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Authoring New Narratives with Youth at the Intersection of the Arts and Justice

Lalitha Vasudevan, Daniel Stageman, Kristine Rodriguez, Eric Fernandez, and E. Gabriel Dattatreyan

http://vimeo.com/16872024

School Safety under NCLB’s Unsafe School Choice Option

Bill Gastic and Josephine Ann Gasiewski

School Safety under NCLB’s Unsafe School Choice Option


Waiting for a miracle: Why schools can't solve our problems and how we can

James P. Comer, M.D., M.P.H.
Maurice Falk Professor of Child Psychiatry
Yale University School of Medicine - Yale Child Study Center

After twenty-five to thirty years of work, I really became concerned and began to reflect on what was going on, and why it was so difficult to change schools. Waiting for a Miracle, my latest book, is just that-a first-step reflection on the resistance and difficulty in changing schools.

Race and school desegregation: Contemporary legal and educational issues

Edgar G. Epps, Ph.D.
Marshall Field IV Professor of Urban Education Emeritus, The University of Chicago, and
Professor, Educational Policy and Community Studies, The University of Wisconsin, Milwaukee

I will begin with a quotation by W. E. B. Du Bois, who wrote in 1936, the following: "Theoretically the Negro needs neither segregated nor mixed schools. What he needs is education. But he must remember that there is no magic either in mixed schools or in segregated schools.

Teaching young children well: Implications for 21st Century educational policies

Barbara Bowman, Ph.D.
President and Co-Founder of the Erikson Institute for Advanced Study in Child Development, Chicago, IL

am delighted to be with you and have an opportunity to talk about early childhood care and education. In this talk, I will address three things. First, I will provide a brief historical perspective on the care and education of young children. Second, I will describe some of the factors that have changed our thinking about the needs of young children and their families.

The Concept of Educational Sovereignty Friday evening keynote address at the 2002 Ethnography in Education Research Forum

ditor's note: This is a transcript of the Friday evening keynote address at the 2002 Ethnography in Education Forum at the University of Pennsylvania's Graduate School of Education. The transcript has been edited for clarity. However, some portions were difficult to transcribe and are marked with an [ ].

A Dialogue Across Time, Space, and Perspective Saturday evening conversation between Kris Gutiérrez and Ray McDermott at the 2002 Ethnography in Education Research Forum, moderated by Dr. Nancy H. Hornberger of the University of Pennsylvania

Editor's note: This is a transcript of a conversation between Ray McDermott and Kris Gutiérrez at the 2002 Ethnography in Education Forum at the University of Pennsylvania's Graduate School of Education. The transcript has been edited for clarity. However, some portions were difficult to transcribe and are marked with an [ ].

Losing, Finding, and Making Space for Activism through Literacy Performances and Identity Work

Kira and I came to know each other through our work together at The Loft. The Loft is a youth-run center for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth in a large, northeastern, urban community. It serves a diverse population of youth ranging in age from twelve to twenty-three, although the majority of the youth who were there when I was there were young, black men.

The Interactive Effects of Race and Class in Educational Research: Theoretical Insights from the Work of Pierre Bourdieu

How race and class affect the life chances of young people has been an issue of central importance to social scientists (Alexander, Pallas & Holupka, 1987; Baker & Velez, 1996; Hearn, 1984, 1991; Karen, 1991a, 1991b; Pascarella, Smart & Stoeker, 1989).

Critical Civic Engagement Among Urban Youth

In recent years, researchers have identified civic engagement as an important element of youth development (Flanagan & Faison, 2001; Youniss, 1999). Particular attention has been directed towards adolescence as a critical period in the emergence of a civic identity. During adolescence, youth begin to transition out of the role of beneficiaries within a community into the roles and responsibilities of active citizens (Hart & Atkins, 2002).

Supporting New Educators to Teach for Social Justice: The Critical Inquiry Project Model

Urban public schools and their teachers are under siege.  From increased standardization, privatization and testing to a growing number of students whose needs are not being met by schools and society at large, urban public school teachers face a daunting task.  Without a space in which to critically examine their daily experiences within schools, many well-intentioned teachers find themselves unwittingly reproducing existing social inequities.  The Social Justice Critical Inquir

Supporting new visions for social justice teaching: The potential for professional development networks

Teaching for social justice is understood in a range of ways by teachers, teacher educators, activists, and researchers.

Examining the Embedded Assumptions of Teaching for Social Justice in a Secondary Urban School: A Case-Study

…I think that people I’ve met who say that they teach for social justice they teach in a very linear sort of (way)…sort of ‘Ok, these are the oppressed people and these are not the oppressed people, this is black history’… in boxes or in very specific categories.  (Sara, a secondary English teacher)

Teaching under Fire

I was driving through the Tel-Aviv rush hour for a civic studies class at the second chance school where I taught for the past few years. I liked to use the drive time to go over the lesson plan in my mind, to recall the last class, and to change gears from my own morning rush to a more focused teaching state of mind. My students were disaffected teenagers with a wide range of backgrounds and abilities, and with a lot going on in their personal lives.

“…still they continue teaching.”

