Urban Review最新文献

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A Grounded Model of How Educators Earn Students' Trust in a High Performing U.S. Urban High School. 美国城市高中教育工作者如何赢得学生信任的基础模型
Urban Review Pub Date : 2022-01-01 Epub Date: 2022-03-01 DOI: 10.1007/s11256-022-00635-4
Peter Demerath, Sara Kemper, Eskender Yousuf, Bodunrin Banwo
{"title":"A Grounded Model of How Educators Earn Students' Trust in a High Performing U.S. Urban High School.","authors":"Peter Demerath, Sara Kemper, Eskender Yousuf, Bodunrin Banwo","doi":"10.1007/s11256-022-00635-4","DOIUrl":"10.1007/s11256-022-00635-4","url":null,"abstract":"<p><p>This article presents a grounded model of how educators earn students' trust in a high performing U.S. urban high school. This long-term anthropological project set out to understand the beliefs and practices of experienced teachers and staff members nominated by students as helping them feel like they belonged in school. Analysis of study data revealed a process of <i>mutual discernment</i> whereby adults and young people were reading one another as they explored the possibilities of entering into learning partnerships. For the educators, study data led us to infer that their trust building strategies were largely based on imagining the student discernment process, and responding to a set of unspoken queries about them that, over time, they seem to have learned were often on the minds of students (e.g. \"Why are they here?\" \"How much do they respect me?\"). The grounded model and practice-based evidence presented here summarize the strategies and approaches educators used to respond to these unspoken queries and communicate to students various aspects of their selves and their stance, including their motivation, empathy and respect for students, self-awareness and credibility, their professional ability, and finally, their commitment to helping students and investing emotional labor in them. Throughout, data are also presented regarding how students perceived and experienced these strategies, and ultimately how they interpreted and appraised their relationships with educators, as trusting relationships were developed.</p>","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"703-732"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8887648/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220494","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
The Relationship Between Student Voice and Student Engagement in Urban High Schools. 城市高中学生发声与学生参与的关系。
Urban Review Pub Date : 2022-01-01 Epub Date: 2022-06-23 DOI: 10.1007/s11256-022-00637-2
Jerusha Conner, Michael Posner, Bright Nsowaa
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引用次数: 8
Correction to: It Don’t Affect Them Like it Affects Us: Disenfranchised Grief of Black Boys in the Wake of Peer Homicide 更正:它不会像影响我们一样影响他们:黑人男孩在同伴谋杀后被剥夺公民权的悲伤
Urban Review Pub Date : 2021-12-20 DOI: 10.1007/s11256-021-00630-1
A. Pabon, Vincent Basile
{"title":"Correction to: It Don’t Affect Them Like it Affects Us: Disenfranchised Grief of Black Boys in the Wake of Peer Homicide","authors":"A. Pabon, Vincent Basile","doi":"10.1007/s11256-021-00630-1","DOIUrl":"https://doi.org/10.1007/s11256-021-00630-1","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"81 1","pages":"83 - 84"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"52505053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students 他们真的在乎吗?黑人男学生文化相关关怀的批判种族理论分析
Urban Review Pub Date : 2021-11-24 DOI: 10.1007/s11256-021-00627-w
I. Jackson, Julia C. Ransom
{"title":"Do They Really Care? A Critical Race Theory Analysis of Culturally Relevant Caring for Black Male Students","authors":"I. Jackson, Julia C. Ransom","doi":"10.1007/s11256-021-00627-w","DOIUrl":"https://doi.org/10.1007/s11256-021-00627-w","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"531 - 553"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46260763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs 种族主义和种族语言学教师意识形态:当双语教育对拉丁裔人具有“内在文化相关性”时
