Education and Urban Society最新文献_第6页

“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School “我实际上是一个赋予女性权力的人”:学生对一种批判性教学方法的看法，以重新吸引学校中有风险的女性

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-17 DOI: 10.1177/00131245221106725

Eóin MacMaoilir, Deirdre McGillicuddy

{"title":"“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School","authors":"Eóin MacMaoilir, Deirdre McGillicuddy","doi":"10.1177/00131245221106725","DOIUrl":"https://doi.org/10.1177/00131245221106725","url":null,"abstract":"Internationally, there is increasing concern regarding the disengagement of marginalized students, particularly girls, from the formal education system, particularly since Covid-19. Students experiencing oppression/marginalization within urban education systems are considered at-risk from poor attendance, early school leaving, underperformance, low self-confidence, and social exclusion. In considering Paolo Freire’s conceptualization of education as “the practice of freedom,” this paper presents findings from an intervention, the Female Empowerment Group, a critical pedagogical approach to re/engaging at-risk female students in school. The Female Empowerment Group created a space for at-risk female students to explore complex contemporary issues shaping the intersectionality of their identities as marginalized, feminized, and politicized citizens in/outside school. Drawing on findings from a mixed methods design (quantitative surveys (n = 21 girls), qualitative interviews (n = 9 students, 7 teachers, 2 parents), Ketso (n = 9 students), this study presents the power of critical pedagogy for empowering and re/engaging at-risk students in school. Findings illustrate the powerful impact of a critical pedagogical approach for empowering students, enhancing self-confidence, motivation, empathy, and engagement with issues impacting their lives. Reported outcomes included more positive relationships with adults/peers, increased re/engagement in class and enhanced sense of belonging in school.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"1047 - 1069"},"PeriodicalIF":1.2,"publicationDate":"2022-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229847","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

When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change 当一天到来时，我们问自己，在这个永无止境的阴影中，我们在哪里能找到光明？变革时间导论

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-15 DOI: 10.1177/00131245221107230

K. Beard

引用次数: 0

Social-Emotional Learning and Motivational Interviews With Middle School Youth With Disabilities or At-Risk for Disability Identification 残障或有残障风险中学青少年的社会情绪学习与动机访谈

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-14 DOI: 10.1177/00131245221110557

Anjali J. Forber-Pratt, Rachel A Hanebutt, B. Minotti, Nicole A. Cobb, Kortney Peagram

{"title":"Social-Emotional Learning and Motivational Interviews With Middle School Youth With Disabilities or At-Risk for Disability Identification","authors":"Anjali J. Forber-Pratt, Rachel A Hanebutt, B. Minotti, Nicole A. Cobb, Kortney Peagram","doi":"10.1177/00131245221110557","DOIUrl":"https://doi.org/10.1177/00131245221110557","url":null,"abstract":"Motivational interviewing (MI), a therapy strategy used to guide students to help students better understand how to develop their social emotional learning (SEL) skills to make positive choices that resolve social conflict, bodes promising for helping youth to cultivate the social and emotional skills needed to address bullying, peer drama, and other issues affecting their mental, physical, and emotional health. Bulldog Solution, Inc., a Chicago-based organization, utilized MI research-informed approach to increase students’ social conflict management and leadership skills through self-awareness and self-discovery, as a mechanism for preventing bullying and supporting the social and emotional growth of young people. This study presents emerging themes resulting from a 9-week, motivational interview and SEL-based program titled, “Peace Over Drama,” implemented with middle school students (sixth–seventh–eighth grade) with disabilities and/or at risk for disability-identification ( n = 17) in one Chicago middle school on the south side. Implications for school-based prevention models and scaling of similar SEL and MI programing are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48961916","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

Educational Social Enterprise and the Wicked Problem of Creativity and Literacy 教育社会企业与创造性和读写能力的邪恶问题

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-14 DOI: 10.1177/00131245221110554

Navid Sabet

引用次数: 0

Lifting as You Climb: Social Capital Development Through Aspirational Peer Mentoring 攀登中的攀登：通过有抱负的同伴辅导发展社会资本

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-13 DOI: 10.1177/00131245221106716

Wendy Cavendish, Déborah Perez, Lydia Ocasio-Stoutenburg

引用次数: 2

ACALETICS® and Predicting Mathematics Achievement With Racially Diverse and Economically Disadvantaged Students ACALETICS®和预测数学成绩与种族多样化和经济条件不利的学生

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-11 DOI: 10.1177/00131245221110553

Sonyia C. Richardson, Stephen D. Hancock

引用次数: 0

Today’s Civil Rights Fight: What’s Math Got to Do With It? 今天的民权斗争:数学与之有何关系?

