Del i serien SUNY series, Power, Social Identity, and Education

Meaningful Urban Education Reform

Confronting the Learning Crisis in Mathematics and Science

Inbunden, Engelska, 2005

1 339 kr

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Summarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami.Based on a three-year study of the National Science Foundation's Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement.Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture.

Produktinformation

Utgivningsdatum2005-02-24
Mått152 x 229 x 25 mm
Vikt535 g
FormatInbunden
SpråkEngelska
SerieSUNY series, Power, Social Identity, and Education
Antal sidor301
FörlagState University of New York Press
ISBN9780791463291

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Kathryn M. Borman is Professor of Anthropology and Associate Director of the David C. Anchin Center at the University of South Florida. She has collaborated on and coedited numerous books, including Ethnic Diversity in Communities and Schools: Recognizing and Building on Strengths (with M. Yvette Baber and Associates); Adolescent Years: Social Influences and Educational Challenges (coedited with Barbara Schneider); and Changing American Education: Recapturing the Past or Inventing the Future? (coedited with Nancy P. Greenman), also published by SUNY Press.

List of IllustrationsList of TablesPrefaceAcknowledgmentsList of Abbreviations 1. Historical Context: How National Science Foundation Reforms Build on Earlier Reforms Systemic Reform School Culture—A Possible 7th Driver The Current Crisis: Closing the Persistent Achievement Gap Assessing the Impact of the Urban Systemic Initiatives The School Districts and CitiesResearch on Systemic Reform 2. The Importance of District and School Leadership District and School Administrator Participants Barriers to Reform Influence of Assessments Conclusion 3. Building Relationships to Sustain Reform Engaging Stakeholders School-Level Reports of Increasing Stakeholder Involvement Community Stakeholders' View of USI Impact on Their InvolvementConclusion 4. Professional Development in Systemic Reform Professional Development and Standards-Based PracticesImplications for Practice and Policy Conclusion 5. Instructional Practices in Mathematics and Science Classrooms Instructional Practices Understanding Instructional Practices: Our Measurement Tools Looking at Instructional Practices Combining Perspectives on Instructional Practices Using Cluster Analysis Conclusion 6. Student Engagement in Mathematics and Science Experience Sampling Method Conclusion 7. Closing the Achievement Gap Development of the Model Miami-Dade InitiativeChicago Initiative SummaryConclusion 8. School Culture: The Missing Lever in Improving Student Outcomes and Achieving Sustainable Reform School Culture Influence of School Culture on Classroom Practices Measuring School Culture, Professional Development, and Classroom PracticesMeasuring Student Achievement, Professional Development, and Classroom Practices across Sites Conclusion 9. What Have We Learned? A Summary of Key Findings What Matters at the District Level What Matters at the School Level What Matters at the Classroom Level Appendix A: Instrumentation Appendix B: Survey of Classroom Practices NotesWorks CitedList of ContributorsIndex