Donna M Harris
Biographic Data
| ID | 5740256 |
|---|---|
| NAME | Donna M Harris |
| GIVEN NAMES | Donna M |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS D M |
| AFFILIATIONS | University of Rochester, Rochester, NY, USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 3 |
The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence
This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop confianza (mutual trust) with caring adults. Safe spaces were also culturally and linguistically affirming where students could be themselves.…
Postscript: Urban Schools, Accountability, and Equity: Insights Regarding NCLB and Reform
As the postscript for this special issue of Education and Urban Society, this article considers the struggles urban schools report confronting as they implement standards-based reform and high stakes testing and discusses the implications these challenge have for future accountability policy aimed at promoting educational equity. Among the issues for future policy to consider with Race to the Top and the reauthorization of the Elementary and Seco…
Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform
Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to improve student access to rigorous academic content. This article examines how varying teacher expectation…
Enacting a Cultural Stance on the Language, Literacies, and Schooling of African American Youth
The story of literacy among African Americans is a complex history, laden with contradictions about their human value in the United States and their arduous journey to achieve equal rights as citizens. It is this history of contradiction and its reach into contemporary research, practice, and policy on the language, literacy, and education of African American youth that serve as underpinnings for H. Samy Alim and John Baugh's Talkin Black Talk: L…
The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence
This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop confianza (mutual trust) with caring adults. Safe spaces were also culturally and linguistically affirming where students could be themselves.…
Postscript: Urban Schools, Accountability, and Equity: Insights Regarding NCLB and Reform
As the postscript for this special issue of Education and Urban Society, this article considers the struggles urban schools report confronting as they implement standards-based reform and high stakes testing and discusses the implications these challenge have for future accountability policy aimed at promoting educational equity. Among the issues for future policy to consider with Race to the Top and the reauthorization of the Elementary and Seco…
Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform
Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to improve student access to rigorous academic content. This article examines how varying teacher expectation…
Enacting a Cultural Stance on the Language, Literacies, and Schooling of African American Youth
The story of literacy among African Americans is a complex history, laden with contradictions about their human value in the United States and their arduous journey to achieve equal rights as citizens. It is this history of contradiction and its reach into contemporary research, practice, and policy on the language, literacy, and education of African American youth that serve as underpinnings for H. Samy Alim and John Baugh's Talkin Black Talk: L…
Postscript: Urban Schools, Accountability, and Equity: Insights Regarding NCLB and Reform
As the postscript for this special issue of Education and Urban Society, this article considers the struggles urban schools report confronting as they implement standards-based reform and high stakes testing and discusses the implications these challenge have for future accountability policy aimed at promoting educational equity. Among the issues for future policy to consider with Race to the Top and the reauthorization of the Elementary and Seco…
Varying Teacher Expectations and Standards: Curriculum Differentiation in the Age of Standards-Based Reform
Ability grouping and tracking have been a major focus in educational research because of its role in promoting curriculum differentiation. However, there has been limited attention to how this differentiation occurs in contemporary schools involved with reform efforts including those focused on subject specific academic standards designed to improve student access to rigorous academic content. This article examines how varying teacher expectation…
The Role of School and Community-Based Programs in Aiding Latina/o High School Persistence
This study documents the important role school and community-based programs have for sustaining the persistence of Latina/o high school students in an urban, low achieving school district. Consensus among student participants revealed these programs provided a safe space where students were able to develop confianza (mutual trust) with caring adults. Safe spaces were also culturally and linguistically affirming where students could be themselves.…
Pedagogy (4 works) · Sociology (4 works) · School Choice and Performance (3 works) · Equity (law (2 works) · Mathematics education (2 works) · Political science (2 works) · Psychology (2 works) · Public relations (2 works) · Teacher Education and Leadership Studies (2 works) · Academic standards (1 works)