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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
{"title":"Altruism, Jobs, and Alternative Certification: Mathematics Teachers’ Reasons for Entry and Their Retention","authors":"P. Callahan, Andrew M. Brantlinger","doi":"10.1177/00131245221110559","DOIUrl":"https://doi.org/10.1177/00131245221110559","url":null,"abstract":"This study examines the relationship between alternatively certified mathematics teachers’ stated reasons for entry and their odds of retention at the school level and at the district level. Study participants were members of the 2006 and 2007 cohorts of New York City Teaching Fellows who completed three surveys over a 9-year period. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history of cohort members as well as demographic information about the teachers and sites of employment in New York City (NYC) public schools. Drawing on retention and survey data, we found that, of the four reasons for entry factors, two were predictive of NYCTF mathematics teacher retention (i.e., job benefits and alternative certification) and two were not (i.e., altruism and meaningful job). Given the cost associated with recruiting and training alternatively certified teachers, information to improve the initial selection process and increase the rate of retention makes financial sense for districts that employ alternatively certified teachers.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43591655","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
A Case Study: A Novice Teacher’s Mentoring Experiences the First Year and Beyond 个案研究:新手教师第一年及以后的辅导经验
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-09-20 DOI: 10.1177/00131245221121664
Vannessa Smith Washington
{"title":"A Case Study: A Novice Teacher’s Mentoring Experiences the First Year and Beyond","authors":"Vannessa Smith Washington","doi":"10.1177/00131245221121664","DOIUrl":"https://doi.org/10.1177/00131245221121664","url":null,"abstract":"Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor’s degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, “What were the differences, challenges, and successes between novice teachers’ first-year experiences and their third-year mentoring experiences?” Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41673679","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
Incoming! Spatial Enrollment Competition between Charter Schools and Traditional Public Schools 传入的!特许学校与传统公立学校的空间招生竞争
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-09-13 DOI: 10.1177/00131245221106708
Brock Hicks, Michael C. Lens
{"title":"Incoming! Spatial Enrollment Competition between Charter Schools and Traditional Public Schools","authors":"Brock Hicks, Michael C. Lens","doi":"10.1177/00131245221106708","DOIUrl":"https://doi.org/10.1177/00131245221106708","url":null,"abstract":"The meteoric rise in charter schools has several implications for traditional public schools and their students. One understudied implication is the geographic competition for students. Given traditional public school boundaries are often fixed while charter school boundaries are more flexible, charter schools can draw students away from existing traditional public schools, and we have very little information about how distance matters in the competition for students. Because of this, traditional public schools and school districts have little ability to plan for enrollment changes in the face of charter school growth. Our paper uses data on enrollments and demographics in all charter and traditional public schools in Los Angeles from 2000 to 2013 to better understand these dynamics. We find that traditional public school enrollments clearly decline with competition from nearby charter schools. However, we also observe that charter schools tend to locate where traditional public school enrollments are on the decline. Competition is more relevant for elementary schools at short distances—within about 1 mi appears to be where the associations between charter school enrollments and TPS enrollment declines are the strongest. For middle and high schools, those connections are apparent within 2 to 6 mi in some models.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43001362","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 Role of Family-School Partnerships in School Choice 探讨家庭与学校的伙伴关系在学校选择中的作用
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-09-08 DOI: 10.1177/00131245221110558
Jason E. Saltmarsh
