Education and Urban Society最新文献

A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference? 教师多元文化自我效能感的跨国研究：教师初始教育和专业发展中的多元文化教育能否发挥作用？

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-09-17 DOI: 10.1177/00131245241278673

Qin Mou, Hakan Dursun, Orhan Agirdag

引用次数: 0

CORRIGENDUM to When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change 当白昼来临，我们扪心自问：在这无边无际的阴暗中，我们到哪里去寻找光明？变革时刻》导言

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-08-21 DOI: 10.1177/00131245241275154

引用次数: 0

Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide 缩小差距：探索城市高需求教师对在线教学准备和数字鸿沟的看法

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-08-13 DOI: 10.1177/00131245241261088

Erik Kormos

{"title":"Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide","authors":"Erik Kormos","doi":"10.1177/00131245241261088","DOIUrl":"https://doi.org/10.1177/00131245241261088","url":null,"abstract":"This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"21 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Charterization, Gentrification, and the Geography of Opening and Closing Schools in Washington, DC 华盛顿特区的特许经营、郊区化以及学校开设和关闭的地理情况

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-07-25 DOI: 10.1177/00131245241265098

Ryan M. Good

引用次数: 0

The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence 双师素质与能力的内部结构与影响机制

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-07-25 DOI: 10.1177/00131245241261085

Qi Cheng, Liu Zhao, Weijun Li

{"title":"The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence","authors":"Qi Cheng, Liu Zhao, Weijun Li","doi":"10.1177/00131245241261085","DOIUrl":"https://doi.org/10.1177/00131245241261085","url":null,"abstract":"The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"36 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Revisiting the Multi-Tiered System of Supports Framework: An Important Mechanism for Realizing Equitable Education in Urban Schools 重新审视多层支持系统框架：实现城市学校公平教育的重要机制

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-07-23 DOI: 10.1177/00131245241262013

Timothy E. Morse

{"title":"Revisiting the Multi-Tiered System of Supports Framework: An Important Mechanism for Realizing Equitable Education in Urban Schools","authors":"Timothy E. Morse","doi":"10.1177/00131245241262013","DOIUrl":"https://doi.org/10.1177/00131245241262013","url":null,"abstract":"Before the COVID-19 pandemic, the multi-tiered system of supports (MTSS) framework was established as a comprehensive, equitable approach for addressing urban students’ academic, behavioral, and social-emotional needs. Still, confusion surrounded its implementation. On returning to in-person instruction, urban educators have been challenged to resurrect their school’s MTSS framework while simultaneously confronting many other issues, such as increased student absenteeism, academic achievement deficits, and staffing shortages. Consequently, revisiting this matter is warranted, particularly concerning operating MTSS frameworks in high-poverty urban schools. Accordingly, this paper explains the design and operation of an MTSS and then discusses its historical evolution and current relevance. Next, the article identifies drivers of well-functioning MTSS frameworks while discussing the circumstances surrounding high-poverty urban schools. The paper concludes with a discussion of a core component of an MTSS framework that urban educators have identified as one for which they need more information: intensifying instruction. Properly addressing this component will equip urban educators with the foundational knowledge they need to design and implement an MTSS framework tailored to their unique circumstances.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Teacher Mobility from “Starter School” to “Forever School”: The Impact on Urban Schools and Students 从 "起步学校 "到 "永久学校 "的教师流动：对城市学校和学生的影响

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-05-28 DOI: 10.1177/00131245241253573

Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina

{"title":"Teacher Mobility from “Starter School” to “Forever School”: The Impact on Urban Schools and Students","authors":"Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina","doi":"10.1177/00131245241253573","DOIUrl":"https://doi.org/10.1177/00131245241253573","url":null,"abstract":"Bronfenbrenner’s Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district ( n = 18) and an urban school district ( n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters ( p < .001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2).","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Am I Safe at My Educational Place? Creating Secure and Sustainable Urban Learning Spaces Through Green Infrastructure and Ecological Education 我的教育场所安全吗？通过绿色基础设施和生态教育打造安全、可持续的城市学习空间

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-05-11 DOI: 10.1177/00131245241249980

Wenbo Ma, Ali Junaid Khan, Sana Fayyaz, Samantha Curle, Iza Gigauri

{"title":"Am I Safe at My Educational Place? Creating Secure and Sustainable Urban Learning Spaces Through Green Infrastructure and Ecological Education","authors":"Wenbo Ma, Ali Junaid Khan, Sana Fayyaz, Samantha Curle, Iza Gigauri","doi":"10.1177/00131245241249980","DOIUrl":"https://doi.org/10.1177/00131245241249980","url":null,"abstract":"Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"20 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Psychosocial and Educational Vulnerability of Overweight Children from Urban Schools 城市学校超重儿童的社会心理和教育脆弱性

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-05-08 DOI: 10.1177/00131245241249987

Michael R. Capawana

引用次数: 0

Conceptualizing Education for Sustainable Development in Urban Secondary Schools 城市中学可持续发展教育的概念化

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2024-03-21 DOI: 10.1177/00131245241238001

Saphia Zenasni, Tom Emile Kuppens, Joost Vaesen, Jill Surmont, Iris Stiers

引用次数: 0