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Adams, Benedict Lazarus – Penn GSE Perspectives on Urban Education, 2017
This study entailed understanding how urban teachers supported a population of immigrant students (from non-English speaking countries) and English Language Leaners (ELLs) as well as how teachers made sense of and carried out instruction for this group of students in an urban classroom. The author's ultimate goal as a teacher educator was to…
Descriptors: English Language Learners, Immigrants, Outcomes of Education, Academic Achievement
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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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Parker, Benjamin D. – Penn GSE Perspectives on Urban Education, 2016
Schools tell stories. The materials, designs, and aesthetic flourishes found in and on older schools built during the Progressive Era of American Education can be examined and unpacked for their purposes, subtle messages, and audiences. This type of analysis is of great importance, as many of these schools are still in use today and have served…
Descriptors: Urban Schools, Charter Schools, Public Schools, Elementary School Students
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Kalchman, Mindy – Penn GSE Perspectives on Urban Education, 2015
The traditional structure of field experiences poses a dilemma for urban teacher preparation. Research shows that teachers of low-income, urban students often have negative beliefs about, and attitudes towards, their students. Yet, large numbers of cooperating teachers are routinely utilized as mentors in urban classrooms. This practice…
Descriptors: Teacher Education, Urban Areas, Reflection, Field Experience Programs
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Abdul-Jabbar, Mustafa; Kurshan, Barbara – Penn GSE Perspectives on Urban Education, 2015
There is an increasing reliance on market principles and values in the education space, particularly in urban contexts, accompanied by a growing diversification of educational service providers. Due in part to increased interactivity amongst constituents in this growing assembly of providers and actors, educational innovation ecosystem…
Descriptors: Urban Education, Educational Innovation, Ecology, Private Sector
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Catapano, Susan; Gray, Jenny – Penn GSE Perspectives on Urban Education, 2015
Expanding the university-school partnership in one urban district led to the development of a Saturday enrichment program with preservice teachers planning curricula based on project learning. Researchers asked if this program, a departure from the structured curriculum of Monday through Friday class, had an impact on learners involved. Data were…
Descriptors: Urban Schools, Student Projects, Active Learning, Program Implementation
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Hobson, Sarah – Penn GSE Perspectives on Urban Education, 2014
Given the prevalence of multimodal texts in today's world, it is not surprising that adolescent literacies are as dynamic, multimodal and visual as the texts with which they interact. As Kress & Van Leeuwen (1996) have outlined, the multimodal texts that make up a large percentage of our world consist of a range of modes (auditory,…
Descriptors: Preservice Teachers, Preservice Teacher Education, Writing Teachers, Writing Instruction
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Matas, Amanda; Rodríguez, James L. – Penn GSE Perspectives on Urban Education, 2014
This paper focuses on the implementation of Proposition 227 and its impact on the education of English learners in California's K-12 public schools since its passage in 1998. The paper begins with an examination of the sociopolitical context surrounding the proposition and its implementation. The implementation of the new law is then discussed,…
Descriptors: English (Second Language), Bilingual Education, State Legislation, Educational Change
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Hungerford-Kresser, Holly; Amaro-Jimenez, Carla – Penn GSE Perspectives on Urban Education, 2012
This qualitative case study focuses on the early college experiences of five Latina/o urban-schooled students who graduated in the top 10% of their high school class, guaranteeing them admission into a prestigious four year state university. Although all participated in transition initiatives, and initially felt equipped to participate in…
Descriptors: Academic Achievement, Hispanic Americans, Case Studies, Self Concept
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Castrechini, Sebastian; Gardner, John W.; Ardoin, Nicole M. – Penn GSE Perspectives on Urban Education, 2011
Past research has shown that out-of-school time (OST) programs can have substantial benefits for youth, but connecting youth to programs can be challenging for a variety of reasons. To address these challenges, community leaders working with youth in one Silicon Valley community approached the John W. Gardner Center for Youth and Their Communities…
Descriptors: Community Leaders, Supply and Demand, After School Programs, Risk
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Berghoff, Beth; Blackwell, Sue; Wisehart, Randy – Penn GSE Perspectives on Urban Education, 2011
This collaborative inquiry examines the ways new teachers are being prepared as critical reflective practitioners in three urban teacher education programs. Researching individually and collectively, the research team analyzes and compares pedagogical methods and program features for preparing new teachers for urban schools. Their findings detail…
Descriptors: Preservice Teacher Education, Preservice Teachers, Urban Schools, Teacher Education Programs
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Spencer, Tamara – Penn GSE Perspectives on Urban Education, 2011
In recent years, researchers have called into question the efficacy of prescribed commercial curricula in early childhood classrooms (Genishi & Dyson, 2009). Despite these concerns, federally funded initiatives and such findings as those presented in the Report of the National Early Literacy Panel continue to promote scientifically based…
Descriptors: Public Schools, Literacy Education, Reading, Ethnography
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Cole, Anna Gahl – Penn GSE Perspectives on Urban Education, 2010
This case study examines the struggles and successes of teachers and students collaborating with community organizations on the Second Tuesday Project, a community-based research and service program at an urban high school. Using qualitative methods, the study includes data from interviews, participant-observations, and focus groups to describe…
Descriptors: Focus Groups, School Community Relationship, Community Organizations, Case Studies
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Intrator, Sam M.; Siegel, Donald – Penn GSE Perspectives on Urban Education, 2010
Project Coach is an after school program developed and directed by the authors. The program, which is set in a high-need urban community in Springfield, Massachusetts, teaches high school and middle school students to be sport coaches and then to run youth sport leagues for elementary-aged youth in underserved neighborhoods in their own community.…
Descriptors: Youth Programs, Outreach Programs, After School Programs, Service Learning
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Norman, Lee Ann – Penn GSE Perspectives on Urban Education, 2009
As educators deliberate on how to provide a well-rounded education for all, the idea of working more collaboratively with a range of arts education providers has become increasingly attractive. Allowing outside organizations and individuals to gain access to institutions in a more evenhanded way and create long-term relationships that reinforce…
Descriptors: Educational Strategies, Art Education, Artists, Community Organizations