Education and Urban Society最新文献_第4页

Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction 黑人和棕色人种学生的缺陷观点是否基于经验数据?从家长满意度看“城市教育”的神话

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2023-01-10 DOI: 10.1177/00131245221147001

Emily Holtz, Cristina Worley, John A. Williams

引用次数: 0

The Impact of Star Teacher Characteristics on Teacher Selection and Retention in Urban High Poverty Schools: A Qualitative Analysis 城市高贫困生学校明星教师特征对教师选择与留任的影响:一项定性分析

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2023-01-07 DOI: 10.1177/00131245221139451

Sueanne E. McKinney, Deana J. Ford, C. Tomovic

{"title":"The Impact of Star Teacher Characteristics on Teacher Selection and Retention in Urban High Poverty Schools: A Qualitative Analysis","authors":"Sueanne E. McKinney, Deana J. Ford, C. Tomovic","doi":"10.1177/00131245221139451","DOIUrl":"https://doi.org/10.1177/00131245221139451","url":null,"abstract":"A qualitative content analysis was employed to examine what factors contributed to effective teachers’ selection and retention in urban high poverty schools. First, the Star Teacher Interview was used to identify effective urban educators. Then, verbal interviews were conducted with star subjects to determine factors that contributed to their selection and decision to remain in urban high-poverty districts. An inductive analysis process revealed emerging and reoccurring themes. Four major factors were identified that influenced STAR teachers’ decision to begin their career in an urban school district and/or Title I school: Giving back to the community, diversity, location, and autonomy. Three major factors were identified that influenced STAR teachers’ decision to continue their career beyond 5 years in an urban school district and/or Title I school: Job satisfaction, effective with population, and perseverance. Implications of this study suggest that urban districts work closely with practicum and observation students from the universities who show promise in working with culturally diverse children. Providing teacher candidates with rich experiences in urban schools may positively impact their decision to work in urban settings.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42736981","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: 1

Men Don’t Ask for Directions: Gendered Social Capital and the Path to College at an Urban High School 《男人不问路:性别社会资本和城市高中的大学之路

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-12-21 DOI: 10.1177/00131245221142563

Suneal Kolluri

引用次数: 0

Looking Back to Move Forward: Exploring Urban Secondary Education Teacher Perceptions of Culturally Relevant Pedagogy 回望前行：探索城市中等教育教师的文化教育观

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-12-07 DOI: 10.1177/00131245221121668

Kathleen M. Sellers, A. H. Mackenzie

{"title":"Looking Back to Move Forward: Exploring Urban Secondary Education Teacher Perceptions of Culturally Relevant Pedagogy","authors":"Kathleen M. Sellers, A. H. Mackenzie","doi":"10.1177/00131245221121668","DOIUrl":"https://doi.org/10.1177/00131245221121668","url":null,"abstract":"This study draws on Gloria Ladson-Billings’ theory of culturally relevant pedagogy to explore how faculty at a private, Catholic, low-income serving, secondary school translated this theory into practice. Through a three-part action research methodology, the authors sought to answer two primary questions: How indicative are annual plans of culturally relevant pedagogy? How is culturally relevant pedagogy reflected in instructional practice? The data revealed faculty were not uniformly aware of the meaning or implications of culture nor culturally relevant pedagogy and incorporated such fractured knowledge into their annual plans to a limited degree, if at all. When those practices took place, they were often precipitated by student requests and linked directly with specific events in students’ lives in or outside the school environment. Additionally, faculty did not express a strong association between school-wide initiatives that were meant to be culturally relevant and the pedagogical work conducted in their classes. Further, Faculty of Color exhibited a greater level of critical consciousness and enumerated significantly more examples of cultural work than White faculty. Recommendations are made for additional research as well as targeted professional development, changes in staff learning practices, and fairer distributions of cultural work across faculty.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086689","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

School Choice, Local Discretion, and Stratification: Evidence From Inter-district Open Enrollment in Metro Detroit 学校选择、地方自由裁量权和分层:来自底特律大都会区开放招生的证据

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-12-01 DOI: 10.1177/00131245221137571

Jeremy Singer

引用次数: 1

Recovering Lost Learning Due to COVID 19: Expanding Enrichment Opportunities in an Urban School District 恢复因新冠肺炎而失去的学习19：扩大城市学区的丰富机会

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-11-16 DOI: 10.1177/00131245221137574

Andrew J. Koonce

引用次数: 0

“It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center “故意去人性化”:教育工作者在移民拘留中心的经历

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-11-10 DOI: 10.1177/00131245211042392

William McCorkle

引用次数: 0

“It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center “故意去人性化”：移民拘留中心的教育工作者经历

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-11-10 DOI: 10.3102/1890387

W. McCorkle

{"title":"“It’s Dehumanizing on Purpose”: Educators’ Experiences at an Immigration Detention Center","authors":"W. McCorkle","doi":"10.3102/1890387","DOIUrl":"https://doi.org/10.3102/1890387","url":null,"abstract":"This work highlights the experience of eight education students from a public university in the American Southeast in their trip to Stewart Immigration Detention Center. A pre-interview and two post-interviews were conducted to understand students’ perceptions toward the topic, what they learned from their experience, and how the experience affected their views on immigration with a particular concern for the intersection of immigration and education. Some of the themes that emerged were the broader injustices of the profit driven immigration detention industry, the difficulties of structural change, the idea of American (industrialized world) privilege, the ease by which individuals are detained, and the dehumanizing treatment. In regard to education, participants highlighted the need for curriculum to focus on the topic of immigration including the integration of immigrant stories, a global education that counters xenophobic narratives, and the need for a more critical approach overall in the social studies classroom. This research is relevant to the larger intersection of immigration policy and education and the need for educators to become advocates for social change not only in their classroom but in regard to the larger injustices in the society.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"463 - 487"},"PeriodicalIF":1.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46911571","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

School Policing, Climate, and Safety: The Challenges for Local Policy Makers in Urban Districts 学校治安、气候和安全：城市地区地方决策者面临的挑战

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-11-02 DOI: 10.1177/00131245221121798

H. Reynolds, R. Astor

引用次数: 0

Altruism, Jobs, and Alternative Certification: Mathematics Teachers’ Reasons for Entry and Their Retention 利他主义、工作与替代认证:数学教师的入职原因与留任

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-10-07 DOI: 10.1177/00131245221110559

P. Callahan, Andrew M. Brantlinger

引用次数: 2