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-03 DOI: 10.1177/00131245221106714

E. Bronson, Leroy L. Long

引用次数: 0

Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach 互动式教师促进以学生为中心和个性化的协同教学:一种生物社会方法

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-01 DOI: 10.1177/00131245221106717

I. Ahmed, M. Mikail

{"title":"Interactive Instructor for a Synergistic Student-Centered and Personalized Teaching: A Biosocial Approach","authors":"I. Ahmed, M. Mikail","doi":"10.1177/00131245221106717","DOIUrl":"https://doi.org/10.1177/00131245221106717","url":null,"abstract":"With or without pandemics, successful knowledge transfers and instilment of critical thinking in learners are strategic to teaching delivery. To revolutionize teaching practice and profession, the specific needs of every group of learners (such as gifted and talented, depressed, attention deficit hyperactivity disorder students, minority ethnic pupils, and low attaining) must be met. Therefore, a new paradigm that employs the right teaching styles for the right student at the right time should be adopted. A plethora of research has shown that enhanced understanding, retention, and critical thinking are better promoted in active learning strategies as compared to conventional passive learning. On the other hand, students’ critical thinking is most effectively enhanced by instructional approaches that incorporate constructivist, active-learning, and student-centered philosophies, in addition to other concepts like biosocial, psychological, psychosocial, emotional, motivational, and sociocultural perspectives. The execution of such a holistic perspective would inevitably require concerted efforts from all relevant key players and stakeholders.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"996 - 1018"},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45583736","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

Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce 批判教师对城市学校气候的看法:探索种族主义和种族回避文化对白人教师队伍的影响

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-01 DOI: 10.1177/00131245221106724

Lisa D. Bendixen, Tara J. Plachowski, Lori J. Olafson

{"title":"Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce","authors":"Lisa D. Bendixen, Tara J. Plachowski, Lori J. Olafson","doi":"10.1177/00131245221106724","DOIUrl":"https://doi.org/10.1177/00131245221106724","url":null,"abstract":"This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers’ perceptions were measured by the Teacher Perceptions of Urban School Climate survey that includes six dimensions that are important aspects of urban school climate: (1) Leadership, Relationality, and Care, (2) Perceptions of Security and Safety, (3) Student Belonging, (4) Constructivist Teacher Practice, (5) Diversity, Equity, and Inclusion, and (6) Educator Retention. Results indicate that elementary school teachers had more positive perceptions of urban school climate and beginning teachers were less positive about aspects of urban school climate. Implications stemming from the results are discussed including the role whiteness and racism play in teacher perceptions of urban school climate and teacher education.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"949 - 974"},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47527120","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

Future Orientation as a Moderator of Bullying Victimization and School Outcomes: Comparing Heterosexual and Sexual Minority Urban African American Adolescents 作为欺凌受害者和学校成绩的调节者的未来取向：城市非裔美国异性恋和性少数群体青少年的比较

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-07-01 DOI: 10.1177/00131245221106722

J. Hong, Ryan M. Wade, Jinwon Kim, D. Espelage, Tyreasa Washington, Dexter R. Voisin

{"title":"Future Orientation as a Moderator of Bullying Victimization and School Outcomes: Comparing Heterosexual and Sexual Minority Urban African American Adolescents","authors":"J. Hong, Ryan M. Wade, Jinwon Kim, D. Espelage, Tyreasa Washington, Dexter R. Voisin","doi":"10.1177/00131245221106722","DOIUrl":"https://doi.org/10.1177/00131245221106722","url":null,"abstract":"Bullying victimization remains to be a public health concern in the United States, especially among sexual and ethnic minority youth. However, few studies have examined how school outcomes might be associated with bullying victimization among heterosexual and sexual minority African American youth and the factors that may attenuate that relationship. To address this gap, this study surveyed 462 heterosexual and 102 sexual minority African American youth residing in Chicago’s Southside neighborhoods, who participated in the Resiliency Project. Study variables included bullying victimization, school outcomes (i.e., school connectedness, and academic grades), and future orientation. Bullying victimization was associated with a significant increase in feeling disconnected from school among both heterosexual and sexual minority adolescents; however, there was no significant association observed between bullying victimization and receiving low grades among either group. Future orientation did not moderate the association between bullying victimization and school outcomes among heterosexual adolescents; however, positive future orientation did attenuate the association between bullying victimization and feeling disconnected from school among sexual minority adolescents. Prevention programs that focus on promoting school connectedness need to consider the role of future orientation for sexual minority youth.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"899 - 921"},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45399044","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