Download or read book Advisory in Urban High Schools written by K. Phillippo and published by Springer. This book was released on 2013-07-31 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Kate Phillippo evaluates the practice of having teachers also serve as advisors, tasked with providing social-emotional support to students. Through an in-depth survey of teacher-advisors at three different urban high schools, she examines the different ways in which advisors interpret and carry out the role and the outcomes for students.

Download or read book The Urban High School Reform Initiative Final Report written by Urban High School Reform Initiative (U.S.) and published by . This book was released on 1979 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Final Report written by Urban High School Reform Initiative (U.S.) and published by . This book was released on 1979 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Are Academic Advisory Periods Having an Effect in a Large Urban Southwest High School written by Michael Gard and published by . This book was released on 2014 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inner city high schools today are struggling to create and maintain connections between students' values and schools requirements. Schools attempt to develop ways to help students become a vital part of the school community and provide them with resources to be successful both socially and academically. This study examined how an urban high school in the southwest implemented an academic advisory program to build and maintain the student/school relationship along with hoping to provide the resources to help increase student achievement in core academic programs. Research has identified the importance relationships have on academic achievement and the strong bonds that need to be developed with students and those there to support them. Previous attempts to provide students with the academic support through traditional tutoring in after-school programs have not proven to be successful in providing support students need. These after school tutoring programs have multiple challenges including being voluntary and students having other commitments they are involved with. Incorporating academic advisory programs during the school day is an attempt to overcome these challenges that are experienced with other programs. Using math and English course letter grade distribution comparisons were made to determine if changes in academic achievement occurred after implementation of academic advisory, whether participation in the program for more than one year made a difference on student academic achievement, and finally, if academic advisory had any different effect on students that are high, middle, or low achieving. This study could not identify any specific correlation between the academic advisory program and academic achievement. When looking at letter grade distribution data from before implementation and after implementation, similar growths and declines are seen with no identifiable trends during the program implementation. Consideration needs to be taken for the limitations identified and the school may want to conduct further review by addressing the limitations.

Download or read book Failing at School written by Camille A. Farrington and published by Teachers College Press. This book was released on 2014 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. “This is a groundbreaking and eye-opening study because it does what few studies of high school truly do: get inside the hearts and minds of teen-agers and show what their experience of school looks and feels like to them. The analysis of students who fail is revealing and powerful. There are poignant and revealing stories of just how a few student mistakes or teacher insensitivities lead to unfortunate and long-lasting results. More importantly, these case studies, their nuances, and their implications take us beyond the clichés and simplistic theories about schools and reform. Most importantly, we read of tangible and intelligent solutions that can be instituted, based on the facts on the ground. I highly recommend this book to everyone interested in getting beyond the typical talking points of school reform.” —Grant Wiggins, Authentic Education “Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors—resources, values and practices—beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.” —Ronald F. Ferguson, faculty director, Achievement Gap Initiative, Harvard University "Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington’s analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.” —Ron Berger, chief academic officer, Expeditionary Learning Book Features: Offers concrete strategies for redesigning high schools based on four dimensions of student achievement—structural, academic, developmental, and motivational. Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.” Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence. Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.

Download or read book The Effectivness of Advisory Pograms i e Programs with Teachers and Learning Disabled African American Students in Urban High Schools written by Camelia Ramona Gligor and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contrary to the researcher's expectations, two other types of advisory were found, besides the inclusive and seclusive forms: tracking as a form of inclusion and the replace of an advisory curriculum with special education support in seclusive special education classes. Theoretical contributions and educational implications of the findings are discussed.

Download or read book Restorative Justice in Urban Schools written by Anita Wadhwa and published by Routledge. This book was released on 2015-11-19 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The school-to-prison pipeline is often the path for marginalized students, particularly black males, who are three times as likely to be suspended as White students. This volume provides an ethnographic portrait of how educators can implement restorative justice to build positive school cultures and address disciplinary problems in a more corrective and less punitive manner. Looking at the school-to-prison pipeline in a historical context, it analyzes current issues facing schools and communities and ways that restorative justice can improve behavior and academic achievement. By practicing a critical restorative justice, educators can reduce the domino effect between suspension and incarceration and foster a more inclusive school climate.

