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Yu, Xiaoqi; Seeberg, Vilma; Malone, Larissa – Education and Urban Society, 2017
Minority suburbanization has been a fast growing demographic shift in the United States during the first decade of the 21st century. This article examines the tapestry of the suburbanization experience of a group of high-achieving Black American students and their families as told by them. Departing from the all too common, deficit orientation…
Descriptors: African American Students, High Achievement, Student Mobility, Suburban Schools
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Sato, Takahiro; Hodge, Samuel R. – Education and Urban Society, 2016
The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…
Descriptors: English Language Learners, Teacher Attitudes, Elementary School Teachers, Physical Education Teachers
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Hampton, Frederick M. – Education and Urban Society, 2016
This article identifies seven specific attitudes, behaviors, and skills among academically successful urban Black students and explores the relationship to their achievement. This study examines the academic achievement of 157 Black students and finds that when specific "Successful Learner Characteristics" are present, above-average…
Descriptors: Urban Youth, Urban Schools, African American Students, Academic Achievement
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Franco, M. Suzanne; Seidel, Kent – Education and Urban Society, 2014
Value-added approaches for attributing student growth to teachers often use weighted estimates of building-level factors based on "typical" schools to represent a range of community, school, and other variables related to teacher and student work that are not easily measured directly. This study examines whether such estimates are likely…
Descriptors: Teacher Effectiveness, Academic Achievement, Models, Computation
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Shen, Francis X. – Education and Urban Society, 2012
This article challenges the view that citywide referenda alone are an effective means of ensuring accountability for mayoral control. Through new empirical analysis of the referenda results in Boston and Cleveland, the article shows that rather than establish genuine democratic legitimacy, the referenda in fact mask strong class-based, and in…
Descriptors: Urban Schools, Community Support, Urban Education, Public Officials
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Feldmann, Doug; Watson, Timothy James – Education and Urban Society, 2012
This study investigated the recent histories of the urban public school districts of St. Louis, Missouri and Cincinnati, Ohio in the United States of America. The purpose was to identify the similar challenges that each had recently faced in regard to the maintenance and development of its public school systems, as well to gauge the level of…
Descriptors: Public Schools, Community Support, Urban Schools, Urban Areas
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Hersman, Bethany L.; Hodge, Samuel R. – Education and Urban Society, 2010
The purpose of this study was to examine general physical education (GPE) teachers' beliefs about teaching differently abled students in inclusive classes.The participants were 5 GPE teachers from a large urban school district. The research method was explanatory multiple-case study situated in planned behavior theory. Data were gathered using a…
Descriptors: Urban Schools, Self Efficacy, Teacher Attitudes, Physical Education Teachers
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De Luca, Barbara M.; Takano, Kaori; Hinshaw, Steven A.; Raisch, C. Daniel – Education and Urban Society, 2009
The purpose of this research was to determine the relationship between distribution of teacher resources and student need. The effort was to determine if the "best" teachers are teaching the "neediest" students in the elementary schools in the "Big 8" urban school districts in Ohio as equity principles would mandate.…
Descriptors: Teacher Salaries, Urban Schools, Student Needs, Teacher Effectiveness
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Williams, Paul R.; Tabernik, Anna Maria; Krivak, Terry – Education and Urban Society, 2009
Few researchers support the belief that a school superintendent can drive improvements in student achievement. The Science and Mathematics Achievement Required for Tomorrow (SMART) Consortium was formed in northeast Ohio in 1998 with the belief that superintendents can have a measurable effect on student learning. The goal of this collaboration…
Descriptors: Science Achievement, Mathematics Achievement, Consortia, Superintendents
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Paul, Kelli M.; Legan, Natalie A.; Metcalf, Kim K. – Education and Urban Society, 2007
Publicly funded voucher programs attempt to target low-income families, but concern exists as to whether such programs actually "cream" students from public schools. Data collected as part of the evaluation of the Cleveland Scholarship and Tutoring Program are used to examine whether differences exist between three subgroups of…
Descriptors: Public Schools, Low Income Groups, Educational Vouchers, Longitudinal Studies
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Pinkham, Fred O. – Education and Urban Society, 1970
Descriptors: Achievement Tests, Educational Planning, Intelligence Quotient, Intelligence Tests
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Nagi, Mostafa H.; Pugh, Meredith D. – Education and Urban Society, 1973
Investigates the attitudes and values among secondary school teachers choosing to join union organizations, hypothesizing that status inconsistency among the dimensions of prestige and income is an important motive for militant behavior among secondary teachers. (Author/JM)
Descriptors: Political Attitudes, Social Attitudes, Socioeconomic Status, Status Need
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Forgione, Pascal D., Jr. – Education and Urban Society, 1980
Reports on rationales that states have used to support recent early childhood education (ECE) initiatives and describes how reform policies were made in 1971-73 in West Virginia, California, Georgia, New Mexico, and Ohio. Outlines background and initiation of reform, building of support for ECE, opposition, and resulting legislation. (Author/GC)
Descriptors: Case Studies, Change Strategies, Early Childhood Education, Educational Change
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Kaeser, Susan C. – Education and Urban Society, 1979
Suspension, although it temporarily alleviates a difficult situation, does little to change behavior or solve the underlying causes of misbehavior. Furthermore, suspension has been found to be used disproportionately against Black students, thus depriving them of access to education. Schools should evaluate their own practices and seek new…
Descriptors: Black Students, Discipline Policy, Discipline Problems, Elementary Secondary Education