{"title":"Exploring the Role of Family-School Partnerships in School Choice","authors":"Jason E. Saltmarsh","doi":"10.1177/00131245221110558","DOIUrl":"https://doi.org/10.1177/00131245221110558","url":null,"abstract":"Parental access to useful information about schools continues to be a structural barrier that limits the equity potential of school choice programs. While “information interventions” or simplified and readable knowledge resources show promise for counteracting information disparities between families, this line of research has provided limited insight on the particular preferences and needs of parents or the value of person-to-person interpretive assistance in school decisions. This exploratory study uses qualitative methods to investigate parent-school collaboration for the purpose of school selection in Washington, D.C. Drawing on a social capital framework, this study analyzes information transactions from parents’ perspectives to clarify ways in which school personnel currently function as liaisons of choice. Findings from this study indicate future opportunities for districts to improve the outcome of school choice through better training of school and district personnel.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41278108","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
Leading Equitable Distance Education During Times of Crisis 危机时期领导公平的远程教育
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-09-06 DOI: 10.1177/00131245221121665
A. Anthony, Dustin Miller
{"title":"Leading Equitable Distance Education During Times of Crisis","authors":"A. Anthony, Dustin Miller","doi":"10.1177/00131245221121665","DOIUrl":"https://doi.org/10.1177/00131245221121665","url":null,"abstract":"COVID-19 shed light on persistent disparities among K-12 school districts, particularly regarding technology access, its use, and educational outcomes. Although resources exist to inform the design and delivery of distance education at the course level, there is a lack of resources to inform program-level decisions about equitable distance education that impact educators and learners across a school system. Drawing on existing literature on educational equity, this article discusses four ways schools may frame equitable distance education. This article also discusses critical lessons schools learned from the COVID-19 pandemic about sustaining equitable technology-supported learning environments during times of crisis.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43537986","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
A Critical Civic Praxis Approach to Empowering Urban Youth Leaders in a Community-Based Organization 在社区组织中赋予城市青年领袖权力的关键公民实践方法
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-09-05 DOI: 10.1177/00131245221121662
Ashley D. Domínguez, Amber Overholser, Carrie Sampson
{"title":"A Critical Civic Praxis Approach to Empowering Urban Youth Leaders in a Community-Based Organization","authors":"Ashley D. Domínguez, Amber Overholser, Carrie Sampson","doi":"10.1177/00131245221121662","DOIUrl":"https://doi.org/10.1177/00131245221121662","url":null,"abstract":"Although research illustrates that community-based organizations (CBOs) offer critical support to the education of historically marginalized youth, less is known about CBOs’ role in developing youth’s critical civic praxis toward social justice. In this case study, we analyzed semi-structured interviews with youth who participated in a college preparation and social justice-focused CBO during high school in an urban community where many of them experienced profound disparities. The purpose of this study was to explore the role that CBOs play in shaping youth’s critical civic praxis during and post high school. The study findings suggest that CBOs can significantly influence youth’s commitment to social justice far beyond K-12 schooling, instilling community values such as reciprocity that reposition the pursuit of higher education as a form of social justice. We offer implications for CBOs who serve historically marginalized youth, whose commitment to improving educational opportunities include social justice for youth and their surrounding communities.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441279","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
SEL in Context: School Mobility and Social-Emotional Learning Trajectories in a Low-Income, Urban School District 背景下的SEL:低收入城市学区的学校流动性和社会情感学习轨迹
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-08-17 DOI: 10.1177/00131245221106735
Jessica E. Schnittka Hoskins, J. Schweig
{"title":"SEL in Context: School Mobility and Social-Emotional Learning Trajectories in a Low-Income, Urban School District","authors":"Jessica E. Schnittka Hoskins, J. Schweig","doi":"10.1177/00131245221106735","DOIUrl":"https://doi.org/10.1177/00131245221106735","url":null,"abstract":"Social-emotional competencies (SECs) stand to benefit children in a myriad of ways. However, school-based social-emotional learning (SEL) programs are often ineffective in low-income, urban school districts, calling into question whether they adequately address student needs. The present study investigated whether and how one source of stress more common in these communities—school mobility—impacted SEL for predominantly African American students living in a low-income, urban district. Using a series of multi-level growth models, we found that school mobility was only detrimental (on average) under certain circumstances—for example, when students moved to schools with worse relative levels of school safety. These findings suggest that SEL programs should address school climate and safety in addition to individual-level competencies.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608510","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
