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Delgado, Daniela; Becker Herbst, Rachel – Education and Urban Society, 2018
Farmworkers comprise a marginalized population who experience various threats to their well-being. This study presents a community-based participatory research project that explored the educational attainment and well-being of Latino/a youth in farmworker families. Children of farmworkers (n = 18), farmworker parents (n = 12), and educational…
Descriptors: Agricultural Occupations, Hispanic Americans, Access to Education, Well Being
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Kelly, Angela M.; Gningue, Serigne M.; Qian, Gaoyin – Education and Urban Society, 2015
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in…
Descriptors: Middle School Teachers, Beginning Teachers, Urban Schools, Mathematics Teachers
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Wilcox, Kristen Campbell – Education and Urban Society, 2015
This yearlong ethnographic case study investigated higher and lower track adolescents' experiences with core content-area (social studies, science, and math) writing in one urban working-class district. Teacher, student, and administrator interviews; field notes; and students' written work comprised the data set. The findings from this…
Descriptors: Urban Schools, Secondary Schools, Case Studies, Ethnography
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Fredman, Amy J.; Schultz, Nicole J.; Hoffman, Mary F. – Education and Urban Society, 2015
Scholars have become more attentive to lesbian/gay/bisexual/transsexual/queer/questioning (LGBTQ) topics as queer perspectives become increasingly prevalent in middle and high school environments. This study examines how educators navigate social and academic environments in order to incorporate inclusive pedagogical practices and cultivate safe…
Descriptors: Homosexuality, Sexual Orientation, Sexual Identity, Middle Schools
Brockenbrough, Ed – Education and Urban Society, 2015
Calls for the recruitment and retention of more Black male teachers have unfolded amid popular depictions of Black men as patriarchal disciplinarians. Against that backdrop, this article investigates how 11 Black male teachers were positioned as disciplinary agents in a predominantly Black urban school district on the east coast of the United…
Descriptors: African American Teachers, Males, Diversity (Faculty), Discipline
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Harris, Donna M. – Education and Urban Society, 2012
Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to…
Descriptors: Middle Schools, Academic Standards, Ability Grouping, Educational Change
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Wilcox, Kristen C. – Education and Urban Society, 2011
In this case study, a district-wide focus on the development of civic responsibility is seen as an important component in the success of higher performing middle schools. Salient features of best practice were gathered from teacher and administrator interviews and documentary evidence in 10 higher performing, yet "beating the odds" schools, and…
Descriptors: Middle Schools, Citizenship Responsibility, High Achievement, Case Studies
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Rodriguez, Louie F.; Conchas, Gilberto Q. – Education and Urban Society, 2009
This case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among…
Descriptors: Grounded Theory, African American Children, Intervention, Truancy
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Mariage, Troy; Burgener, Joyce; Wolbers, Kim; Shankland, Rebecca; Wasburn-Moses, Leah; Dimling, Lisa; Kosobud, Kathleen; Peters, Susan – Education and Urban Society, 2009
Fifty years after "Brown v. Board of Education", school achievement remains segregated by both race and class. Despite an emphasis on reading achievement as required by No Child Left Behind, many students have serious literacy needs, even into the middle and upper grades. The purpose of this study was to ascertain ways in which middle…
Descriptors: Middle Schools, Federal Legislation, Reading Achievement, At Risk Students
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Pearson, Mildred M. – Education and Urban Society, 2008
Using the self-efficacy literature as a theoretical framework, this article discusses the reality of academic achievement and academic performance among selected African American middle school girls. Both quantitative and qualitative research approaches are used to investigate the influence of self-efficacy. Thirty-seven African American middle…
Descriptors: Females, Self Efficacy, African American Students, Middle School Students
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Cwikla, Julie – Education and Urban Society, 2007
This article details a 5-year evolution of a middle school mathematics faculty serving predominantly economically at-risk students. Faculty members worked to improve students' mathematics test scores, used a scripted curriculum, and integrated National Council of Teachers of Mathematics (NCTM) standards-based activities. Schools nationwide are…
Descriptors: Federal Legislation, High Risk Students, Mathematics Tests, Mathematics Teachers