Teaching and learning in war means conflict and disaster and this is what has become my profession.  Almost seven years ago, I left the classroom to embark upon a new journey which is the management of emergency and development education programs.  This path has led me to countries caught in turmoil from Eastern Europe, East and West Africa and Asia.  Presently, I find myself in the northern corner of Uganda working with the Norwegian Refugee Council (NRC) to implement emergency e

Bridging Troubled Waters: Principles for teaching in times of crisis

First, an important point of order and clarity:  September 11th didn't change everything; nor did the landfall of Hurricane Katrina and subsequent breach of the levee that held Lake Pontchartrain back from the city of New Orleans; nor did the Tsunamis that engulfed coastal communities along the Indian Ocean; nor does the ongoing genocide of black Africans in the Darfur region of Sudan, nor do the ongoing demonstrations to extend basic civil and human rights to this nation's most recent inf

Teaching for Social Justice (see accompanying presentation for complete charts*)

Dr. Linda Darling-Hammond
Charles E. Ducommun Professor of Teaching and Teacher Education
Stanford University

It is wonderful to be back in the Philadelphia area, where I met my husband (then a law student at the University of Pennsylvania while I was a graduate student at Temple University) and started my career (teaching high school in Camden, Philadelphia, and Rose Tree-Media). I'm honored to be here to give the Connie Clayton lecture. Dr.

What Shall I Tell My Children Who Are Black? An Overview of Parent Education Research during the Civil Rights Era and Beyond

Diana T. Slaughter-Defoe, Ph.D.
Clayton Professor of Urban Education
Graduate School of Education
University of Pennsylvania

I begin by noting that from the perspective of this nation as a whole, at least one author reminds us that,

Gender Equity Programs in Urban Education: Redefining Relationships between Funding and Evaluation

Introduction:

This paper focuses on the evaluation of programs and policies designed to promote gender equity in schools and to raise awareness in general about gender issues in urban education. It raises the following problems:

School Reform on the Inside: Teacher Agency at one Philadelphia Middle School

Few educators would deny that school reform is complex business, especially in large urban districts like Philadelphia. On many levels, diverse voices compete to forward particular visions of improved schooling; true, in every wave of reform, some calls for change are heard louder than others. In the current political climate, calls for accountability and standards have received the lion's share of attention.

Education law is tougher on diverse schools

Schools with more targets to meet under NCLB were far more likely to be branded as in need of improvement.

"Making AYP: The Game"

Schools and school districts across the country are under pressure to show that student performance on standardized tests is improving. Much of this pressure is based on the idea that clear expectations, combined with sanctions for poor performance, will motivate educators and students to try harder and do better. The federal No Child Left Behind Act (NCLB) is the most comprehensive expression of this pressure.

Kids on the Move: The Effects of Student Mobility on NCLB School Accountability Ratings

The purpose of this study was to establish the relationship between urban school mobility and school ratings, one of the performance indicators mandated for schools under the 2001 No Child Left Behind Act (NCLB) by the Ohio Department of Education (ODE) and the U.S. Department of Education.

Teaching to Make a Difference: Advice to New Teachers from Teachers Who've Been There

These words of wisdom from the editors and editorial associates of Rethinking Schools grew out of a discussion about an upcoming book project during our national meeting this July. We asked the editors to share their advice to someone who is new to the profession.

Philadelphia School District Deconstruction – A Case Requiring Consideration

James H. Lytle

For almost 30 years I was a principal and central office administrator in the School District of Philadelphia. I’ve lived in Philadelphia for more than 40 years. After leaving the Philadelphia schools I went on to Trenton, NJ, to be superintendent for eight years, than came back to Philadelphia to teach educational leadership at the University of Pennsylvania. My heart and my commitment to improving urban public schools have always been centered in Philadelphia.

School Closings in Philadelphia

James Jack & John Sludden, Research for Action

In 2012, the School District of Philadelphia closed six schools.  In 2013, it closed 24.

How Students Are Leading Us: Youth Organizing and the Fight for Public Education in Philadelphia

Jerusha Conner (Villanova) & Sonia Rosen (University of Pennsylvania)

             Philadelphia has a rich history of high school student activism, stretching back to 1967 when 3,500 Philadelphia students walked out of their schools, marched to the Board of Education and demanded the addition

Thoughts on the Power and Promise of Parent Organizing

Rand Quinn, University of Pennsylvania & Nicole Mittenfelner Carl, University of Pennsylvania

Urban districts throughout the nation are contending with declining enrollment, aging facilities in disrepair, persistently low student achievement, increased competition with charters, and severe fiscal constraints. Philadelphia is a case in point. Over the past year, the School District of Philadelphia (SDP) was forced to borrow $304 million dollars to cover basic operating expenses, close 24 of its 242 schools, and lay off thousands of its employees.

A Racio-economic Analysis of Teach for America: Counterstories of TFA Teachers of Color

Yvette V. Lapayese, Ph.D., Loyola Marymount University
Ursula S. Aldana, Ph.D., Loyola Marymount University
Eduardo Lara, Ph.D. Candidate, UCLA Graduate School of Education and Information Studies

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Introduction