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Student Experience Outcomes in Racially Integrated Schools: Looking Beyond Test Scores in Six Districts Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-12 Jack Schneider, Peter Piazza, Rachel S. White, Ashley Carey
In this study, we examine eight social and emotional outcomes (e.g., student engagement, sense of belonging) analyzing differences for students who attend racially diverse schools. Drawing on survey responses from roughly 26,000 students, we find that racially diverse schools are associated with more positive social and emotional outcomes for all students. Strikingly, we find that these outcomes are
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The Impact of Nudge Letters on Improving Attendance in an Urban District Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-07 Martha Abele Mac Iver, Kellie Wills, Anna Cruz, Douglas J. Mac Iver
This study evaluates a “nudge letter” to parents intervention designed to reduce chronic absenteeism among students in one urban district. Using a regression discontinuity design (RDD), it estimates the impact of the intervention on improving student attendance. The forcing variable for the RDD was 2016–2017 attendance rate, with a “threshold” of a 0.90 attendance rate (missing 10% of days). Analyses
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Between-Year and Within-Year School Mobility: Different Effects by Race/Ethnicity Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-03 Jie Min
The current study investigated the effects of school mobility on the academic achievement of different racial/ethnic groups in four cohorts of students from a very large urban school district. In this study, I compared within-year and between-year mobility and, most importantly, account for all the schools students attended over the study period. Using a multiple membership model (MMM), the findings
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Leadership Preparation and the Career Paths of Black Principals Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Risha R. Berry, Robert Martin Reardon
Leadership training and administrative experience are key components of sponsored mobility as the candidate’s participation in district- or school-sponsored training for aspiring school principals combined with the opportunity to avail of administrative experiences effectively constitute a pipeline to the principalship. The literature reveals that principals are the primary sponsor of teachers entering
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School Credentials: A Matter of Educational Sector, School and Urban Locality’s Socio-Economic Contexts Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Audrey Addi-Raccah
Based on an ecological approach, the study examines the types of matriculation credentials that students achieved in four social contexts defined by the socio-economic status (SES) of the schools and the urban localities in which they are situated while comparing between Jewish and Arab educational sectors in Israel. About 23,726, 12th grade students from 453 schools located in 66 large urban localities
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Technology as a Facilitator in the Learning Process in Urban High-Needs Schools: Challenges and Opportunities Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Erik Kormos
Innovations in educational technology have led to heightened expectations for both K-12 teachers and students. Now, more than ever, teachers are expected to develop 21st century skills, which creates a necessity to understand how urban teachers feel about the role of technology in their teaching practice. In addition, teacher perceptions are necessary to identify better ways to prepare students for
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From Being System-Involved to Changing the System: Infiltrating the System Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Shiv R. Desai
One model for engaging young people to be more civically minded and to help them develop a critically conscious sociopolitical identity is through youth organizing and participatory action research. Over the last 3 years, I have worked with Leaders Organizing 2 Unite and Decriminalize (LOUD) members—a majority of which we system-involved—who have worked toward creating a more socially just and humanizing
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Challenges of Urban Educators in Implementing State Standards for Students with Disabilities Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Elizabeth D. Cramer, Rosalia F. Gallo, Catherine Salum, Lorena R. Munoz, Cynthia Pellegrini Lafont, Belinda B. Baptiste
A lack of information, research, and teacher training exists on the effective implementation of Common Core State Standards (CCSS) or other state standards for struggling learners. The pace and standardization of the curriculum are often at odds with the unique learning needs of students from diverse backgrounds. Researchers in one large urban school district conducted a series of focus groups with
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“I Want to Advocate for Our Kids”: How Community-Based Organizations Broker College Enrollment for Underrepresented Students Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Irma Y. Ramirez
