Search results for: Urban schools
Page 6/6 56 items
Social Competence as An Educational Goal: The Role of The Ethnic Composition and The Urban Environment of The School
This article concerns the relationship between social–educational goals and the school context. The authors used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal.
Updated: Jan. 21, 2009
Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform
This study builds upon research on teacher professional communities and high school restructuring reforms. It employs a conceptual framework that draws upon theories of “community of practice” and “community of learners.” The study analyzes how teachers’ professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of teacher learning and school improvement.
Updated: Dec. 15, 2008
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school.Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences.Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
Updated: Nov. 02, 2008
In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003).
Updated: Apr. 08, 2008
Model for teacher mentoring of poor and minority children: a case study of an urban Israeli school mentoring program
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Updated: Mar. 20, 2008
This article introduces the concept of 'free spaces' as an important site for the development of theory and practice around youth activism, teacher development, and the transformation of public and private space in urban schools and communities. Nearly a quarter of a century ago, Evans and Boyte (1986) introduced the concept of 'free spaces' in their book: Free spaces: the sources of democratic change in America.
Updated: Feb. 11, 2008