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Showing 1 to 15 of 227 results Save | Export
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Spillane, James P. – Education and Urban Society, 2012
The articles included in this volume of "Education and Urban Society" inform the special issue theme that poses the question "Are We There Yet?" An examination of educational equity in the era of school reform and accountability. Despite two decades of dramatic shifts in educational reform and policy among states and local…
Descriptors: Urban Schools, Equal Education, Federal Legislation, Educational Change
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Ornstein, Allan – Education and Urban Society, 2009
This article presents Allan Ornstein's response to highly respected scholar, Bruce Cooper's review of Ornstein's 2007 book, "Class Counts: Education, Inequality and the Shrinking Middle Class." Here Ornstein attempts to elaborate on a few points that he felt Cooper missed in his review.
Descriptors: Middle Class, Social Class, Social Influences, Socioeconomic Status
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Stewart, Douglas J. – Education and Urban Society, 2006
In previous eras, teacher training institutions included programs designed to enhance the moral qualities of prospective teachers. With the exception of programs offered in denominational teacher training colleges, such programs have largely ceased to exist. This article advances the argument against a backdrop of increasing incidents of abuse of…
Descriptors: Foreign Countries, Teachers, Educational History, Teacher Education
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Frattura, Elise M.; Topinka, Carol – Education and Urban Society, 2006
In this article, the authors focus on the continued marginalization of students to peripheral educational programs, such as special education programs, at-risk programs, and English as a second language programs, and the theoretical connections perpetuating the educational status quo. As the repercussions of No Child Left Behind (NCLB) have time…
Descriptors: Educational Practices, Educational Discrimination, Students, Equal Education
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Ilg, Timothy J.; Massucci, Joseph D.; Cattaro, Gerald M. – Education and Urban Society, 2004
In light of the elimination of busing to achieve racial integration and judicial reluctance to consider creative, new ways to provide integrated, high quality learning environments for poor and minority children, advocates of the principles established by "Brown" must no longer accept the public schools as the best hope for providing integrated…
Descriptors: Minority Group Children, Catholic Schools, Racial Integration, Access to Education
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Valverde, Leonard A. – Education and Urban Society, 2004
This article proposes that four major educational developments resulted from the Supreme Court's decision in "Brown v. Board of Education, Topeka": Elementary and Secondary Education Act Title I and Title VII, school finance, affirmative action, and multicultural education. Each of these major efforts was targeted to overcome discriminatory…
Descriptors: Elementary Secondary Education, Educational Finance, Desegregation Litigation, School Desegregation
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Maile, Simeon – Education and Urban Society, 2004
In this article, the author investigates the basic elements of choice and markets theory. In recent years, children were moving from rural and township schools to suburban White schools. This trend emerged in the late 1980s and simmered after the demise of apartheid. At face value, school choice appears to be happening merely for the reason of…
Descriptors: Foreign Countries, Racial Segregation, Educational Opportunities, School Choice
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Sclafani, Susan – Education and Urban Society, 2001
Presents an urban practitioner's reaction to arguments about the positive effects of accountability policy on improving educational equity for minority and low income students. Recounts the Houston Independent School District's experiences with accountability and suggests that high levels of learning for all students has become the new civil…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Equal Education
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Parker, Lawrence – Education and Urban Society, 2001
Uses critical race theory to critique three articles on accountability, testing, and academics in schools with minority group and low-income students, raising questions about the viability of interest convergence theory in arguing that accountability promotes equity and pointing out that gender issues remain unanswered in debates focused on race…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Equal Education
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Anderson, Gary L. – Education and Urban Society, 2001
Suggests that the most useful discussion of accountability, testing, and educational equity should occur at the conceptual level rather than the level of conflicting individual studies. Argues that statistical debates avoid larger foundational questions about the goals of schooling in our society and emphasizes the need for research on effective…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Equal Education
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Trueba, Henry T. – Education and Urban Society, 2001
Critiques a collection of articles on accountability, testing, and academics in schools with minority group and low-income students, examining their polar positions and explaining that polar positions are often equally biased. Expresses concerns about the TAAS, discussing what changes are needed in the educational system and the TAAS in order for…
Descriptors: Academic Achievement, Accountability, Elementary Secondary Education, Equal Education
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Kimball, Kathy; Sirotnik, Kenneth A. – Education and Urban Society, 2000
Discusses how difficult the job of urban school principal, as currently conceived and structured, has become, making the case that administrator preparation programs of improved scope, quality, and impact, together with a reconsideration of the notion of educational leadership, would have a salutary effect on the viability of the urban school…
Descriptors: Administrator Education, Educational Improvement, Elementary Secondary Education, Instructional Leadership
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Mitchel, Lourdes Zaragoza – Education and Urban Society, 2000
Reflects on one person's experiences as the principal of an urban professional development school, contending that establishing supportive interpersonal relationships and creating a positive organizational culture are the primary responsibilities of the principal. One of the lessons learned from this experience is that stakeholders are more likely…
Descriptors: Administrator Role, Collegiality, Elementary Secondary Education, Instructional Leadership
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Rutherford, William L. – Education and Urban Society, 1984
Research indicates that principals who have clear goals for their schools, provide active, visible leadership, and closely monitor the school's progress in accomplishing the expected improvement, are consistently assessed as more effective, regardless of the criteria for judging. The article stresses the need to distinguish between principal style…
Descriptors: Behavior Patterns, Educational Environment, Educational Improvement, Educational Objectives
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Hord, Shirley M.; And Others – Education and Urban Society, 1984
Focuses on principals as change facilitators, on other staff members who facilitate school improvement ("second change facilitators" and on what these two groups do together and separately. Concludes with considerations for policy making, for training of all school improvement leadership personnel and for future lines of study into facilitating…
Descriptors: Assistant Principals, Change Agents, Educational Change, Elementary Education
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