This exploratory study examines the role community-based organizations have in bridging low-income students of color to postsecondary institutions. Data came from interviews with organization staff, high school students, and college students associated with three distinct community-based organizations located in a mid-size city. The findings suggest that organization staff are well-positioned in youth
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Urban Teen Summit: A Community and School Collaboration for Developing Student Leaders of Color Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Lawrence Scott, W. Sean Kearney, Donna Druery, Ashland Pingue
The purpose of this study was to identify the strengths and challenges that emerged from the first 3 years of a high school student leadership development program located in an urban setting. This study was developed as an instrumental case study of one student leadership development program serving urban public high schools in South Central Texas. Feedback was solicited from 10 current and former
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Families, Resources, and Community: Illuminating the Structures of Culturally Relevant Education in an Urban Early Childhood Center Educ. Urban Soc. (IF 1.014) Pub Date : 2021-04-02 Beth A. Wassell, Natoya Coleman, Susan Browne, Xiufang Chen
In this paper, we examine the enactment of culturally relevant education in an urban early childhood setting in the US. This descriptive case study used a sociocultural framework that emphasizes the relationship between structure and agency. The research question that guided the study was: How does an urban, non-profit early childhood educational center focused on the needs of culturally and linguistically
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Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding Educ. Urban Soc. (IF 1.014) Pub Date : 2021-03-26 Susan K. Klumpner, Michael E. Woolley
After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e
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Classroom Environment, Teacher, and Girl Students’ Learning Skills Educ. Urban Soc. (IF 1.014) Pub Date : 2021-03-25 Muhammad Shoaib, Hazir Ullah
The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four
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“How has Your City Changed?” Using Project-Based Learning to Teach Sociology of Education Educ. Urban Soc. (IF 1.014) Pub Date : 2021-03-25 Jose I. Imaz
During the 2012 to 2013, 2013 to 2014, and 2014 to 2015 academic years, 20% of course time within the subject Sociology of Education, in the Pedagogy, and Social Education undergraduate degrees run by the University of the Basque Country, was devoted to Project-Based Learning. The aim was to design, test, and evaluate an innovation and educational improvement experience oriented toward fostering the
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Negotiating Power within School Structures Educ. Urban Soc. (IF 1.014) Pub Date : 2021-03-25 Madhu Narayanan
Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Teachers work within structures of power to establish themselves as legitimate authority figures worthy of respect. This is complicated by the multi-faceted relationships of power existing everywhere in schools. In this study, I use a grounded theory approach to analyze the reflections and practice of
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Satisfaction, Preparedness, and Implementation: Teacher Culture and Climate in Magnet School Conversions Educ. Urban Soc. (IF 1.014) Pub Date : 2021-03-01 Tatiana Austin, Rachel Roegman
In this study, we examine teacher perspectives of magnet school implementation in two recently converted elementary schools that had received federal grants to reduce minority group isolation. We draw on 2 years of data on teacher perspectives related to satisfaction, preparedness, and implementation of the magnet program. Surprisingly, we found that as involvement and a sense of preparation increased
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Closing Achievement Gaps: Examining the Roles of School Background and Process Educ. Urban Soc. (IF 1.014) Pub Date : 2021-01-21 Huang Wu, Jianping Shen, Jessaca Spybrook, Xingyuan Gao
The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that
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The Factors Impacting Parental Choice in Picking Non-public Schools for Their Children Educ. Urban Soc. (IF 1.014) Pub Date : 2021-01-15 Avni S. Ved, Pramod Kumar M.P.M
The purpose of the study was to investigate the school related factors influencing parental choice of private schools in the city of Bangalore. The study intended to analyze factors affecting parents’ choice of private schools in Bangalore, to discuss the extent to which various factors influence parents’ choice of private schools. The study used descriptive survey design. The target population of
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Examining Civic Outcomes Between 2- and 4-Year Colleges: A Case Study of Two Postsecondary Institutions Educ. Urban Soc. (IF 1.014) Pub Date : 2021-01-11 Wonmai Punksungka, Takashi Yamashita, J. Kevin Eckert
While postsecondary education appears to promote civic mindedness and engagement, relatively little is known about the association between civic outcomes and types of postsecondary education, as well as across different academic programs. Using a convenience sample from two postsecondary education institutions in the Mid-Atlantic U.S., this research examines the differences in civic mindedness and
