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Marsh, L. Trenton S. – Penn GSE Perspectives on Urban Education, 2018
In this article, I explore the ways in which school-imposed labeling at one "no-excuses" public charter school impacts teachers' perceptions of students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A primary aim was to extend how labeling is viewed in…
Descriptors: Charter Schools, Labeling (of Persons), Teacher Student Relationship, Student Attitudes
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Kurt, Layla J.; Chenault, Krystel H. – Penn GSE Perspectives on Urban Education, 2017
In this study, the researchers highlight differences in district level value-added growth data of gifted students in urban and suburban districts, as categorized by the Ohio Department of Education. In addition to analyzing the difference between the academic growth of urban and suburban gifted students, the researchers sought to synthesize…
Descriptors: Academically Gifted, School Districts, Urban Schools, Suburban Schools
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Lane, Paula J. – Penn GSE Perspectives on Urban Education, 2017
Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…
Descriptors: Student Teacher Supervisors, Student Teachers, Urban Schools, Preservice Teacher Education
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Guerrero, Cristina; Shahnazarian, Armen; Brown, Michelle F. – Penn GSE Perspectives on Urban Education, 2017
In this article we document our experiences as facilitators for the "Engaging All Students" professional learning community (PLC), which was implemented to help Toronto public school teachers re-engage underachieving students. These students, who are known as "marker students," are members of the school system's most…
Descriptors: Communities of Practice, Learner Engagement, Underachievement, At Risk Students
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Kavanagh, Kara M.; Fisher-Ari, Teresa R. – Penn GSE Perspectives on Urban Education, 2017
As the educational community continues to consider the impact of the proliferation of accountability-aimed reform on students, schools, and communities, the consequences of said reforms on teachers must be included. Results of this study indicate that even distant, broad educational policies manifest in specific and profound ways in teachers'…
Descriptors: Urban Schools, Accountability, Educational Change, Teaching Conditions
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Cramer, Liz – Penn GSE Perspectives on Urban Education, 2015
Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability…
Descriptors: Response to Intervention, Student Diversity, Urban Education, School Districts
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Gullan, Rebecca Lakin; Hoffman, Beth Necowitz; Leff, Stephen S. – Penn GSE Perspectives on Urban Education, 2011
Achievement of a coherent and strong sense of self is critical to positive academic outcomes for urban minority youth. The present study utilized a mixed-methods approach to explore key aspects of identity development for African American adolescents living in a high-poverty, urban neighborhood. Results suggest that efforts to develop a sense of…
Descriptors: African American Students, African American Culture, Adolescents, Teaching Methods
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Wiseman, Angela – Penn GSE Perspectives on Urban Education, 2010
Collaborations and partnerships among schools and community members have been described as a way to provide better educational opportunities for students. Such school-community partnerships have been described as relationships that involve exchange and engagement with mutually defined goals benefiting all participants. However, the process of…
Descriptors: Parent Participation, Family Involvement, Parent School Relationship, Grade 8
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Cytrynbaum, Pamela – Penn GSE Perspectives on Urban Education, 2010
In this article, the author provides an intimate glimpse into the writing work that Joe Cytrynbaum did with students from Manley Career Academy High School in Chicago. The author's discussion of Joe's "tactics of hope" is layered and brought to life by Joe's poetry and the poetry of his students. The author presents Joe's poems and the…
Descriptors: Poetry, Career Academies, Urban Schools, Writing Instruction
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Leff, Lila – Penn GSE Perspectives on Urban Education, 2010
It was spring of 2004 when Joe Cytrynbaum interviewed to become the Program Director at Umoja Student Development Corporation in Chicago. Umoja is a weird hybrid of a youth development/educational reform organization. The organization operates from the premise that all sustainable change (for individuals and systems) has to happen in the context…
Descriptors: Poverty, At Risk Students, Secondary School Teachers, Cultural Pluralism
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Coval, Kevin – Penn GSE Perspectives on Urban Education, 2010
This article presents a poem about Joe Cytrynbaum. The poem brings together all the many facets of Joe's personality into a crystal-clear image of the beautiful, smart, and magnanimous individual Joe's family, friends, students, and colleagues all knew him to be.
Descriptors: Poetry, Profiles, Cultural Influences, Social Justice
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Brown, Tara M. – Penn GSE Perspectives on Urban Education, 2010
This paper examines Action Research into School Exclusion (Project ARISE), a two-year research partnership between K-12 students and university researchers. Based on the principles of participatory action research (PAR), the project intentionally brought together university researchers, K-12 students, and pre-service teachers to bridge research…
Descriptors: Educational Research, Elementary Secondary Education, Action Research, Educational Practices
Portes, Pedro R. – Penn GSE Perspectives on Urban Education, 2008
Addressing the underdevelopment awaiting most children belonging to historically disparaged groups in the uneven playing field of public education remains--the top problem in advancing equity and excellence in education. Clearly, excellence in the educational system requires equity in opportunities to learn regardless of children's background or…
Descriptors: Equal Education, Achievement Gap, Excellence in Education, Public Education