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Dealy, Ann – Penn GSE Perspectives on Urban Education, 2019
In the United States, almost one-quarter of all youth are children of immigrants and it is projected that by 2040 over a third of all children will be growing up in immigrant households (Suarez-Orozco & Suarez-Orozco, 2010). This shift in demographics has the potential to compound the inability that many school districts demonstrate to…
Descriptors: Teacher Empowerment, Teacher Leadership, Social Justice, Faculty Development
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Cavendish, Wendy; Márquez, Adrián; Roberts, Mary; Suarez, Kristen; Lima, Wesley – Penn GSE Perspectives on Urban Education, 2017
In a nationwide effort to create standardized performance criteria, there has been an emphasis on testing data as the strict measurement of teacher and student success or failure (Volante & Sonia, 2010). These testing accountability systems, developed under No Child Left Behind (2001), were based on assumptions that high-stakes assessments…
Descriptors: Learner Engagement, High Stakes Tests, Accountability, Educational Legislation
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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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Kotzin, Diana Slaughter – Penn GSE Perspectives on Urban Education, 2017
This article begins with an introduction to the concept of urban education. Next, the author addresses the future challenge of long-term and developmental perspective in this field, as contrasted with perspectives held by prekindergarten and preschool professionals in early childhood education. Her hope is that this challenge will be addressed in…
Descriptors: Urban Education, Institutional Mission, Educational Development, Educational Change
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Goldstein, Tara – Penn GSE Perspectives on Urban Education, 2016
In this essay I share the ways I have used performed ethnography to explore the notion of border crossing in an undergraduate course called "Equity and Activism in Education." Performed ethnography involves turning the findings of ethnographic research into a play script. My students read two performed ethnographies, "Harriet's…
Descriptors: Ethnography, Classroom Techniques, Undergraduate Students, Activism
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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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Smith, John F., III – Penn GSE Perspectives on Urban Education, 2015
An alumnus of both Teach For America and the master's program in urban education at the University of Pennsylvania, John F. Smith III delivered the following address on April 29, 2014, to teachers in the 2013 and 2014 cohorts of Teach For America in Philadelphia. Program organizers invited him to provide remarks during the capstone event and to…
Descriptors: Alternative Teacher Certification, Teaching (Occupation), Teachers, Equal Education
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Fine, Michelle – Penn GSE Perspectives on Urban Education, 2013
Information about the MIT Media Lab PLATFORM, a Summit of Innovators, is presented. This Summit was comprised of engineers, computer scientists, coders, activists, designers, and technology wizards, a gathering of people of color who have been remarkably successful, provocative, and creative against the odds. The event enabled the author and other…
Descriptors: Educational History, Activism, Minority Groups, Equal Education
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Lytle, James H. – Penn GSE Perspectives on Urban Education, 2013
This article presents the author's views about the school district deconstruction in Philadelphia, Pennsylvania. He discusses his 30-year experience as a principal and central office administrator with the School District of Philadelphia and his involvement in the efforts to lead urban school reform in the country. He also describes the reform…
Descriptors: School Districts, Charter Schools, Principals, Urban Schools
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Dorman, Elizabeth Hope – Penn GSE Perspectives on Urban Education, 2012
This paper focuses on three secondary education teachers who earned licensure through a graduate-level urban teacher preparation program and then accepted positions at diverse, urban schools in the western U.S. The primary research question asks: "How do three urban secondary teachers implement the pedagogical tool of expressing and…
Descriptors: Teacher Education Programs, Urban Schools, Secondary School Teachers, Preservice Teacher Education
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Ebby, Caroline; Lim, Vivian; Reinke, Luke; Remillard, Janine; Magee, Emily; Hoe, Nina; Cyrus, Maya – Penn GSE Perspectives on Urban Education, 2011
In this article, the authors describe a conceptual framework for using locally relevant mathematics curricula to increase access to mathematics for marginalized youth. Drawing on different strands of research on equity in mathematics education, the authors propose that there are three kinds of access that are afforded by the use of contexts that…
Descriptors: Mathematics Education, Criticism, Relevance (Education), Disadvantaged
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Christianakis, Mary – Penn GSE Perspectives on Urban Education, 2010
The Roma, also known as gypsies or "tsinganoi," are amongst the oldest ethnic minorities in Europe. Nonetheless, they have been one of the most universally marginalized groups across all of the European nations. Their marginalization is evident in how Roma children have been treated in schools. Until recently, most nations have only…
Descriptors: Ethnography, Foreign Countries, Migrants, Minority Groups
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
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Towery, Ila Deshmukh – Penn GSE Perspectives on Urban Education, 2007
The continued persistence of sexism and institutional gender bias in schools is well documented. The empirical research in this area has uncovered a host of negative outcomes associated with gender inequity for all children. Research suggests that schools provide an excellent forum in which issues of gender inequities may be examined and…
Descriptors: Sex Fairness, Faculty Development, Gender Bias, Teacher Attitudes
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Horvat, Erin McNamara – Penn GSE Perspectives on Urban Education, 2003
Discusses the notion of habitus and its utility in understanding how race and class influence educational experiences, educational opportunity, and life trajectories. Uses examples from a longitudinal study of how 15 urban black women from three high schools interpreted educational opportunity in the college application process and how they…
Descriptors: Black Students, Equal Education, Females, Higher Education
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