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Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching Educ. Urban Soc. (IF 1.014) Pub Date : 2020-12-16 Michelle N. Kwok, Ambyr R. Rios, Andrew Kwok, Sharon D. Matthews
This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’
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Family Socioeconomic Determinants and Students’ Demand for Private Supplementary Tutoring in English in Urban and Rural Bangladesh Educ. Urban Soc. (IF 1.014) Pub Date : 2020-12-14 Rafsan Mahmud
The article examines family socioeconomic determinants that stimulate students’ demand for private supplementary tutoring in English in urban and rural areas. It identifies the scale disparities of tutoring demand factors between urban and rural settings. Usually private supplementary tutoring is called shadow education that parallels mainstream school education before or after school hours on extra
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Has the Allocation of Certain Teachers Impacted Student Achievement and Upward Economic Mobility? The Case of Forsyth County, NC Elementary Schools Educ. Urban Soc. (IF 1.014) Pub Date : 2020-12-08 Zachary D. Blizard
Forsyth County, North Carolina has one of the lowest rates of upward economic mobility in the entire United States. Researchers find that one of strongest correlates of upward mobility is the quality of schools in the local system. Using 2018 and 2017 NC Public School Report Card (SRC) data for Forsyth County elementary schools, I find that the percentage of experienced teachers at a school is a significant
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Going Restorative, Staying Tough: Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools Educ. Urban Soc. (IF 1.014) Pub Date : 2020-12-08 Hilary Lustick
Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative
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District and University Partnerships in Support of a High Needs Urban Elementary School Educ. Urban Soc. (IF 1.014) Pub Date : 2020-12-03 Wowek Sean Kearney, Elizabeth Murakami, Theresa Entzi
The purpose of this study was to identify the strengths and challenges that emerged from the first year of a district and university partnership focused on improving a high needs urban elementary school. This research utilizes an instrumental case study design. The elementary school and the university involved in this study are both public serving institutions located in south central Texas in the
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The Relationship of Performance Goals, Personality, and Ability With Academic Achievements in Majority and Minority Groups of Bachelor-Degree Students Educ. Urban Soc. (IF 1.014) Pub Date : 2020-11-13 Oz Guterman
Achievement goal theory is one of the major theories of the relationship between learners’ perception of learning processes and their academic achievements. The present research was focused on the relationship between learners’ goals and the academic achievements of Hebrew-speaking students, who belong to the majority group, and Arabic-speaking students, who belong to the minority group. The research
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Use of a Mixed-Methods Approach to Evaluate the Implementation of Violence and Bullying Prevention Programs in Schools Educ. Urban Soc. (IF 1.014) Pub Date : 2020-11-11 Nooshin Salimi, Akram Karimi-Shahanjarin, Forouzan Rezapur-Shahkolai, Behrooz Hamzeh, Ghodratollah Roshanaei, Mohammad Babamiri
School violence and bullying are considered a serious concern worldwide. Evidence shows that applying the Health Promoting Schools (HPS) framework could be effective in reducing school bullying. While there have been significant efforts to evaluate school-based anti-bullying interventions in the world, the implementation process and the effectiveness of this framework in reducing bullying in schools
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The Calculus and Quotients of Social Illiteracy: Equations of Race, Responsibility & Critical-Ethical Literacy in Schools Educ. Urban Soc. (IF 1.014) Pub Date : 2020-11-02 J. Kalonji Rand
Should students in public schools learn to think critically about racial (in)justice and social (in)equity? The results of a recent mixed methods survey for educators revealed that a significant number of teachers did not believe they were responsible for helping their students develop the skills to critically analyze and respond to social injustice. Quantitative data showed that most of the educators
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Adolescent Achievement: Relative Contributions of Social Emotional Learning, Self-efficacy, and Microsystem Supports Educ. Urban Soc. (IF 1.014) Pub Date : 2020-10-16 Meghan E. Fairless, Cheryl L. Somers, Rachel L. Goutman, Carla A. Kevern, Francesca M. Pernice, Douglas Barnett
This study examined the role of select intrapersonal and microsystem factors in high school adolescents’ academic achievement. A combination of factors, derived from an ecological framework, were hypothesized to be unique in their ability to explain greater proportions of variance in academic achievement in adolescents. Participants included 379 high school students (176 males, 193 females) from a
