Daniel U Levine
Biographic Data
| ID | 312395 |
|---|---|
| NAME | Daniel U Levine |
| GIVEN NAMES | Daniel U |
| FAMILY NAME | Levine |
| SIGNATURE | LEVINE D U |
| AFFILIATIONS | University of Missouri–Kansas City |
| VERIFIED | No |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
The Development Story of Toyama
Toyama City, one of the World Bank TDLC City Partnership Program cities, has become synonymous with the idea of a compact and livable city in Japan. It is a pleasant regional city with a population of about 420,000, situated in a dramatic landscape between the steep Tateyama mountain range on the east and deep Toyama Bay on the north side. The city has been consistently ranked among the best cities to live within the Hokuriku region. This report …
National Urban Alliance Professional Development Model for Improving Achievement in the Context of Effective Schools Research
The National Urban Alliance for Effective Education (NUA) has engaged in a wide variety of activities, such as instructional audits and advocating for change, to help school districts improve their policies and practices with respect to enhancing student performance. The central activity in most collaborations with districts has been to implement the NUA's Professional Development Model for improving students' comprehension, content performance, …
Educational spending: International comparisons
Instructional Approaches and Interventions that can Improve the Academic Performance of African American Students
Daniel U. Levine, Instructional Approaches and Interventions that can Improve the Academic Performance of African American Students, The Journal of Negro Education, Vol. 63, No. 1, Transforming Schools for African Americans: How Well Are We Doing? (Winter, 1994), pp. 46-63
School Effectiveness and National Reform
A Comprehension and Cognitive Development Approach to School Reform
Increasingly, it is recognized that we must regard students', especially minority-group students', dropping out of educational pipeline as symptom of institutional rather than individual pathology. All too often these enter school feeling good about themselves but exit with damaged self-concepts. Researchers such as Catterall (1987), Kagan (1988), and Ogbu (1987) have all suggested that this disengagement from school because schools systematicall…
Update on Effective Schools: Findings and Implications from Research and Practice
The 1970s and 1980s produced voluminous literature regarding school improvement in general and the characteristics of effective schools in particular. Hundreds of studies and research-based analytical papers attempted to identify the characteristics (or correlates) of schools that are unusually successful regardless of students' socioeconomic background. Additionally, numerous schools and districts have used this research to design their own Effe…
Achievement Disparities Between Minority and Nonminority Students in Suburban Schools
National Assessment of Educational Progress (NAEP) data on reading provide one means for examining and comparing the performance of minority and nonminority suburban-type communities. In the present study, we made use of NAEP computer tapes pertaining to reading proficiency scores of 13-year-olds public schools metropolitan communities (which the NAEP also designates as 1advantaged-urban) or those in or around cities having a population greater t…
Implementation of reforms to improve comprehension skills at an unusually effective inner city intermediate school
This article describes reforms that were introduced at a Bronx, New York intermediate school at which large gains in students’ comprehension performance were registered among seventh and eighth graders. One central focus was on introducing the DRP approach, which assesses students’ functional reading level, facilitates teachers’ efforts to match student comprehension levels and the readability of instructional materials, and helps teachers acquir…
Research on classroom and school effectiveness and its implications for improving big city schools
Social Class, Race, and School Achievement: Problems and Prospects
Ornstein and Levine provide documen tation regarding the relationship be tween the socioeconomics of students' lives and their subsequent capacity to perform effectively in school contexts. Research aimed at understanding and prescribing methods of overcoming the problems of urban low achieving stu dents is discussed in the form of class room and extra-classroom realities. The authors then suggest selected re form measures for ameliorating those …
A School-Within-A-School Approach for At-Risk Urban Students
Fay E. Gooden, Marilyn Lane, Daniel U. Levine, A School-Within-A-School Approach for At-Risk Urban Students, The Journal of Negro Education, Vol. 58, No. 3, Shaping the Urban Future: People and Places, Problems and Potentials (Summer, 1989), pp. 367-371
Teacher satisfaction
The inherent impact of nonpromoted students on reading scores in a big city elementary school
Are effective or meritorious schools meretricious
Getting what we ask for: The ambiguity of success and failure in urban education
Accountability Implications of Effective Teaching Competencies: Effective Schools Research
Successful Implementation of Instruction at Inner-City Schools
Daniel U. Levine, Rayna R. Levine, Eugene E. Eubanks, Successful Implementation of Instruction at Inner-City Schools, The Journal of Negro Education, Vol. 54, No. 3, Successful Schooling Policies, Practices, Programs (Summer, 1985), pp. 313-332
Strategies for Reforming Metropolitan Schools
