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Urban Education1435
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Zoch, Melody – Urban Education, 2017
This article examines how four urban elementary teachers designed their literacy instruction in ways that sought to sustain students' cultural competence--maintaining their language and cultural practices while also gaining access to more dominant ones--amid expectations to prepare students for high-stakes testing. A large part of their teaching…
Descriptors: High Stakes Tests, Cultural Awareness, Urban Schools, Elementary School Teachers
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Harris, Bryn; Ravert, Russell D.; Sullivan, Amanda L. – Urban Education, 2017
This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of "Other" racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories…
Descriptors: Adolescents, Racial Identification, Ethnicity, Multiracial Persons
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Smith, Martin P.; Harrison, Louis, Jr.; Brown, Anthony L. – Urban Education, 2017
Drawing from the lenses of critical race theory (CRT) and Pierre Bourdieu's notion of habitus, this article compares the Jackie Robinson story with the Brown versus Board of Education narrative. This juxtaposition illustrates the similarities of these narratives and how interests converged racially. By comparing these historical narratives, we…
Descriptors: Critical Theory, Race, African Americans, Males
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Whipp, Joan L.; Geronime, Lara – Urban Education, 2017
Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…
Descriptors: Urban Schools, Urban Teaching, Teacher Persistence, Beginning Teachers
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Siwatu, Kamau Oginga; Putman, S. Michael; Starker-Glass, Tehia V.; Lewis, Chance W. – Urban Education, 2017
This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the…
Descriptors: Culturally Relevant Education, Self Efficacy, Test Construction, Test Validity
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Butler, Jesse K.; Kane, Ruth G.; Morshead, Christopher E. – Urban Education, 2017
White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a "demonized" image in the broader community. Interviews with students reveal experiences of school as "my safe space" and the predominance of a student culture not characterized…
Descriptors: Foreign Countries, Urban Schools, High Schools, Student Attitudes
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Woodson, Ashley N. – Urban Education, 2017
In this article, the author uses the critical race theoretical construct of "master narrative" to explore historical and ideological assumptions about the Civil Rights Movement held by two Black youth in an urban community. Master narrative is defined as the dominant social mythologies that mute, erase, and neutralize features of racial…
Descriptors: Critical Theory, Race, Civil Rights, Activism
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Golden, Noah Asher – Urban Education, 2017
This narrative analysis case study challenges the education reform movement's fascination with "grit," the notion that a non-cognitive trait like persistence is at the core of disparate educational outcomes and the answer to our inequitable education system. Through analysis of the narratives and meaning-making processes of Elijah, a…
Descriptors: Educational Change, African American Students, High School Equivalency Programs, Case Studies
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Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances – Urban Education, 2017
This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…
Descriptors: Urban Schools, Public Schools, Mixed Methods Research, Single Sex Schools
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DeJonckheere, Melissa J.; Vaughn, Lisa M.; Jacquez, Farrah – Urban Education, 2017
Latino immigrant children represent the fastest-growing population in the United States and families are frequently residing outside of the traditional migration destinations. These cities lack the infrastructure and resources to provide culturally relevant services and bilingual education that supports these youth. Following a social-ecological…
Descriptors: Hispanic American Students, Immigrants, Middle School Students, Urban Schools
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Carpenter, Bradley W.; Bukoski, Beth E.; Berry, Matthew; Mitchell, Amanda M. – Urban Education, 2017
In the context of high-stakes accountability, education-related policy efforts have aimed to address the improvement of persistently low-achieving (PLA) schools via turnaround reform strategies. Such strategies provide opportunities for educational leaders to influence the process; however, limited research examining the role of the assistant…
Descriptors: Social Justice, Assistant Principals, School Turnaround, Urban Schools
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Horn, Brian R. – Urban Education, 2017
This article explores student empowerment in a restructured urban Title I middle school. The study includes data from eight participants in an action research project that involved a critical inquiry unit in an eighth-grade language arts class that asked students, "How are you empowered and disempowered by school?" Findings reveal that…
Descriptors: Student Attitudes, School Restructuring, Urban Schools, Middle School Students
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Gadsden, Vivian L.; Dixon-Román, Ezekiel J. – Urban Education, 2017
Conceptualizations of urban context and place in research, practice, and policy are relational, ranging from spatial dimensions to cultural practices of children, families, and communities in metropolitan areas. In this article, we focus on the inherent complexity of these conceptualizations and long-standing debates in education and social…
Descriptors: Urban Schools, Metropolitan Areas, Urbanization, Urban Areas
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Fergus, Edward – Urban Education, 2017
Discussions on Latino/a students' interpretation of the opportunity structure and schooling treat racial/ethnic identification among Latino/as as static, despite skin color variation. This article provides findings from interviews with six Mexican students who discussed teachers identifying them as "White-looking" or…
Descriptors: Hispanic American Students, Race, Ethnicity, Interviews
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Nasir, Na'ilah Suad; McKinney de Royston, Maxine; O'Connor, Kathleen; Wischnia, Sarah – Urban Education, 2017
Despite post-racial rhetoric, stereotypes remain salient for American youth. We surveyed 150 elementary and middle schoolers in Northern California and conducted case studies of 12 students. Findings showed that (a) students hold school-related stereotypes that get stronger in middle school, (b) African American and Latino students experience…
Descriptors: Ethnic Stereotypes, Racial Bias, Knowledge Level, Beliefs
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