Download or read book A Matter of Alignment written by Katherine L. Phillippo and published by . This book was released on 2009 with total page 808 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book So Much Reform So Little Change written by Charles M. Payne and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This frank and courageous book explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods. The result is that liberals and conservatives alike have spent a great deal of time pursuing questions of limited practical value in the effort to improve city schools. Yet while Charles Payne is unsparing in his exploration of the troubled recent history of urban school reform, he also describes himself as "guardedly optimistic." This book will be required reading for everyone interested in the plight--and the future--of urban schools. "A brilliant, thoughtful, and provocative analysis. Charles Payne shows why almost thirty years of school reform has brought so little change to urban public schools. Rooted in the reality of the Chicago Public Schools, Payne's book contains lessons that are relevant to schools everywhere." -- Pedro Noguera, New York University "Charles Payne's book is likely to anger teachers and administrators, conservatives and liberals, school reformers and the foundations that fund them. All will see themselves depicted as naïve about what it takes to improve urban schools. Many will see themselves depicted as part of the problem rather than part of the solution. At the same time no reader who has spent much time in urban schools will deny the accuracy of Payne's insights--for example, about why improving high schools has proved so much more difficult than improving elementary schools, why more resources alone won't produce successful urban schools, and why the choice of a particular whole school reform program is not the critical decision. While his analysis is deeply sobering, Payne shows that improvement in urban schools is possible--and indeed that significant improvements have already taken place." -- Richard J. Murnane, Harvard Graduate School of Education "This is a wonderful book, absolutely essential reading for educators, policymakers, and community and civic leaders who are committed to creating schools that promote high achievement for Black and Latino students. Payne helps us understand the challenges and possibilities for the transformation of urban schools. This is a smart book--one that should change our conversation about the reform of urban schools." -- Theresa Perry, Simmons College Charles M. Payne is the Frank P. Hixon Professor in the School of Social Service Administration at the University of Chicago. He is the author of numerous books, including I've Got the Light of Freedom: The Organizing Tradition in the Mississippi Civil Rights Movement.

Download or read book Urban High Schools written by Annette B. Hemmings and published by Routledge. This book was released on 2012-03-12 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This multidisciplinary overview introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and to possibilities for reform. Focused on critical and problematic elements, the text provides a comprehensive description and analyses of urban public high schooling through different yet intertwined disciplinary lenses. Students and researchers seeking to inform their work with urban high schools from social, cultural, and political perspectives will find the theoretical frameworks and practical applications useful in their own studies of, or initiatives related to, urban public high schools. Each chapter includes concept boxes with synopses of key ideas, summations, and discussion questions.

Download or read book The Advisory Guide written by Rachel A. Poliner and published by Educators for Social responsibility. This book was released on 2004 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Face to Face Advisories written by Linda Crawford and published by . This book was released on 2013-01-01 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: Middle-level educators can bridge differences, reduce bias, and help diverse students connect to school. Face to Face Advisories guides 125+ advisory conversations about culture, with daily messages, greetings, share topics, robust and varied activities, and reflection questions, to prompt development of social skills, critical thinking, and open discussion. The advisories help students think critically and with feeling as they: ⿢ Develop appreciation for cultural diversity ⿢ Cultivate connections across differences ⿢ Examine the price we pay for intolerance ⿢ Realize that each of us can be a change agent ⿢ Take action for equity Abundant teacher support: research, theory, resources, and practical tips guide each advisory.

Download or read book The Responsive Advisory Meeting Book written by Center for Responsive Schools and published by Center for Responsive Schools Incorporated. This book was released on 2018-03-21 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transform Advisory into Responsive Advisory Meeting with structured, purpose-driven plans to build relationships, develop communication and social skills, and support and extend academics.Developed from research with middle school students and teachers in rural, suburban, and urban public middle schools, each plan is designed to meet students' needs for belonging, significance, and fun while helping them build skills and explore their interests.

