Education and Urban Society最新文献_第7页

The TEA Evaluation Toolkit: Assessing Transdisciplinary, Experiential, and Adaptive Learning and Teaching in Urban Design Studios TEA评估工具包:评估城市设计工作室的跨学科、经验和适应性学习与教学

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-06-29 DOI: 10.1177/00131245221106732

E. Palazzo, Shirleyana

引用次数: 1

The Unintended Consequences of VAM: Excluding Latinx Social Studies Topics VAM的意外后果：排除拉丁裔社会研究主题

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-06-25 DOI: 10.1177/00131245221106712

Maribel Santiago, Hana Kang

引用次数: 0

The Promise and Pitfalls of Transformational Leadership for Decreasing the Use of Out-of-School Suspensions and Reduce the Racial Discipline Gap 变革型领导对减少校外停学使用和缩小种族纪律差距的承诺和陷阱

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-06-25 DOI: 10.1177/00131245221106710

Ify Ogwumike, V. Rangel, Detra D. Johnson

引用次数: 0

Social Disorganization, Community Engagement, and Public High School Performance 社会混乱、社区参与与公立高中表现

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-05-18 DOI: 10.1177/00131245221092746

David Z. Kanaan

引用次数: 0

Community-Based Educational Leadership in Principal Preparation: A Comparative Case Study of Aspiring Latina Leaders 校长准备中的社区教育领导:一个有抱负的拉丁裔领导人的比较案例研究

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-05-12 DOI: 10.1177/00131245221092743

Van T. Lac, Christina J. Diaz

引用次数: 1

Self-Efficacy, Subjective Norms, Self-Regulated Learning: An Application of the Theory of Planned Behavior With GEAR UP Students 自我效能感、主观规范、自我调节学习:计划行为理论在GEAR UP学生中的应用

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-05-05 DOI: 10.1177/00131245221092744

James M. Ellis, Lumas J. Helaire

引用次数: 1

Three Parameters of Urban K-8 Education During Pre- and Post-Covid-19 Restrictions: Comparison of Students of Slums, Tin-Sheds, and Flats in Bangladesh 19世纪前后限制期间城市K-8教育的三个参数：孟加拉国贫民窟、Tin-Sheds和Flats学生的比较

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-05-05 DOI: 10.1177/00131245221086277

G. M. Alam, Morsheda Parvin

{"title":"Three Parameters of Urban K-8 Education During Pre- and Post-Covid-19 Restrictions: Comparison of Students of Slums, Tin-Sheds, and Flats in Bangladesh","authors":"G. M. Alam, Morsheda Parvin","doi":"10.1177/00131245221086277","DOIUrl":"https://doi.org/10.1177/00131245221086277","url":null,"abstract":"According to a proverb often referring to the misery that prevails in restricted if enlightened surroundings, “It is dark under the lamp.” Urban areas have emerged as centers of excellence as far as economic development is concerned. People coming from diverse cultural, professional, and economic backgrounds live in cities. Gaps their economic conditions have led to various clusters of people much different from their rural counterparts. Comparing between urban and rural areas, studies often argued that urban education is exceptionally better. Adopting “descriptive analysis” of both secondary and primary data, this study notes that students living in urban slums suffer in terms of three parameters (access, attendance, and academic performance) of K-8 education. Government-run education neglects students living in the slums and this enabled NGOs to step in. Students living in tin-sheds receive education mainly through the government’s initiatives, while those living in flats attend private, international, and elite-public schools. Students who live in tin-sheds cannot compete with those who live in flats, let alone the slums. The Covid-19 pandemic has further aggravated this crisis. Substantial policy intervention by the government may be the only viable way to ensure developing nations’ K-8 urban education is safe from criticism.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"1120 - 1143"},"PeriodicalIF":1.2,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012669","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

Not Another School Shooting: Media, Race, and Gun Violence in K-12 Schools 不是另一起校园枪击案：K-12学校的媒体、种族和枪支暴力

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-05-05 DOI: 10.1177/00131245221092739

Breahannah Hilaire, Laurie O. Campbell, Viki P. Kelchner, Eric D. Laguardia, Cassandra Howard

引用次数: 0

How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation 如何在城市教育中促进社会创业？主动学习实现

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-04-13 DOI: 10.1177/00131245221083551

Carlos Capella-Peris, Mary M. Cosgrove, Celina Salvador-García, M. Maravé-Vivas

{"title":"How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation","authors":"Carlos Capella-Peris, Mary M. Cosgrove, Celina Salvador-García, M. Maravé-Vivas","doi":"10.1177/00131245221083551","DOIUrl":"https://doi.org/10.1177/00131245221083551","url":null,"abstract":"This paper analyzes the effects of active learning (AL) on the social entrepreneurship (SE) of physical education teacher education students (n = 158) from an Urban School. AL participants applied several strategies including but not limited to flipped classroom, problem solving, team projects, or case studies. The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of six non-equivalent groups implementing the Social Entrepreneurship Competency Scale (SECS). Meanwhile, qualitative analysis was undertaken analyzing 119 reflective journals. Quantitative results provide significant evidence regarding the positive effect of AL on SE. Qualitative analysis complements this view describing how SE was developed (e.g., providing-receiving feedback among peers). Additionally, data transformation displays an alternative analysis of the benefit provided. Our results display how AL improves SE of physical education teacher education students, enhancing new research into this direction to meet current education demands.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"771 - 791"},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46784884","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

Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms 利用机器学习分类算法预测具有文化智能和自我效能感的文化反应型教师角色

IF 1.2 4区教育学

Education and Urban Society Pub Date : 2022-04-13 DOI: 10.1177/00131245221087999

Kasım Karataş, Ibrahim Arpaci, Yusuf Yildirim

{"title":"Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms","authors":"Kasım Karataş, Ibrahim Arpaci, Yusuf Yildirim","doi":"10.1177/00131245221087999","DOIUrl":"https://doi.org/10.1177/00131245221087999","url":null,"abstract":"This study aimed to predict the culturally responsive teacher roles based on cultural intelligence and self-efficacy using machine learning classification algorithms. The research group consists of 415 teachers from different branches. The Bayes classifier (NaiveBayes), logistic-regression (SMO), lazy-classifier (KStar), meta-classifier (LogitBoost), rule-learner (JRip), and decision-tree (J48) were employed in the assessment of the predictive model. The results indicated that JRip rule-learner had a better performance than other classifiers in predicting the culturally responsive teachers based on six attributes used in the study. The JRip rule-learner classified the culturally responsive teachers as low, medium, or high with an accuracy of 99.76% (CCI: 414/415) [Kappa statistic: 0.996, Mean Absolute Error (MAE): 0.003, Root Mean Square Error (RMSE): 0.043, Relative Absolute Error (RAE): 0.663, Relative Squared Error (RRSE): 9.244]. The results indicated that all classifiers had an acceptable performance but JRip rule-learner had a better performance than the other classifiers in predicting the culturally responsive teachers.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"55 1","pages":"674 - 697"},"PeriodicalIF":1.2,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477474","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