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School Personnel Perception of Parental Involvement and Students’ Behavior Problems: Practical Implications Educ. Urban Soc. (IF 1.014) Pub Date : 2020-08-31 Sónia Caridade, Vanessa Azevedo, Maria Alzira Pimenta Dinis, Ana Sani, Laura M. Nunes
School is a privileged context to prevent specific behavior problems. Parental involvement in school activities is crucial to promote social functioning. This study aimed to access the Portuguese school personnel perception of parental involvement and students’ behavior problems. A study with 333 school personnel, aged between 29 and 66 (M = 50.84, SD = 7.54), was developed. School personnel’s participants
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Understanding the Initial Stories of Families Preferring Homeschooling: A Narrative Study Educ. Urban Soc. (IF 1.014) Pub Date : 2020-07-16 Berat AHI, Seyma Sengil-Akar
The purpose of this study is to understand the story underlying the preference of parents (mothers–fathers) for home school in Turkey and to determine the main points in this story. For this purpose, this study was conducted according to the narrative study model, one of the qualitative research designs. Within the context of this study, the opinions of mothers and fathers of three children receiving
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Professor Beware: Liberating Faculty Voices of Color Working in Predominantly White Institutions and Geographic Settings Educ. Urban Soc. (IF 1.014) Pub Date : 2020-07-06 Richard J. Reddick, Betty Jeanne Taylor, Mariama Nagbe, Z. W. Taylor
Predominantly White institutions (PWIs) have prioritized the recruitment of underrepresented faculty of color. For these faculty, initial excitement about a new position may give way to concerns about workload, support, and the presence of communities of color at the locale. Navigating promotion, campus politics, and negotiating welcoming spaces in the community are challenging for faculty and their
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School Climate as a Link Between High School Black Males’ Math Identity and Outcomes Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-29 Lawrence Jackson, Jesse Ford, Chélynn Randolph, Cydney Schleiden, DeAnna Harris-McKoy, Lenore McWey
The association between students’ academic identity and their academic outcomes has been well-established. The importance of a positive school climate has also been widely documented. However, Black males experience factors that uniquely and collectively comprise their school climate. As such, the purpose of this study was to test the extent to which school climate mediated the relationships between
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How Does Principals’ Transformational Leadership Impact Students’ Modernity? A Multiple Mediating Model Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-24 Shutao Wang
To explore the impact mechanism of principals’ transformational leadership on students’ modernity, this study adopted the structural equation model to test the multiple mediating effects of school ...
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OneCommunity Reads: A Model for Latino Parent-Community Engagement and Its Effect on Grade-Level Reading Proficiency Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-16 Kimberly Stauss, Eun Koh, Charlene Johnson-Carter, Diana Gonzales-Worthen
The importance of establishing effective literacy/reading skills at an early age, preschool to early elementary, is well known and accepted among educators. For students whose heritage language is ...
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Direct Democracy in Education: How Ballot Initiatives Challenge Equal Opportunity and Risk Tyrannizing Underrepresented Students Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-16 Amy N. Farley
States have increasingly used ballot initiatives to legislate education policy in recent years, although the consequences for educational equity and justice have been underexamined. This article in...
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Three-Level Hierarchical Linear Modeling Analyses of the Relationship Between Political Culture and Teacher Autonomy Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-15 Da Li, Ann Allen
Research suggests that the limits of teacher autonomy are defined by educational policies. Educational policies, however, are driven by political culture. This study examines the relationship betwe...
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Reframing Assessment as Relational: How Do Teachers of Incarcerated Youth Understand Assessment? Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-13 Fumio Someki, David Allen
This study examines how teachers of incarcerated youth conceptualize the purposes for assessment for the students they serve, as well as challenges in assessing students and using assessment data. ...
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Indirect Effect of Economic, Social, and Cultural Status on Immigrant Students’ Science Performance Through Science Dispositions: A Multilevel Analysis Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-12 Safiye Bilican Demir, Ozen Yildirim
Determining the ethnic differences in academic performance among immigrant students is important in terms of adapting them into the system they live in. Examining the variables related to students’...