Black Undergraduate Networking on an Urban, Historically White Campus: The Making of Social Capital 城市白人校园中的黑人大学生网络：社会资本的形成
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-08-08 DOI: 10.1177/00131245221114882
Liane I. Hypolite
{"title":"Black Undergraduate Networking on an Urban, Historically White Campus: The Making of Social Capital","authors":"Liane I. Hypolite","doi":"10.1177/00131245221114882","DOIUrl":"https://doi.org/10.1177/00131245221114882","url":null,"abstract":"Formerly preferred, but increasingly required, a college degree has become a prerequisite in a competitive job market. For Black undergraduates who continue to face systemic disparities in college completion, gaps in hiring are exacerbated by unequal access to leadership positions and professional training, such as internships, during college. Since informal connections and social networks heavily influence occupational access, this research article presents a relational, ethnographic approach to better understand the opportunities and constraints of networking for Black undergraduates in an urban campus context. This study advances prior social capital research by not only offering where networks exist but also presenting how they form and develop over time and across space. The findings show how Black students attending an urban, selective, and historically White institution (HWI) do not merely discover connections but deliberately construct them, illuminating the process through which social capital is made.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46558888","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
Diversifying Neighborhoods, Diversifying Schools? The Relationship Between Neighborhood Racial Change and School Segregation in New York City 社区多元化，学校多元化?纽约社区种族变化与学校种族隔离的关系
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-07-28 DOI: 10.1177/00131245221110555
Kfir Mordechay, Jennifer B. Ayscue
{"title":"Diversifying Neighborhoods, Diversifying Schools? The Relationship Between Neighborhood Racial Change and School Segregation in New York City","authors":"Kfir Mordechay, Jennifer B. Ayscue","doi":"10.1177/00131245221110555","DOIUrl":"https://doi.org/10.1177/00131245221110555","url":null,"abstract":"College-educated White households have increasingly opted to live in central urban neighborhoods, transforming many parts of the urban core. While there is emerging evidence that schools may play a key part in this process, little is known about the extent of racial contract between children of gentrifier households and original residents. This study examines NYC’s gentrifying areas, and the changing racial diversity in schools. Using data from the Census and the National Center for Educational Statistics, this study finds that schools in NYC’s gentrifying areas have seen a reduction in racial segregation, more in traditional public schools than in charters. While this trend may be promising, high levels of segregation persist. Policy and research implications are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589963","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: 3
The National School Lunch Program and Healthy Eating: An Analysis of Food Selection and Consumption in an Urban Title I Middle School 国家学校午餐计划与健康饮食——城市一中食品选择与消费分析
IF 1.2 4区 教育学
Education and Urban Society Pub Date : 2022-07-25 DOI: 10.1177/00131245221110552
Robert Kaiser, Daniel Hamlin
{"title":"The National School Lunch Program and Healthy Eating: An Analysis of Food Selection and Consumption in an Urban Title I Middle School","authors":"Robert Kaiser, Daniel Hamlin","doi":"10.1177/00131245221110552","DOIUrl":"https://doi.org/10.1177/00131245221110552","url":null,"abstract":"The National School Lunch Program (NSLP) is a federal program that provides free and reduced priced lunch to millions of low-income children in urban schools. Empirical research shows mixed results on the physical and nutritional health of urban students participating in the program. However, a considerable limitation of this literature is that it focuses on student participation in the NSLP rather than what students consume when they receive a school lunch. By directly collecting a random of sample of school lunches, we analyze the nutritional content of both selected and consumed school lunches ( n = 141) at a Title I middle school in a large US city. Results indicated that the food items that students select for school lunch are low in nutrients and high in sugar. Furthermore, food that students ultimately consumed during lunch had even lower nutritional value while consumption of sugar remained high. Future research is needed to investigate school-based interventions that leaders can deploy to foster healthy eating in urban schools.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43890194","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
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