Volume 8 Issue 2 (Spring 2011)

General Issue

Panoramic Pictures

Michael Ryan Moore, Editor

“All that a city will ever allow you is an angle on it—an oblique, indirect sample of what it contains, or what passes through it; a point of view.” Peter Conrad

Youth Resource Mapping: Partnering with Service Providers and Youth to Understand the Supply and Demand for Youth Services in a Local Context

Sebastian Castrechini, John W. Gardner Center for Youth and Their Communities at Stanford University, and Nicole M. Ardoin, Stanford University

Introduction

Several recent reform efforts in education, including community schools, school-based health clinics, and extended school days or years, have focused on the supports and opportunities for growth that youth obtain outside of the regular school day. However, connecting youth to out-of-school time (OST) programs can be challenging for a variety of logistical, political, cultural, and economic reasons.

Community Based Mathematics Project: Conceptualizing Access through Locally Relevant Mathematics Curricula

Caroline Ebby, Vivian Lim, Luke Reinke, Janine Remillard, Emily Magee, Nina Hoe, Maya Cyrus, University of Pennsylvania1

The Community-Based Mathematics Project of Philadelphia

Using Critical Reflection to Improve Urban Teacher Preparation: A Collaborative Inquiry of Three Teacher Educators

Beth Berghoff, Indiana University Purdue University Indianapolis, Sue Blackwell, University of Indianapolis, Randy Wisehart, Earlham College

Introduction

“I Do But I Don’t”: The Search for Identity in Urban African American Adolescents

Rebecca Lakin Gullan, Gwynedd-Mercy College, Beth Necowitz Hoffman, The Children’s Hopsital of Philadelphia, and Stephen S. Leff, University of Pennsylvania

Introduction

Learning to Read in the Wake of Reform: Young Children’s Experiences with Scientifically Based Reading Curriculum

Tamara Spencer, Montclair State University

In the United States, educators and children increasingly face comprehensive reform measures that require adherence to curricular mandates and accountability regulations (Ryan & Graue, 2009). Since 2001, the U.S. government has provided competitive funding for and greatly increased the presence of early childhood education in broader national reform efforts (e.g., Early Reading First, Race to the Top State Funds, Reading First).