Education and Urban Society最新文献_第10页

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers 多元文化课堂：加拿大防腐教师的文化反应教学自我效能感

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-15 DOI: 10.1177/00131245211062526

S. Chahar Mahali, P. Sevigny

引用次数: 3

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond 变革的时刻:了解教师社会情感学习在2019冠状病毒病期间及以后对反种族主义和学生福祉的支持

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-15 DOI: 10.1177/00131245211062527

K. Beard, J. Vakil, T. Chao, Cory D. Hilty

{"title":"Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond","authors":"K. Beard, J. Vakil, T. Chao, Cory D. Hilty","doi":"10.1177/00131245211062527","DOIUrl":"https://doi.org/10.1177/00131245211062527","url":null,"abstract":"During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another’s SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46498916","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: 6

Putting the Self in Self-Efficacy: Personal Factors in the Development of Early Teacher Self-Efficacy 将自我置于自我效能中:早期教师自我效能发展中的个人因素

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-15 DOI: 10.1177/00131245211062528

Madhu Narayanan, Jill G. Ordynans, A. Wang, Matthew S. McCluskey, Nathalie Elivert, Anne L. Shields, Anne C. Ferrell

引用次数: 2

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education 隐性学业无用感:初中教育的意外负担

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-15 DOI: 10.1177/00131245211063880

J. Simonová, Jan Vyhnálek, D. Dvořák, Jana Straková

引用次数: 1

College Learning From Classrooms to the Internet: Adoption of the YouTube as Supplementary Tool in COVID-19 Pandemic Environment 从课堂到互联网的大学学习：在新冠肺炎大流行环境中采用YouTube作为补充工具

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-14 DOI: 10.1177/00131245211062516

Dawei Liu, Jinlin Luo

引用次数: 7

How Can Schools Increase Students’ Hopefulness Following the Pandemic? 新冠肺炎疫情后，学校如何增强学生的希望?

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-14 DOI: 10.1177/00131245211062525

Bruce G. Barnett

引用次数: 1

Faith-Driven Gentrification and Displacement in Education in Israeli Urban Neighborhoods 以色列城市社区中信仰驱动的中产阶级化和教育流离失所

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-14 DOI: 10.1177/00131245211062520

Janet Cohen, Miriam Billig

引用次数: 1

A Thematic Analysis of the Reported Effect Anxiety Has on University Students 焦虑对大学生影响的专题分析

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-12-09 DOI: 10.1177/00131245211062512

Jacquelyne Ladejo

引用次数: 7

Educating Latinx and African American Students in Charter Schools: A Comparative Study from Chicago 特许学校对拉丁裔和非裔美国学生的教育:来自芝加哥的比较研究

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-11-01 DOI: 10.1177/00131245211027522

Qingyu Bu, R. Mendenhall

{"title":"Educating Latinx and African American Students in Charter Schools: A Comparative Study from Chicago","authors":"Qingyu Bu, R. Mendenhall","doi":"10.1177/00131245211027522","DOIUrl":"https://doi.org/10.1177/00131245211027522","url":null,"abstract":"The public school system in U.S. has changed dramatically over the past few decades. Institutionally, neo-liberal reform has created a new educational apparatus known as charter schools. As they admit students without school boundaries, these schools promise to offer great opportunities for disadvantaged students. The enrollment in charter schools is mainly Latinx and Black students, especially in large urban areas. That demographic shift is not reflected in the literature because previous studies have predominately focused on comparisons between Whites and minorities. Using Chicago as a case, this study compares the association between the enrollment of Black and Latinx students with educational resources and academic performance in charter schools. Using Illinois Report Card data representing 119 public schools during the 2016 to 2017 academic year, we aimed to understand which group could more systemically benefit from charter schools. We found that although the enrollment of Black students might be associated with better educational resources (i.e., total number of school days per academic year, and class size), the enrollment of Latinx students predicted stronger school academic performance on the SAT and PARCC. Those findings can contribute to the debate about institutionalized racial inequality in education and the effects of charter schools.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"54 1","pages":"771 - 796"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48892435","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

Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education Among Black Girls 探讨学校因素对黑人女孩完成中学后教育期望的影响

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2021-10-26 DOI: 10.1177/00131245211048429

Sandra R. Kalu

{"title":"Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education Among Black Girls","authors":"Sandra R. Kalu","doi":"10.1177/00131245211048429","DOIUrl":"https://doi.org/10.1177/00131245211048429","url":null,"abstract":"Obtaining a college degree can enhance many aspects of one’s life including health outcomes and lifetime earnings. Given the racial opportunity gap that remains prevalent in the education system, and the gendered racial biases held against Black girls and women, they face many obstacles on their path to higher education. Considering the relationship between higher education and financial status, when these obstacles hinder their academic success Black women face serious economic issues that adversely impacts their livelihood and the wellbeing of their families. Still, there remains limited investigation into the indicators of college completion among this population. Assessing indicators related to college completion during their high school years can support educators in recognizing and monitoring students who require extra support early in their academic careers. This study uses an intersectional lens to investigate whether various school factors predict intent to complete college among this sample of Black high school girls (N = 1,811). Findings show that teacher bias, school discipline, and school resources are significant predictors of college expectations among this sample.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"54 1","pages":"1052 - 1071"},"PeriodicalIF":1.2,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42209906","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: 2