The Urban Review最新文献_第2页

“I’d Say, Transfer Schools are Revolutionary”: Alternative Schools as Revolutionary Spaces Under Assault "我想说，转校学校是革命性的"：作为革命空间的另类学校受到攻击

The Urban Review Pub Date : 2024-04-12 DOI: 10.1007/s11256-024-00693-w

Mica Baum-Tuccillo, Varnica Arora, Michelle Fine

引用次数: 0

Intersecting Influences on Disciplinary Absences in K-12 Education: Evidence of Cumulative Disadvantage K-12 教育中违纪旷课的交叉影响因素：累积性劣势的证据

The Urban Review Pub Date : 2024-04-10 DOI: 10.1007/s11256-024-00691-y

Beth S. Russell, Yuyang Hu, A. Horton, Mackenzie N. Wink

引用次数: 0

Correction: Towards Self‑Recovery: Cultivating Love with Young Women of Color Through Pedagogies of Bodymindspirit 更正：走向自我恢复：通过身体-心灵教学法培养有色人种年轻女性的爱心

The Urban Review Pub Date : 2024-04-10 DOI: 10.1007/s11256-024-00692-x

Stephanie Cariaga

引用次数: 0

Can We Talk for a Minute? Understanding Asset-Based Mechanisms for Academic Achievement from the Voices of High-Achieving Black Students 我们能谈谈吗？从成绩优异的黑人学生的心声中了解基于资产的学业成就机制

The Urban Review Pub Date : 2024-03-10 DOI: 10.1007/s11256-024-00690-z

Beverly J. Webb, Sara C. Lawrence

引用次数: 0

Out of a Crisis Comes Resilience: Community School Coordinators Work Through the Pandemic to Generate Social Capital in Baltimore’s Neighborhoods 走出危机，重获新生：社区学校协调员克服大流行病，在巴尔的摩社区创造社会资本

The Urban Review Pub Date : 2024-02-29 DOI: 10.1007/s11256-024-00688-7

Jessica T. Shiller

引用次数: 0

Changing Schools, Growing Teachers, Creating Spaces for Equitable Learning: Toward a Systemic Re-envisioning of Educational Practices 改变学校，培养教师，创造公平学习的空间：实现对教育实践的系统再认识

The Urban Review Pub Date : 2024-02-26 DOI: 10.1007/s11256-024-00687-8

Michele Myers, Catherine Compton-Lilly

引用次数: 0

Beyond Niceties: Urban Black and Latiné High School Students’ Racially and Culturally Situated Perceptions of Care 超越礼节：城市黑人和拉美裔高中生从种族和文化角度对关爱的看法

The Urban Review Pub Date : 2024-02-22 DOI: 10.1007/s11256-024-00689-6

Patricia Buenrostro, Monica L. Miles

引用次数: 0

“Learning Can’t Occur in Chaos:” A Critical Policy Discourse Analysis of No Excuses Charter School Websites "学习不可能在混乱中发生："对 "没有任何借口 "特许学校网站的批判性政策话语分析

The Urban Review Pub Date : 2024-01-17 DOI: 10.1007/s11256-023-00686-1

Andrea J. Bingham, Kristi McCann

引用次数: 0

Navigating (and Disrupting) the Digital Divide: Urban Teachers' Perspectives on Secondary Mathematics Instruction During COVID-19. 导航(并打破)数字鸿沟:城市教师对2019冠状病毒病期间中学数学教学的看法。

The Urban Review Pub Date : 2022-01-01 Epub Date: 2021-07-13 DOI: 10.1007/s11256-021-00611-4

Alesia Mickle Moldavan, Robert M Capraro, Mary Margaret Capraro

{"title":"Navigating (and Disrupting) the Digital Divide: Urban Teachers' Perspectives on Secondary Mathematics Instruction During COVID-19.","authors":"Alesia Mickle Moldavan, Robert M Capraro, Mary Margaret Capraro","doi":"10.1007/s11256-021-00611-4","DOIUrl":"https://doi.org/10.1007/s11256-021-00611-4","url":null,"abstract":"This study examines the perspectives and lived experiences of 10 urban secondary mathematics teachers from two epicenters of COVID-19 in the United States regarding their transition to digital learning during the 2019-2020 academic year. We use case study methodology with phenomenological interviews to gather insights into the teachers' efforts to modify their mathematics instruction and curriculum while navigating observed digital inequities and new digital tools for mathematics teaching. We also report on the teachers' targeted attempts to bridge home and school while problematizing the threatened humanistic aspect of remote teaching and learning. These frontline experiences recognize technology-associated systemic inequities in marginalized, urban communities and the need to strategize ways to implement equity-oriented technology integration that benefits all learners, especially urban youth. By critically examining digital education in the urban context, crucial conversations can transpire that critique (and disrupt) the digital divide in mathematics education and open doors for other stakeholders to broadly discuss the logistics and implications of digital education to enhance new ways of teaching and learning.","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"54 2","pages":"277-302"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s11256-021-00611-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39196702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Employing the Urban Education Typology Through a Critical Race Spatial Analysis. 基于批判性种族空间分析的城市教育类型学应用。

The Urban Review Pub Date : 2022-01-01 Epub Date: 2021-11-05 DOI: 10.1007/s11256-021-00625-y

John A Williams, Marlon James, Ana Carolina Díaz Beltrán, Jemimah Young, Mónica Vásquez Neshyba, Quinita Ogletree

{"title":"Employing the Urban Education Typology Through a Critical Race Spatial Analysis.","authors":"John A Williams, Marlon James, Ana Carolina Díaz Beltrán, Jemimah Young, Mónica Vásquez Neshyba, Quinita Ogletree","doi":"10.1007/s11256-021-00625-y","DOIUrl":"https://doi.org/10.1007/s11256-021-00625-y","url":null,"abstract":"The urban education typology put forth by Milner (Urban Educ 47(3):556-561, 2012) offered a conceptual demarcation of three different, yet interconnected types of urban school districts (i.e., urban intensive, urban emergent, and urban characteristic). Nearly one decade after Milner's seminal urban education typology, few empirical or conceptual articles have operationalized this typology across multiple school districts in one region. We enter this scholarly space to reaffirm the typology and its utility in identifying the conditions that create varying educational inequities and transformative opportunities. Through a critical race spatial analysis, we attempt to capture, crystalize, and expand Milner's typology by examining a multitude of data points and intentionally drawing on geospatial data from five linked school districts in Harris County, Texas. Our findings, as viewed through lenses of Critical Race Theory and the Chicana Feminist conceptual framework known as borderlands, accentuate two major implications; (1) while there are physical spaces of restriction inside and around schools and school districts, regularly school districts contend with identical challenges despite their urban education typology categorical classification; and (2) when employing the urban education typology, it is imperative that researchers deeply contextualize the physical, temporal, historical, social, and racialized spaces that schools and school districts exist in.","PeriodicalId":515408,"journal":{"name":"The Urban Review","volume":"54 3","pages":"450-480"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8568565/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39711381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2