Urban Review最新文献_第3页

First-Year Teacher Needs in the Urban Classroom: Creating a Sustainable Framework for Classroom Management Coaching 城市课堂一年级教师需求：创建可持续的课堂管理辅导框架

Urban Review Pub Date : 2023-07-25 DOI: 10.1007/s11256-023-00667-4

Megan Svajda-Hardy, Andrew Kwok

引用次数: 1

Community Mathematics Project: Parents as Mediators of Mathematical Learning 社区数学计划:父母作为数学学习的中介

Urban Review Pub Date : 2023-06-16 DOI: 10.1007/s11256-023-00665-6

Denisse M. Hinojosa, Emily P. Bonner

引用次数: 0

Correction: Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools 更正:同谋在哪里?研究K-12学校教育领导人的表现性青年联盟和反对意见

Urban Review Pub Date : 2023-06-14 DOI: 10.1007/s11256-023-00664-7

Ashley D. Domínguez, M. Bertrand

引用次数: 0

The Racism and Inequity Beliefs Questionnaire: Construction and Initial Validation 种族主义与不公平信仰问卷的构建与初步验证

Urban Review Pub Date : 2023-06-13 DOI: 10.1007/s11256-023-00663-8

Kamilah B. Legette, Andrew Supple, A. Halberstadt

引用次数: 0

"I'm Not Wanting to be a Martyr": Learning from Latina Educator Activists in Chicago Public Schools During COVID-19. “我不想成为烈士”：新冠肺炎期间，向芝加哥公立学校的拉丁裔教育活动家学习。

Urban Review Pub Date : 2023-06-06 DOI: 10.1007/s11256-023-00662-9

Gabriel Rodriguez

{"title":"\"I'm Not Wanting to be a Martyr\": Learning from Latina Educator Activists in Chicago Public Schools During COVID-19.","authors":"Gabriel Rodriguez","doi":"10.1007/s11256-023-00662-9","DOIUrl":"10.1007/s11256-023-00662-9","url":null,"abstract":"I center the experiences of four Latina educators working in Chicago Public Schools (CPS) to learn about their activism amidst the early months of the COVID-19 pandemic. Through a storying methodological approach (San Pedro, Res Teach Engl 50(2):132-153, 2015; San Pedro & Kinloch, Am Educ Res J 54(15):373S-394S, 2017), this project is guided by the following research question: How were Latina educator activists organizing around justice-based issues during the pandemic? The findings of this study highlight how the lack of support and respect from CPS's top-down management approach shaped the activism participants engaged in ? particularly in their use of mutual aid to advocate for the communities they serve. Moreover, as active members of the Chicago Teachers Union, participants sustained their activism through the support they received from their union and the solidarity and joy forged with their students and each other. This study builds upon existing knowledge of Latina teacher activists by highlighting the critical role their identities, experiences, and expertise play in understanding how policy impacts them and how they shape policy through their activism.","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":" ","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242230/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9708724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools. Coconpirators在哪里？：研究K-12学校教育领导者对表现良好的青年的支持和反对。

Urban Review Pub Date : 2023-05-29 DOI: 10.1007/s11256-023-00661-w

Ashley D Domínguez, Melanie Bertrand

{"title":"Where are the Coconspirators?: Examining Performative Youth Allyship and Opposition by Educational Leaders in K-12 Schools.","authors":"Ashley D Domínguez, Melanie Bertrand","doi":"10.1007/s11256-023-00661-w","DOIUrl":"10.1007/s11256-023-00661-w","url":null,"abstract":"Research argues the importance of including young people, especially youth of color, to participate in educational leadership. However, adults who enact performative allyship towards these youth leaders often obstruct young people's ability to authentically participate in educational decision making and achieve justice-driven outcomes in K-12 school policy and practice. We examine this phenomenon by exploring how teachers and administrators perform allyship towards youth voice initiatives and/or school recommendations, if at all. Interviews with educational leaders about youth voice initiatives indicated a spectrum of adult responses, including direct opposition, performative youth allyship, and passive forms of allyship which reinforce adultism and deter overall goals for youth voice and shared leadership. However, we also found that adults who enlist the role of coconspirator, who amplify youth voice initiatives on both the front and backstage and increase opportunity for educational reform.Supplementary information: The online version contains supplementary material available at 10.1007/s11256-023-00661-w.","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":" ","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10226012/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9742596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Intersections of Disproportion: A Critical Quantitative Examination of Dis/ability and Gender in Black Students’ School Discipline Outcomes 不均衡的交叉点:黑人学生学校纪律结果中残疾/能力和性别的关键定量检验

Urban Review Pub Date : 2023-05-26 DOI: 10.1007/s11256-023-00657-6

Ceema Samimi, Noah Jefferson, S. Flanagan, Yolanda Anyon

引用次数: 0

“Who are these Projects Really for?”: Interrogating Community-School Partnerships and Place-Based Education Under a Market Regime “这些项目到底是为谁服务的?”:市场体制下的社区-学校伙伴关系和基于地方的教育

Urban Review Pub Date : 2023-05-19 DOI: 10.1007/s11256-023-00660-x

Kristin Sinclair

引用次数: 0

Beyond the Institution: An Informal Partnership Endeavored Toward Understanding and Addressing Black Teacher Recruitment and Retention. 超越机构：一个致力于理解和解决黑人教师招聘和保留问题的非正式伙伴关系。

Urban Review Pub Date : 2023-05-18 DOI: 10.1007/s11256-023-00656-7

Chonika Coleman-King, Brook D Rosser, Cindy M Sanford