Seventeen years after Coleman there is new information and strategy for the improvement of the performance of city schools
Concentrated poverty and reading achievement in seven big cities
The social and instructional setting for metropolitan integration
Level and Rate of Desegregation and White Enrollment Decline in a Big City School District
Review of the literature on "white flight " from desegregated schools in-dicated that recent controversies have been partly resolved through agree-ment that this is most likely to occur in city districts with high proportions of minority students surrounded by largely white suburbs. Enrollment data from 1956 to 1974 for the Kansas City, Missouri Public Schools were examined to test this hypothesis. The findings were consistent with the conclusion…
Educating Alienated Inner-City Youth: Lessons from the Street Academies
In recent years a number of new institutions have been established to educate students who have dropped out or are prone to drop out of inner-city secondary schools. These institutions have been variously called storefront academies, mini-schools, and, in the case of some which officially are part of public school systems, community outposts. Except where specific schools are referred to later, for shorthand purposes these institutions frequently…
Differences Between Black Youth Who Support the Black Panthers and the Naacp
Daniel U. Levine, Norman S. Fiddmont, Robert S. Stephenson, Charles Wilkinson, Differences Between Black Youth Who Support the Black Panthers and the NAACP, The Journal of Negro Education, Vol. 42, No. 1 (Winter, 1973), pp. 19-32
The Home Environment of Students in a High Achieving Inner-City Parochial School and a Nearby Public School
Social Class, Race, and School Achievement: Problems and Prospects
Ornstein and Levine provide documen tation regarding the relationship be tween the socioeconomics of students' lives and their subsequent capacity to perform effectively in school contexts. Research aimed at understanding and prescribing methods of overcoming the problems of urban low achieving stu dents is discussed in the form of class room and extra-classroom realities. The authors then suggest selected re form measures for ameliorating those …
Educating Alienated Inner-City Youth: Lessons from the Street Academies
In recent years a number of new institutions have been established to educate students who have dropped out or are prone to drop out of inner-city secondary schools. These institutions have been variously called storefront academies, mini-schools, and, in the case of some which officially are part of public school systems, community outposts. Except where specific schools are referred to later, for shorthand purposes these institutions frequently…
Instructional Approaches and Interventions that can Improve the Academic Performance of African American Students
Daniel U. Levine, Instructional Approaches and Interventions that can Improve the Academic Performance of African American Students, The Journal of Negro Education, Vol. 63, No. 1, Transforming Schools for African Americans: How Well Are We Doing? (Winter, 1994), pp. 46-63
Concentrated poverty and reading achievement in seven big cities
National Urban Alliance Professional Development Model for Improving Achievement in the Context of Effective Schools Research
The National Urban Alliance for Effective Education (NUA) has engaged in a wide variety of activities, such as instructional audits and advocating for change, to help school districts improve their policies and practices with respect to enhancing student performance. The central activity in most collaborations with districts has been to implement the NUA's Professional Development Model for improving students' comprehension, content performance, …
School Effectiveness and National Reform
A Comprehension and Cognitive Development Approach to School Reform
Increasingly, it is recognized that we must regard students', especially minority-group students', dropping out of educational pipeline as symptom of institutional rather than individual pathology. All too often these enter school feeling good about themselves but exit with damaged self-concepts. Researchers such as Catterall (1987), Kagan (1988), and Ogbu (1987) have all suggested that this disengagement from school because schools systematicall…
Update on Effective Schools: Findings and Implications from Research and Practice
The 1970s and 1980s produced voluminous literature regarding school improvement in general and the characteristics of effective schools in particular. Hundreds of studies and research-based analytical papers attempted to identify the characteristics (or correlates) of schools that are unusually successful regardless of students' socioeconomic background. Additionally, numerous schools and districts have used this research to design their own Effe…
Achievement Disparities Between Minority and Nonminority Students in Suburban Schools
National Assessment of Educational Progress (NAEP) data on reading provide one means for examining and comparing the performance of minority and nonminority suburban-type communities. In the present study, we made use of NAEP computer tapes pertaining to reading proficiency scores of 13-year-olds public schools metropolitan communities (which the NAEP also designates as 1advantaged-urban) or those in or around cities having a population greater t…
Research on classroom and school effectiveness and its implications for improving big city schools
The inherent impact of nonpromoted students on reading scores in a big city elementary school
