766
Tadashi Dozono
{"title":"Cooperative Economics in Racially Marginalized Communities: Reframing Economics Education Through Racial Capitalism and Democratic Practices","authors":"Tadashi Dozono","doi":"10.1177/00420859241244766","DOIUrl":"https://doi.org/10.1177/00420859241244766","url":null,"abstract":"This article reimagines economics education through culturally sustaining pedagogy and Ethnic Studies, emphasizing economic practices rooted in racially marginalized urban communities as alternatives to the dominant economic system. The article presents an economics curriculum that asks, how can cooperative economics help to sustain urban communities that have been marginalized by the dominant capitalist white supremacist economic system? Through teacher practitioner inquiry at a small urban public school, this study is grounded in a twelfth-grade economics course on cooperative economics in marginalized communities.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"27 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569605","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
Staying Close to Home: A Descriptive Analysis of the High School Graduates Who Return to Teach in Their Home District 留在家乡附近：对回原籍任教的高中毕业生的描述性分析
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-04-04 DOI: 10.1177/00420859241244778
Christopher Redding
{"title":"Staying Close to Home: A Descriptive Analysis of the High School Graduates Who Return to Teach in Their Home District","authors":"Christopher Redding","doi":"10.1177/00420859241244778","DOIUrl":"https://doi.org/10.1177/00420859241244778","url":null,"abstract":"Given urban school and district administrators’ historical challenges with recruiting and retaining a high-quality, racially diverse teacher workforce, there is a need to better understand the factors shaping why graduates return to teach in their home district. This descriptive study examines the high school students who returned to teach in their home district—a large urban district in the southeastern United States. White female, economically privileged, and higher achieving graduates returned to teach at the highest rates, although notable differences by race/ethnicity were observed. Implications for urban teacher recruitment are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"13 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569137","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
“Harriet Tubman is a Superhero”: Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis "哈丽特-塔布曼是超级英雄"：将非裔美国儿童的社会政治意识概念化为想象力实践
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-03-04 DOI: 10.1177/00420859241227962
Wintre Foxworth Johnson
{"title":"“Harriet Tubman is a Superhero”: Conceptualizing Young African American Children's Sociopolitical Awareness as Imaginative Praxis","authors":"Wintre Foxworth Johnson","doi":"10.1177/00420859241227962","DOIUrl":"https://doi.org/10.1177/00420859241227962","url":null,"abstract":"Imagination is often relegated to the margins of African American children's schooling experiences. Furthermore, the varied role of children in liberation struggles and their centrality in ushering in just futures remain underexplored. This article examines five African American first graders’ sociopolitical knowledge and how they used their imagination to develop counternarratives of refusal and agentic possibilities. I offer imaginative praxis as a conceptual tool to analyze how young African American children name historical and contemporary racialized realities and generate joyful visualizations of actionable resistance. Young children's imaginative praxis challenges the notion that the fight for liberation is void of joy.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"2 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140037005","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
Does Rural Mean not Urban? Reconsidering the Conceptualization and Operationalization of Rural School Districts 农村意味着不是城市吗？重新考虑农村学区的概念化和可操作性
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-02-26 DOI: 10.1177/00420859241227929
Richard O. Welsh
{"title":"Does Rural Mean not Urban? Reconsidering the Conceptualization and Operationalization of Rural School Districts","authors":"Richard O. Welsh","doi":"10.1177/00420859241227929","DOIUrl":"https://doi.org/10.1177/00420859241227929","url":null,"abstract":"Increasing attention has been paid to rural education policy and research, yet few studies have examined the conceptualization of rural school districts. This study provides a conceptual and empirical examination of the definitions of rural districts. The results illustrate that a common, singular definition of rural is elusive and there is a prevailing notion of rural as “not urban.” Regardless of the operationalization of rurality, there are statistically significant differences across urban and rural districts in terms of their size, complexity, demographic composition, segregation, educational resources, economic structure, economic and social context, and academic and equity-related outcomes. Implications are discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"52 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139980238","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
A Meta-analysis: The Association Between Increased Use of Communicative Technology and Parental Involvement and the Relationship with Academic Achievement 元分析：更多使用交流技术与家长参与之间的关系以及与学习成绩的关系
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-02-21 DOI: 10.1177/00420859241232396
William H. Jeynes
{"title":"A Meta-analysis: The Association Between Increased Use of Communicative Technology and Parental Involvement and the Relationship with Academic Achievement","authors":"William H. Jeynes","doi":"10.1177/00420859241232396","DOIUrl":"https://doi.org/10.1177/00420859241232396","url":null,"abstract":"This article shares the results of a meta-analysis on the association between parent-teacher interaction using technology-based communication and parental-involvement, and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 31 quantitative studies and well over 20,000 students. The results indicated that statistically significant effects did not emerge, except to some degree at the elementary school level. The significance of these results is discussed.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"102 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139953918","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
It's Up and It's Stuck: Witnessing Black Girl Joy in Digital Spaces 起来了，卡住了：在数字空间见证黑人女孩的快乐
IF 2.3 2区 教育学
Urban Education Pub Date : 2024-01-31 DOI: 10.1177/00420859241227964
Margaret (Mimi) Owusu, Anna Almore, Monét Cooper, Mara Johnson, Gabrielle Kubi, Christine L. Quince
{"title":"It's Up and It's Stuck: Witnessing Black Girl Joy in Digital Spaces","authors":"Margaret (Mimi) Owusu, Anna Almore, Monét Cooper, Mara Johnson, Gabrielle Kubi, Christine L. Quince","doi":"10.1177/00420859241227964","DOIUrl":"https://doi.org/10.1177/00420859241227964","url":null,"abstract":"Because Black girls are seen as oppositional to middle-class, white femininity and positioned as unworthy of protection within oppressive systems, Black girl play is deemed dangerous. Thus, we created The Black Girl Collective (BGC) and convened to consider: What do we learn from witnessing Black girls’ joyful acts through their digital dance challenge performances? We recognize Black girls’ digital dance practices as praxis and offer implications and possibilities for how researchers and educators can tune their gaze to reimagine learning environments for all children, especially Black girls.","PeriodicalId":23542,"journal":{"name":"Urban Education","volume":"172 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954266","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
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