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Conscientization Calls: A White Dual Language Educator’s Development of Sociopolitical Consciousness and Commitment to Social Justice Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-11 Juan A. Freire
Literature is limited demonstrating how some in-service teachers have developed sociopolitical consciousness and why they commit to social justice. Drawing on interviews, email correspondence, and ...
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They’re Moving in Spaces They’re Not Used to: Examining the Racialized Experiences of African American Students in a High School STEAM Academy Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-11 Edward C. Fletcher, Victor M. Hernandez-Gantes
In this study, we explored how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. We were inte...
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Countering Complacency With Radical Reflection: Supporting White Teachers in the Enactment of Critical Multicultural Praxis Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-09 Tina M. Durand, Cassandra L. Tavaras
Although White teachers can be effective teachers of racially diverse students, studies continue to document factors that can undermine their success, such as color-blindness and unawareness of rac...
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Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-08 Ruzanna Topchyan, Carol Woehler
This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job sa...
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Immigrant Pupils and Intercultural Teaching Competencies Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-08 José María Fernández Batanero, Antonio Hernández Fernández, María Jesús Colmenero Ruiz
Over recent years, the existence of foreign pupils in Spain has generated new multicultural spaces in classrooms and an education system, which must provide equality and fairness to all pupils. In ...
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Teachers’ Interpretation of the Cultural Relevancy of MoneySKILL® Educ. Urban Soc. (IF 1.014) Pub Date : 2020-06-08 Thomas A. Lucey, Elizabeth S. White, Aline André
A comprehensive approach to financial literacy education necessitates an understanding of the degree to which curriculum is relevant for students from various cultural backgrounds. The purpose of t...
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Estimating the Relationship Between Special Education De-Identification for Emotional Disturbance and Academic and School Discipline Outcomes: Evidence From Wisconsin’s Longitudinal Data Educ. Urban Soc. (IF 1.014) Pub Date : 2020-05-28 F. Chris Curran, Aydin Bal, Peter Goff, Nicholas Mitchell
Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and spec...
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African American Child and Adolescent Academic Help-Seeking: A Scoping Review Educ. Urban Soc. (IF 1.014) Pub Date : 2020-05-04 Jennifer Davis- Bowman
To influence school achievement, researchers investigate student academic help-seeking. However, a growing population of students of color combined with the risk of poorer academic performance yiel...
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Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth? Educ. Urban Soc. (IF 1.014) Pub Date : 2020-04-20 Danielle A. Rathey
This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement orient...
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Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems Educ. Urban Soc. (IF 1.014) Pub Date : 2020-04-13 Gal Harpaz, Yael Grinshtain
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using
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Constrained Consumers: Middle-Class Parents’ Resistance of School Closure and Consolidation in Chicago Educ. Urban Soc. (IF 1.014) Pub Date : 2020-04-03 Beth Wright-Costello, Kate Phillippo
Many urban districts use a portfolio management model, hoping to promote school choice and improve school performance. This model requires school closure, which has predominantly impacted lower income families. In 2013, Chicago Public Schools relocated Granger Elementary into one of 48 schools it closed, placing its middle-class parents in the unusual position of resisting a school closure-related
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Curriculum in Action: Teaching Students to Combat Human Trafficking Educ. Urban Soc. (IF 1.014) Pub Date : 2020-03-24 Toby Zhu, Christina Crenshaw, Lakia M. Scott
Human trafficking severely endangers vulnerable individuals from around the globe. Schools play an important role to educate students the potential harms of human trafficking and should become more intentional in providing support services for children who fall victim to human trafficking. The purpose of this study was to examine how preventive curricula on human trafficking can be successfully implemented
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The Pedagogical Frontiers of Urban Higher Education: Blended Learning and Co-Lecturing Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-20 Corinne Jacqueline Perera, Zamzami Zainuddin, Chua Yan Piaw, Kenny S. L. Cheah, David Asirvatham
Teachers of urban higher education institutions often explore new methods of teaching using innovative techno-pedagogical approaches. This study reports on postgraduate students’ perceptions of the blended learning mode of delivery, co-taught by two lecturers concurrently during the “Qualitative Research” elective course offered for the Master of Educational Leadership program, in a reputed Malaysian