Download or read book Left Behind written by Edward P. St. John and published by JHU Press. This book was released on 2015-11-30 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book argues that American cities have been engaged for the past three decades in a radical-but failing-effort to transform general and vocational high schools into college preparatory institutions. By examining the educational reforms in four urban charter schools across the United States and four public high schools in New York City, it reveals how educators contend with the challenge of developing new courses while providing social support for students to build college-going cultures.

Download or read book A Contest without Winners written by Kate Phillippo and published by U of Minnesota Press. This book was released on 2019-03-19 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seeing the consequences of competitive school choice policy through students’ eyes While policymakers often justify school choice as a means to alleviate opportunity and achievement gaps, an unanticipated effect is increased competition over access to coveted, high-performing schools. In A Contest without Winners, Kate Phillippo follows a diverse group of Chicago students through the processes of researching, applying to, and enrolling in public high school. Throughout this journey, students prove themselves powerful policy actors who carry out and redefine competitive choice. Phillippo’s work amplifies the voices of students—rather than the parents, educators, public intellectuals, and policymakers who so often inform school choice research—and investigates how students interact with and emerge from competitive choice academically, developmentally, and civically. Through students’ experiences, she shows how competitive choice legitimates and exacerbates existing social inequalities; collides with students’ developmental vulnerability to messages about their ability, merit, and potential; and encourages young people’s individualistic actions as they come to feel that they must earn their educational rights. From urban infrastructure to income inequality to racial segregation, Phillippo examines the factors that shape students’ policy enactment and interpretation, as policymakers and educators ask students to compete for access to public resources. With competitive choice, even the winners—the lucky few admitted to their dream schools—don’t outright win. A Contest without Winners challenges meritocratic and market-driven notions of opportunity creation for young people and raises critical questions about the goals we have for public schooling.

Download or read book Urban High School Students and the Challenge of Access written by William G. Tierney and published by Peter Lang. This book was released on 2009 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban High School Students and the Challenge of Access documents a year in the life of five adolescents preparing for college. The text examines the different pathways that brought these students to where they are: living in poverty, attending overcrowded schools, and the pressure to be the first in their families to attend college are just a few of the challenges these students must battle en route to college, and that impact their chances of success once there. Their stories provide insight for practitioners and policy makers working to improve college access at urban high schools.

Download or read book Starting Up written by Lisa Arrastia and published by Teachers College Press. This book was released on 2015-04-24 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Starting Up is a collection of first-person accounts by some of the best-known founders of new schools in America. Providing the kind of knowledge that only experience can teach, it is an invaluable resource for anyone in the process of or thinking about opening a new school, as well as those interested in the politics of today’s era of new school development. The authors share how they worked to make their educational aspirations a reality while wrestling with social and economic obstacles, such as the distressed state of the communities in which these schools operated and the constant competition for resources. Starting Up tells real stories that capture the rich sense of possibility that currently exists for urban education. Book Features: Behind the scenes accounts from the founders of innovative K–12 schools created to better serve primarily poor communities across the country. Lessons learned from school leaders, including both the rewards and challenges associated with starting a new school. An introduction by Pedro Noguera that situates start ups within current economic and political realities. Lisa Arrastía is the middle school principal at United Nations International School in New York. Her work in the classroom is the focus of the Emmy-nominated PBS documentary Making the Grade. Marvin Hoffman is the founding director of The University of Chicago Charter School, North Kenwood/Oakland campus and the associate director of the University’s Urban Teacher Education Program. “These are educators who recognize that although urban public schools are often deeply flawed and dysfunctional, they don’t have to be, and they are educators who act on the belief that it is possible to create schools that nurture and support the hopes and aspirations of those they serve.” —From the Foreword by Pedro Noguera, New York University “How might we reimagine our schools? This book offers a guide from those who have experienced firsthand the trials and tribulations of trying to create a school from the bottom up. It asks all the right questions, both the practical and the pedagogical. It feels like essential reading as we reconsider how our urban schools should look and function.” —Alex Kotlowitz, bestselling author of There Are No Children Here and The Other Side of the River