A Tale of Three Cities
Defining Urban Schools Within the Context of Varied Geographic Areas
Datos Bibliográficos
| ID | 9728686 |
|---|---|
| Autores | Connie L Schaffer (University of Nebraska Omaha, USA), Connie Schaffer (0000-0001-6787-8297, University of Nebraska at Omaha, autor de correspondencia), Meg White (Stockton University, Galloway, NJ, USA), Corine Meredith Brown (0000-0001-9340-9259, Rowan University) |
| Año | 2018 |
| Volumen | 50 |
| Número | 6 |
| Páginas | 507-523 |
| Fecha de publicación | 2018-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517713605 |
| OpenAlex | W2623014679 |
| Idioma | EN |
| Citas recibidas | 24 |
| Referencias citadas | 20 |
What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner’s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner’s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice teachers to challenge their existing perceptions of urban schools. Second, establishing a framework provides teacher educators the opportunity to guide preservice teachers to view urban schools through a Critical Race Theory lens. Through this lens, preservice teachers can begin to realize the impact of systemic racism within education
Context (archaeology · Critical race theory · Geography · Mathematics education · Pedagogy · Population · Racism · Sociology · Teacher education · Critical Race Theory in Education · Education Discipline and Inequality · Gender Studies · Psychology · Teacher Education and Leadership Studies
Exploring Teachers' Motivational Supports in Urban Title I Elementary Schools
An alternative form of bureaucracy; the operational framework of the city’s governing authority
Restorative Justice and the School-to-Prison Pipeline
Novice and Experienced Elementary General Music Teachers’ Classroom Management Self-Efficacy
Factors enhancing operation and maintenance of sanitation facilities for improved service levels in Kampala Schools
(Re)Defining Urban Education
There’s So Much That Young People Need to Learn That Only the Community Can Teach Them”
When There’s No Handbook
Employing the Urban Education Typology Through a Critical Race Spatial Analysis
Navigating (and Disrupting) the Digital Divide
School Absenteeism and Neighborhood Deprivation and Threat
Involvement, Engagement, and Community
Teaching Physical Education in an Urban Intensive Environment
Career and Technical Education's Unequal Dividends for High School Students
Collaborating for Equity in Urban Education
Conceptualizing Education for Sustainable Development in Urban Secondary Schools
Exploring the Role of Family-School Partnerships in School Choice
The Challenges for Urban Floating Parents to Provide Free-Basic Education for Their Children in Bangladesh
Are Deficit Perspectives of Black and Brown Students Grounded in Empirical Data? Investigating the Myths of “Urban Education” Through Parent Satisfaction
Leading for Justice, Leading for Learning
Organizational Ecology's Contagion Growth Perspective in the Study of Standalone Charter Schools in New York City
Tales From the Motherboard
Assessing Disproportional Calls Home for Problems at School
Utilizing the Urban Education Typology
Closing the Opportunity Gap
The Challenges of Staffing Urban Schools with Effective Teachers
Race Is Not Neutral
Critical race theory
Teaching for diversity by troubling whiteness
Reflection, Racial Competence, and Critical Pedagogy
Savage Inequalities
Pre-service Teachers’ Perceptions of Urban Schools
The Color of Money
But What is Urban Education
So When It Comes Out, They Aren’t That Surprised That It Is There”
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
Accomplished Urban Teaching
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
| Obras citantes distintas | 24 |
|---|---|
| Citas por año | 4 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 24 |