Successful Implementation of Instruction at Inner-City Schools
Daniel U. Levine, Rayna R. Levine, Eugene E. Eubanks, Successful Implementation of Instruction at Inner-City Schools, The Journal of Negro Education, Vol. 54, No. 3, Successful Schooling Policies, Practices, Programs (Summer, 1985), pp. 313-332
Level and Rate of Desegregation and White Enrollment Decline in a Big City School District
Review of the literature on "white flight " from desegregated schools in-dicated that recent controversies have been partly resolved through agree-ment that this is most likely to occur in city districts with high proportions of minority students surrounded by largely white suburbs. Enrollment data from 1956 to 1974 for the Kansas City, Missouri Public Schools were examined to test this hypothesis. The findings were consistent with the conclusion…
Interracial Attitudes and Contacts: A Sample of White Students in Suburban Secondary Schools
Attitudes Concerning Civil Rights and Related Matters Held by Black Students in a Big City
Prerequisites for Success in Working with Parents of Disadvantaged Youth
An Assessment of the Impact of a Highly Rated Negro High School on the Perception of its Students
Negro Population Growth and Enrollment in the Public Schools: A Case Study and its Implications
Issues in the Provision of Equal Educational Opportunity
Attitudes Concerning Civil Rights and Related Matters Held by Black Students in a Big City
Black Power: Implications for the Urban Educator
A Study of the Use of Inter-Ethnic Materials in Suburban Schools in a Major Metropolitan Area
Threshold Phenomena in Inner-City Schools and Society
Differences Between Segregated and Desegregated Settings
If the imperatives in the two situations are basically the same, the teacher need not worry about demands on his flexibility and perceptivity beyond those that normally exist in any classroom setting. If, however, these imperatives differ with respect to whether the school or classroom is segregated or desegregated, an instructional approach appropriate in one situation might be inappropriate and hence might require greater or lesser modification…
Interracial Attitudes and Contacts: A Sample of White Students in Suburban Secondary Schools
The Home Environment of Students in a High Achieving Inner-City Parochial School and a Nearby Public School
Differences Between Black Youth Who Support the Black Panthers and the Naacp
Daniel U. Levine, Norman S. Fiddmont, Robert S. Stephenson, Charles Wilkinson, Differences Between Black Youth Who Support the Black Panthers and the NAACP, The Journal of Negro Education, Vol. 42, No. 1 (Winter, 1973), pp. 19-32
Educating Alienated Inner-City Youth: Lessons from the Street Academies
In recent years a number of new institutions have been established to educate students who have dropped out or are prone to drop out of inner-city secondary schools. These institutions have been variously called storefront academies, mini-schools, and, in the case of some which officially are part of public school systems, community outposts. Except where specific schools are referred to later, for shorthand purposes these institutions frequently…
Level and Rate of Desegregation and White Enrollment Decline in a Big City School District
Review of the literature on "white flight " from desegregated schools in-dicated that recent controversies have been partly resolved through agree-ment that this is most likely to occur in city districts with high proportions of minority students surrounded by largely white suburbs. Enrollment data from 1956 to 1974 for the Kansas City, Missouri Public Schools were examined to test this hypothesis. The findings were consistent with the conclusion…
The social and instructional setting for metropolitan integration
Concentrated poverty and reading achievement in seven big cities
Strategies for Reforming Metropolitan Schools
Seventeen years after Coleman there is new information and strategy for the improvement of the performance of city schools
Successful Implementation of Instruction at Inner-City Schools
Daniel U. Levine, Rayna R. Levine, Eugene E. Eubanks, Successful Implementation of Instruction at Inner-City Schools, The Journal of Negro Education, Vol. 54, No. 3, Successful Schooling Policies, Practices, Programs (Summer, 1985), pp. 313-332
Getting what we ask for: The ambiguity of success and failure in urban education
Accountability Implications of Effective Teaching Competencies: Effective Schools Research
Are effective or meritorious schools meretricious
Teacher satisfaction
The inherent impact of nonpromoted students on reading scores in a big city elementary school
Implementation of reforms to improve comprehension skills at an unusually effective inner city intermediate school
This article describes reforms that were introduced at a Bronx, New York intermediate school at which large gains in students’ comprehension performance were registered among seventh and eighth graders. One central focus was on introducing the DRP approach, which assesses students’ functional reading level, facilitates teachers’ efforts to match student comprehension levels and the readability of instructional materials, and helps teachers acquir…
Research on classroom and school effectiveness and its implications for improving big city schools
Psychology (31 works) · Mathematics education (26 works) · Sociology (24 works) · Pedagogy (18 works) · Political science (17 works) · School Choice and Performance (16 works) · Academic achievement (10 works) · Education Systems and Policy (10 works) · Parental Involvement in Education (10 works) · Geography (9 works)