Urban Review Pub Date : 2021-11-20 DOI: 10.1007/s11256-021-00628-9
Laura C. Chávez-Moreno
{"title":"Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs","authors":"Laura C. Chávez-Moreno","doi":"10.1007/s11256-021-00628-9","DOIUrl":"https://doi.org/10.1007/s11256-021-00628-9","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"554 - 575"},"PeriodicalIF":0.0,"publicationDate":"2021-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43612985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Taking the Teachers to School! Critical Consciousness Emerging: A Qualitative Exploration of Mexican American Youth’s Social Justice Orientation Development 带老师去学校!批判意识的浮现:美籍墨西哥裔青年社会正义取向发展的质性探索
Urban Review Pub Date : 2021-11-15 DOI: 10.1007/s11256-021-00623-0
Rachel F. Gómez, J. Cammarota
{"title":"Taking the Teachers to School! Critical Consciousness Emerging: A Qualitative Exploration of Mexican American Youth’s Social Justice Orientation Development","authors":"Rachel F. Gómez, J. Cammarota","doi":"10.1007/s11256-021-00623-0","DOIUrl":"https://doi.org/10.1007/s11256-021-00623-0","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"339 - 366"},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44363744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
“This School Helps A Lot”: Personal Agency Among Black Youth Within a Supportive School Environment “这所学校帮助很大”:支持性学校环境中黑人青年的个人能动性
Urban Review Pub Date : 2021-11-03 DOI: 10.1007/s11256-021-00626-x
Janise S. Parker, E. Marano, Delharty Manson, Erica Ruja, Christian Manigo, Ashwini Sarathy, B. Rees, Erin Shin
{"title":"“This School Helps A Lot”: Personal Agency Among Black Youth Within a Supportive School Environment","authors":"Janise S. Parker, E. Marano, Delharty Manson, Erica Ruja, Christian Manigo, Ashwini Sarathy, B. Rees, Erin Shin","doi":"10.1007/s11256-021-00626-x","DOIUrl":"https://doi.org/10.1007/s11256-021-00626-x","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"367 - 389"},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47006817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom Through an Abolitionist Framework 废除监狱的课程和教育学:通过废除主义框架改造公民课堂
Urban Review Pub Date : 2021-10-13 DOI: 10.1007/s11256-021-00622-1
Tadashi Dozono
{"title":"A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom Through an Abolitionist Framework","authors":"Tadashi Dozono","doi":"10.1007/s11256-021-00622-1","DOIUrl":"https://doi.org/10.1007/s11256-021-00622-1","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"411 - 427"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44259777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
“So it Takes Extra Time and Effort, Pero, Vale la Pena”: A Bilingual Teacher’s Testimonio Revealing Pedagogical Clarity “所以需要额外的时间和努力,佩罗,瓦莱拉佩纳”:一位双语教师的感言,揭示了教学的清晰度
Urban Review Pub Date : 2021-10-11 DOI: 10.1007/s11256-021-00621-2
Katherine Espinoza, Norma Guzmán, María Elena Salazar
{"title":"“So it Takes Extra Time and Effort, Pero, Vale la Pena”: A Bilingual Teacher’s Testimonio Revealing Pedagogical Clarity","authors":"Katherine Espinoza, Norma Guzmán, María Elena Salazar","doi":"10.1007/s11256-021-00621-2","DOIUrl":"https://doi.org/10.1007/s11256-021-00621-2","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"390 - 410"},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Case Studies in Social Death: The Criminalization and Dehumanization of Six Black and Latino Boys 社会死亡案例研究:六名黑人和拉丁裔男孩的犯罪化和非人性化
Urban Review Pub Date : 2021-09-28 DOI: 10.1007/s11256-021-00617-y
Gabby Medina Falzone
{"title":"Case Studies in Social Death: The Criminalization and Dehumanization of Six Black and Latino Boys","authors":"Gabby Medina Falzone","doi":"10.1007/s11256-021-00617-y","DOIUrl":"https://doi.org/10.1007/s11256-021-00617-y","url":null,"abstract":"","PeriodicalId":35993,"journal":{"name":"Urban Review","volume":"54 1","pages":"233 - 254"},"PeriodicalIF":0.0,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
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