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Urban School District (urban + school_district)
Selected AbstractsThe impact of after-school programs on the routine activities of middle-school students: Results from a randomized, controlled trial,CRIMINOLOGY AND PUBLIC POLICY, Issue 2 2009Amanda Brown Cross Research Summary Unsupervised after-school time for adolescents is a concern for parents and policymakers alike. Evidence linking unsupervised adolescent socializing to problem behavior outcomes heightens this concern among criminologists. Routine activities theory suggests that, when youth peer groups congregate away from adult authority, both opportunity for and motivation to engage in deviant acts increase. After-school programs are a possible solution to unsupervised teen socializing during afternoon hours and are much in demand. However, empirical research has yet to test the relationship between the availability of after-school programs and youth routine activities. This study presents evidence from a multisite, randomized, controlled trial of an after-school program for middle-school students in an urban school district. Policy Implications Youth in the treatment group engaged in less unsupervised socializing after school than youth in the control group but not as much less as would be expected if the after-school program was providing consistent supervision to youth who would otherwise be unsupervised. Additional analyses examined why the influence of the after-school program was not more pronounced. We found that, although program attendance was related to decreases in unsupervised socializing, the program did not attract many delinquency-prone youths who were unsupervised, which suggests that the students most in need of the program did not benefit. Furthermore, data obtained from a mid-year activity survey revealed that youth in the study were highly engaged in a variety of after-school activities. The addition of the after-school program into the mixture of available activities had little effect on the frequency with which students participated in organized activities after school. [source] Toward the School as Sanctuary Concept in Multicultural Urban Education: Implications for Small High School ReformCURRICULUM INQUIRY, Issue 3 2006RENÉ ANTROP-GONZÁLEZ ABSTRACT This article describes the school as sanctuary concept through the voices of students enrolled in a small urban high school that curricularly privileges the linguistic, cultural, and sociopolitical realities of its communities. Moreover, this particular school was founded by students and teachers over 30 years ago as a direct response to pedagogically and psychologically colonizing large comprehensive high schools in a major urban school district. According to students, a school becomes a sanctuary when there are four essential components in place. These sanctuary-like attributes include multiple definitions of caring relations between students and their teachers, the importance of a familial-like school environment, the necessity of psychologically and physically safe school spaces, and allowing students a forum in which they are encouraged to affirm their racial/ethnic pride. Implications for forwarding this concept within a larger discourse around urban school reform are discussed. [source] Student Conflict Resolution, Power "Sharing" in Schools, and Citizenship EducationCURRICULUM INQUIRY, Issue 2 2001Kathy Bickmore One goal of elementary education is to help children develop the skills, knowledge, and values associated with citizenship. However, there is little consensus about what these goals really mean: various schools, and various programs within any school, may promote different notions of "good citizenship." Peer conflict mediation, like service learning, creates active roles for young people to help them develop capacities for democratic citizenship (such as critical reasoning and shared decision making). This study examines the notions of citizenship embodied in the contrasting ways one peer mediation model was implemented in six different elementary schools in the same urban school district. This program was designed to foster leadership among diverse young people, to develop students' capacities to be responsible citizens by giving them tangible responsibility, specifically the power to initiate and carry out peer conflict management activities. In practice, as the programs developed, some schools did not share power with any of their student mediators, and other schools shared power only with the kinds of children already seen as "good" students. All of the programs emphasized the development of nonviolent community norms,a necessary but not sufficient condition for democracy. A few programs began to engage students in critical reasoning and/or in taking the initiative in influencing the management of problems at their schools, thus broadening the space for democratic learning. These case studies help to clarify what our visions of citizenship (education) may look and sound like in actual practice so that we can deliberate about the choices thus highlighted. [source] Do worker absences affect productivity?INTERNATIONAL LABOUR REVIEW, Issue 1 2008The case of teachers Abstract. This article studies the impact of teacher absences on education. Using data spanning three academic years about 285 teachers and 8,631 predominantly economically disadvantaged students from a United States urban school district, it tests assumptions that a substantial portion of teachers' absences is discretionary and that these absences reduce productivity , students' mathematics scores. Since absent teachers are typically replaced by less qualified substitutes, instructional intensity and consistency may decline: ten days of teacher absence reduce students' achievement score by about 3.3 per cent of a standard deviation , enough to lower some students' designation in the state proficiency system and, thus, their motivation to succeed. [source] Disentangling the racial test score gap: