Education and Urban Society current issue

Exploring the Generation Gap in Urban Schools: Generational Perspectives in Professional Learning Communities

Rinke, C. R. — Thu, 22 Oct 2009 03:06:49 PDT

This article reports on the generational perspectives of two science teachers working in one urban school, a 38-year veteran and a second-year teacher. Despite numerous opportunities to work together, these teachers argued more than they collaborated. This research shows that at least some of the tension can be explained by the generational perspectives each brought with them to the classroom, perspectives that have been brought to the forefront by the recent demographic shift in the urban teacher workforce. Each teacher’s generational perspective is presented within a framework of technical culture, service ethic, and professional commitment. Implications for recruitment and retention are discussed.

The Influence of Salary in Attracting and Retaining School Leaders

Pijanowski, J. C., Brady, K. P. — Thu, 22 Oct 2009 03:06:49 PDT

This article examines the salary trajectory of teachers as they move up the career ladder into leadership positions. The issue of compensation is set in the context of a principal shortage that has been widely reported and discussed in the literature. Urban schools are shown to experience the principal shortage differently from rural schools. District size and school type show significant differences in the additional compensation offered for moving from teaching to various leadership positions. The influence of salary is discussed in concert with the changing role of the principalship and candidate’s concerns about increasingly less desirable working conditions for school leaders.

An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners

Thu, 22 Oct 2009 03:06:49 PDT

Fifty years after Brown v. Board of Education, school achievement remains segregated by both race and class. Despite an emphasis on reading achievement as required by No Child Left Behind, many students have serious literacy needs, even into the middle and upper grades. The purpose of this study was to ascertain ways in which middle school reading instruction is coordinated to improve academic outcomes for at-risk students. In-depth interviews were conducted with professionals from five urban and five suburban middle schools surrounding five components of reading programming. While both align their curriculum with state expectations, they differ in terms of program continuity and stability. Overall, systemic coherence in schools was a rarity. Implications for literacy programming and systemic reform are presented.

Influence of Social and Community Capital on Student Achievement in a Large Urban School District

Porfeli, E., Wang, C., Audette, R., McColl, A., Algozzine, B. — Thu, 22 Oct 2009 03:06:49 PDT

Education professionals and policy makers have been working to "close the achievement gap" for some time. Differences in school performance for children from diverse and different family backgrounds have been at the core of past and present social, political, and education reform initiatives and practices. Previous research suggests that student characteristics and social capital (i.e., supportive aspects of social structures and people) predict academic achievement. In the present study, we examined the impact of school demographics, including distributions of exceptional children, and community capital (i.e., financial, human, and social capital in a family) on educational achievement as an opportunity to reframe the perspective on blame and explore the benefits of intentional diversity and integration on the educational advancement for all children. One result showed that community capital was a strong predictor of academic outcomes. We also found that the concentrations of students with academic gifts, behavior problems, or mental retardation and interesting interactions among these variables had differing impacts on academic achievement at the school level.

The Effectiveness of an After-school Program Targeting Urban African American Youth

Hanlon, T. E., Simon, B. D., O'Grady, K. E., Carswell, S. B., Callaman, J. M. — Thu, 22 Oct 2009 03:06:49 PDT

The present study reports on the effectiveness at one-year follow-up of an after-school prevention program targeting 6th grade African American youth residing in high-risk urban areas. The program, conducted on-site over the school-year period, involved a group mentoring approach emphasizing remedial education and an appreciation of African American cultural heritage in promoting school bonding, social skills development, and greater academic achievement. Behavioral and adjustment outcome data were obtained from two participating middle-school sites (intervention and comparison, involving 237 and 241 students, respectively) serving essentially equivalent urban communities. Results of the study revealed significant effects for academic achievement and behavior in terms of grade point average and teacher ratings that favored students at the intervention site. At this site, greater participation of parents in the intervention program was found to be positively related to improvement of the children in grade point average. No differential site-related changes in negative behavior were observed.

Pen Pals Without Borders: A Cultural Exchange of Teaching and Learning

Thompson McMillon, G. M. — Thu, 22 Oct 2009 03:06:49 PDT

When teachers and students are from different cultures, dissonance can occur in classrooms, which can be debilitating for effective literacy teaching and learning. Researchers have conducted studies in urban schools for many years, but the problem of cultural dissonance continues to plague many classrooms. It is imperative that teacher education programs develop creative, effective ways to prepare the teaching population to meet the needs of a diverse student population. This article reports the findings of a pen pal cultural exchange project between 40 predominantly White, female, preservice teachers in an elementary reading methods course, and 26 predominantly Black, fourth graders in an urban elementary school.The study analyzes 336 letters (154 children letters and 182 adult letters) to identity overarching themes. The content of the letters are analyzed using discourse analysis. The three most frequently found themes are shared experiences, overcoming adversities, and cultural practices and experiences. This study provides specific, practical methods for teacher educators to utilize in their courses and to help teachers and teacher candidates acquire important cultural knowledge and develop skills that prepare them to effectively teach the diverse student population in the United States. In particular, it provides a framework and specific ways to implement a pen pal cultural exchange project between preservice teachers and elementary students—students from two different worlds who became "border-crossers".