Author: Karen Ann Morgan
Publisher:
ISBN:
Category :
Languages : en
Pages : 222

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Book Description

Author: Joseph F. Johnson, Jr.
Publisher: Taylor & Francis
ISBN: 1317412397
Category : Education
Languages : en
Pages : 171

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Book Description
Leadership in America’s Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels of urban school leadership. Grounded in research, this volume reveals the multiple challenges that real urban elementary, middle, and high schools face as well as the catalysts for improvement. This insightful resource explores the critical leadership characteristics found in high-performing urban schools and gives leaders the tools to move their schools to higher levels of achievement for all students—but especially for those who are low-income, English-language learners, and from various racial and ethnic backgrounds. In shining a light on the essential qualities for exceptional leadership at all levels of urban schools, this book is a valuable guide for all educators and administrators to nurture, influence, support, and sustain excellence and equity at their schools.

Author: Laura Lippman
Publisher: DIANE Publishing
ISBN: 0788136321
Category : Education, Urban
Languages : en
Pages : 232

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Book Description

Author: Jaana Juvonen
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181

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Book Description
Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.

Author: L. Mickey Fenzel
Publisher: State University of New York Press
ISBN: 0791493652
Category : Education
Languages : en
Pages : 149

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Book Description
Winner of the 2010 Alpha Sigma Nu Book Award in the category of "The Professional Studies" , presented by Association of Jesuit Colleges and University and Alpha Sigma Nu Nativity schools—there are over forty in urban areas throughout the United States—provide an important alternative to urban middle schools failing to provide their students with an adequate education. Nativity schools, which are privately funded, provide a year-round educational experience for at-risk urban children. They feature small classes, an extended day, and attention to students' social and spiritual developmental needs. L. Mickey Fenzel visited eleven Nativity schools in seven cities, conducting interviews and classroom observations, and collecting standardized test scores and survey data. Fenzel examines features of the Nativity model that distinguish it from other educational programs and takes a close look at the controversial use of volunteer teachers. The Nativity model is also discussed with respect to its social justice mission that is rooted in Jesuit tradition.

Author: William T. Pink
Publisher: Springer Science & Business Media
ISBN: 1402051999
Category : Education
Languages : en
Pages : 1267

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Book Description
The universality of the problematics with urban education, together with the importance of understanding the context of improvement interventions, brings into sharp focus the importance of an undertaking like the International Handbook of Urban Education. An important focus of this book is the interrogation of both the social and political factors that lead to different problem posing and subsequent solutions within each region.

Author: Genevieve D. Cepela
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 422

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Book Description
School improvement planning in two urban middle schools.

Author: Chance W. Lewis
Publisher: IAP
ISBN: 1623962323
Category : Education
Languages : en
Pages : 208

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Book Description
Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to “identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them” (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize “its knowledge-based resources, particularly in science and technology” (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers’ and students’ STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.

Author: Bruce L. Wilson
Publisher: SUNY Press
ISBN: 9780791448397
Category : Education
Languages : en
Pages : 156

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Book Description
Independent researchers interview urban middle school students to get their impressions of the teachers that help them to succeed in schools.

Author: Edward J. Foster
Publisher:
ISBN: 9781109976014
Category :
Languages : en
Pages : 232

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Book Description
The literature indicates that schools are not effectively serving students with emotional disturbance (ED). Lack of implementation of effective practices is identified as contributing to poor educational and social outcomes for this population of students. To better understand factors that influence implementation of those practices, a qualitative study of two middle schools programs for students with ED in different urban school districts was conducted. Data collected from observations, interviews and documents were analyzed to identify practices used and desired, as well as perceived barriers to implementation of best practices. Critical practices identified included structured environments; nurturing climates; direct and high quality academic and therapeutic support; collaboration among and between personnel in schools and outside agencies and with parents; opportunities for students with ED to spend all or part of their day in a general education classroom; and ongoing program evaluation to assure implementation of critical program practices. Perceived barriers affecting implementation included inadequate program monitoring and evaluation; a lack of articulation of program models and philosophy; and a lack of program support including limited school, district and community commitment and funding. Data collected also revealed (a) considerable differences of opinion regarding the benefit education in general education settings for these students and (b) the need for school based mental health programs to support students with emotional disturbance. These findings should be considered to improve outcomes for students with ED in middle schools in urban school districts.