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An Evaluation, Assortment, and Optimization of the Question Items Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-19 Ikram Ali, Muhammad Nouman Haral, Fatima Tahira, Mirza Ali, Aqeel Imran
Foundation of quality examination is based on the key features of validity and reliability of question papers. Question papers of examination boards in Pakistan—usually these features as contents of a question paper—are written by a single paper setter. To address these issues, Federal Board of Intermediate and Secondary Education (FBISE) recruited and trained senior faculty members to write, review
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Emergent Concepts of Inclusion in the Context of Committed School Leadership Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-15 Srikala Naraian, Mary Ann Chacko, Claire Feldman, Tara Schwitzman-Gerst
Inclusion of students with disabilities within general education settings is increasingly accepted as the desirable response of school systems to student learning differences. It has triggered districtwide reforms that are differentially enacted and realized within different schooling contexts. This study explores meanings of inclusion that were produced when three school leaders in a large urban school
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A Meta-Analysis on the Relationship Between Prayer and Student Outcomes Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-06 William Jeynes
A meta-analysis, including 13 studies, was undertaken on the relationship between the exercise of student prayer and academic and behavioral outcomes in urban schools. Analyses both with and without sophisticated controls (e.g., socioeconomic status, race, and gender) were used. Additional analyses were done to determine whether the effects of prayer differed by the quality of the study. The results
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The Effect of Perceived College-Related Stress on Depression, Life Satisfaction, and School Satisfaction: The Coping Strategies of Hispanic College Students From a Hispanic Serving Institution Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-02 David T. Lardier, Chih-Yuan Steven Lee, Jose Miquel Rodas, Pauline Garcia-Reid, Robert J. Reid
The purpose of this study was to examine the effect reflective coping, suppressive coping, and reactive coping had on stress and indicators of well-being among Hispanic undergraduate students (N = 177) from a Hispanic Serving Institution. Findings demonstrate that both reactive and suppressive coping had separate but important moderating effects on perceived stress and well-being outcomes. Perceived
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Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-02 Lester Rigney, Robyne Garrett, Megan Curry, Belinda MacGill
Global neoliberal imperatives that numerically measure student success through standardized testing undermine the educational outcomes of students, in particular Indigenous students, and construct a seemingly fixed reality that avoids State responsibility to address structural inequality in Australia. Achievement gaps between Indigenous and non-Indigenous school students in mathematics have become
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Educational Accountability, Value-Added Modeling, and the Origin of the Achievement Gap Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-02 Stuart S. Yeh
Empirical results are consistent with the hypothesis that socioeconomic factors contribute to initial disparities in performance that are perpetuated by demoralizing grading, testing, and grouping practices throughout the K-12 years. The hypothesis may explain why the achievement gap increases after children enter the school system, why Black students lose ground within schools and within classrooms
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Theoretical Review of the Creativity, the Key Factor in Education With Visual Impairment Educ. Urban Soc. (IF 1.014) Pub Date : 2020-01-02 Jose Enrique Llamazares de Prado, Ana Rosa Arias Gago, Maria Antonia Melcon Alvarez
This research dealing with the relationship between blindness and creativity, sustain the consideration that they are incapable to achieve an interaction with a predominantly visual creative activi...
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Without a Paddle: Barriers to School Enrollment Procedures for Immigrant Students and Families Educ. Urban Soc. (IF 1.014) Pub Date : 2019-12-29 Kerri Evans, Jaime Perez-Aponte, Ruth McRoy
The growing immigrant population in the United States consists of school-aged children who are in need of educational opportunities available through the country’s existing educational system. Education, a basic human right, is mandated through compulsory education laws in the United States so that all children can learn, grow, and be prepared for the future. However, immigrant children and families
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Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools Educ. Urban Soc. (IF 1.014) Pub Date : 2019-12-29 Chuang Wang, Xitao Fan, David K. Pugalee
This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical
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