Probing the evidence in a large urban school districtJOURNAL OF POLICY ANALYSIS AND MANAGEMENT, Issue 1 2007Leanna Stiefel We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences in classrooms attended explains little of the remaining gap, suggesting little role for within-school inequities in resources. There is some evidence that school characteristics matter. Race gaps are negatively correlated with school size,implying small schools may be helpful. In addition, the trade-off between the size and experience of the teaching staff in urban schools may carry unintended consequences for within-school race gaps. © 2006 by the Association for Public Policy Analysis and Management. [source] Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2008Okhee Lee Abstract This study examined the impact of the 3-year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre- and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item-by-item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726,747, 2008 [source] The challenge of altering elementary school teachers' beliefs and practices regarding linguistic and cultural diversity in science instructionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Okhee Lee This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six elementary schools in a large urban school district. These teachers participated in the intervention for 2 consecutive years. The study was conducted using both quantitative and qualitative methods based on focus group interviews, a questionnaire, and classroom observations. The results indicate that as teachers began their participation in the intervention, they rarely incorporated students' home language or culture into science instruction. During the 2-year period of the intervention, teachers' beliefs and practices remained relatively stable and did not show significant change. Possible explanations for the limited effectiveness of the intervention are addressed, and implications for professional development efforts are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1269,1291, 2007 [source] Teachers' perceptions of policy influences on science instruction with culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2007Annis Shaver Abstract This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2-year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725,746, 2007 [source] Professional development in inquiry-based science for elementary teachers of diverse student groupsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2004Okhee Lee As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021,1043, 2004 [source] Meeting the Preteen Vaccine Law: A Pilot Program in Urban Middle SchoolsJOURNAL OF SCHOOL HEALTH, Issue 2 2000Lynda Boyer-Chuanroong ABSTRACT: California, the most populous state in the nation, is one of many states that implemented vaccination requirements for preteens. While kindergarten requirements are well-established and accepted by parents, implementation of preteen vaccination requirements requires inter- and intra-institutional adjustments, educational and public relations efforts, and an augmentation of vaccination delivery systems. This article describes a pilot program in two middle schools in an urban school district and offers planning strategies and practical tools to assist school nurses and health providers to implement preteen requirements. [source] The Role of Pre-collegiate Partnership Programs in Environments Ambivalent about Affirmative Action: Reflections and Outcomes from an Early ImplementationJOURNAL OF SOCIAL ISSUES, Issue 3 2005Geoffrey Maruyama Preparing underrepresented students for college success though pre-collegiate partnership programs is one alternative to affirmative action programs. This article describes the Multicultural Excellence Program (MEP), a partnership program between an urban school district and 22 four-year higher education institutions. MEP, begun in 1987, targets 7th,12th-grade students from groups historically underrepresented in higher education. It helps them plan how to prepare themselves for continuing on to a four-year college. Analyses evaluating program effectiveness examined outcomes of over 4,000 secondary students and 243 college students. Despite substantial turnover, particularly at transition points, MEP has been very successful in enrolling its high school graduates immediately in four-year colleges. Although many MEP students have thrived in college, a smaller proportion has struggled. [source] Mental health services in schools: A qualitative analysis of challenges to implementation, operation, and sustainabilityPSYCHOLOGY IN THE SCHOOLS, Issue 4 2005Oliver T. Massey Schools are increasingly recognized as a critical venue for the provision of comprehensive behavioral and mental health services for students. Unfortunately, difficulties associated with operating programs in schools often prevent evidence-based practices from being implemented and sustained as intended. In this study, the experiences of school and community providers who were funded through the Safe Schools/Healthy Students Initiative to implement mental health services in a large, urban school district were investigated using a qualitative focus group methodology. Providers identified the major challenges they encountered with implementing, operating, and sustaining their programs as well as the strategies that they used to overcome those challenges. Strategies to enhance support of school-based mental health programs are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 361,372, 2005. [source] Child level correlates of teacher,student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientationsPSYCHOLOGY IN THE SCHOOLS, Issue 7 2004Christopher Murray The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher,student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher,student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher,student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 751,762, 2004. [source] | |||||||||||||