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Showing papers in "The Urban Review in 1986"


Journal ArticleDOI
TL;DR: In this paper, a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement is proposed, showing how the fear of being accused of "acting white" causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement.
Abstract: The authors review their previous explanation of black students' underachievement. They now suggest the importance of considering black people's expressive responses to their historical status and experience in America. “Fictive kinship” is proposed as a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement. The authors support their argument with ethnographic data from a high school in Washington, D.C., showing how the fear of being accused of “acting white” causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement. Policy and programmatic implications are discussed.

3,468 citations


Journal ArticleDOI
TL;DR: This article found that teacher expectations are a part of a personal belief system influenced by prior experience with diverse students, teachers' role definition, knowledge of appropriate strategies and techniques, and support services available.
Abstract: Research has consistently documented that teacher expectations influence student outcomes. These expectations are communicated via specific classroom behaviors and practices that differ substantially for high- vs. low-expectation students. Expectations, to a large extent, are a part of a personal belief system influenced by prior experience with diverse students, teachers' role definition, knowledge of appropriate strategies and techniques, and support services available. In urban schools where there are large proportions of academically at-risk students, these factors interact to determine whether or not students receive instruction necessary to improve their low achievement levels.

95 citations


Journal ArticleDOI
TL;DR: In this article, the author reviews conceptions of culture and language to provide a conceptual framework for understanding the ways in which cultural differences between students and science teachers can influence learning of that subject.
Abstract: The author reviews conceptions of culture and language to provide a conceptual framework for understanding the ways in which cultural differences between students and science teachers can influence learning of that subject. The paper is both theoretical and practical.

49 citations


Journal ArticleDOI
TL;DR: In this article, the authors examined the nature of administrative control of school principals in 12 especially effective districts in California and found that supervision and evaluation functions appeared to form important linkage mechanisms between schools and districts.
Abstract: In this article we examine the nature of administrative control of school principals in 12 especially effective districts in California. We combined two lines of inquiry, knowledge regarding control in organizations and information from the teacher effects and school effectiveness research, to examine types and patterns of control mechanisms in these districts. Although the work reported herein is exploratory in nature, we see evidence that, contrary to the norm, supervision and evaluation of site level administrators were rational and meaningful processes in these effective districts. We report further that the supervision and evaluation functions appeared to form important linkage mechanisms between schools and districts. In addition, we note that supervision and evaluation provide a strong base for the development of other important linkage functions, especially goal setting. Finally, we report that the superintendents often appear to be the key figures in the supervision and evaluation functions in these effective school districts.

28 citations


Journal ArticleDOI
TL;DR: In this article, the authors describe the characteristics of a statewide principal evaluation system, which is based on studies drawn from studies of evaluation in other settings (Dornbusch and Scott, 1975), of teachers (Natriello and Dornbuscht, 1981) and control of principals (Peterson, 1984).
Abstract: This paper describes the characteristics of a statewide principal evaluation system. Present empirical knowledge of the ways school principals are evaluated is almost nonexistent (Harrison, 1985); because of this we will employ a design drawn from studies of evaluation in other settings (Dornbusch and Scott, 1975), of teachers (Natriello and Dornbusch, 1981) and control of principals (Peterson, 1984). A questionnaire was used to gather information about the ways principals are evaluated as reported by principals and superintendents. The authors find that even when an evaluation system is detailed, specific, and statewide, inconsistencies develop because of the special nature of principals' work. The systems appear to break down in the sampling of performance and outputs and in the communication of negative feedback-key areas if principals are to improve their performance. Suggestions for research and practice are presented.

21 citations


Journal ArticleDOI
TL;DR: A case study of the career expectations of non-education college seniors reveals that present policies, such as career ladders, merit pay, and traditional college loan programs, may have little positive impact on their consideration of teaching as a career alternative as discussed by the authors.
Abstract: A case study of the career expectations of noneducation college seniors (primarily in high demand fields) reveals that present policies, such as career ladders, merit pay, and traditional college loan programs, may have little positive impact on their consideration of teaching as a career alternative. For the brightest of the students, the most significant reasons why they won't teach relatenot to the lack of financial reward in teaching, but to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as their intolerance for diversity in the workplace and their perception of teaching as a “boring job.” In most cases, these negative “lessons” about teaching were learned while they were public school students. The recent movement to professionalize teaching would appear to be an important step in luring these bright students into teaching. However, professionalism alone will not ensure a school district's ability to attract and retain bright college students as teachers.

18 citations


Journal ArticleDOI
TL;DR: In this article, the authors argue that the educational reform movements are cyclical and that the present call for excellence can be seen in previous cycles, noting the absence of a concern for equity in the many recent reports and studies.
Abstract: The author argues that the educational reform movements are cyclical and that the present call for excellence can be seen in previous cycles. Noting the absence of a concern for equity in the many recent reports and studies, the author discusses the concepts of equity, equality, and excellence. Alternative reforms are proposed to enhance equity for minority and presently underachieving youth.

14 citations


Journal ArticleDOI
TL;DR: This paper reviewed the process of the Boston Compact from 1982 to 1986, traces the steps being taken to create a communitywide plan that responds to Boston's school dropout problem, and summarizes Boston's Draft Dropout Prevention and Reentry Plan.
Abstract: The transition from school to work is difficult for many American inner city youth. In 1982, Boston's leaders signed an agreement known as the Boston Compact to tackle the student dropout and employment problems. This paper reviews the process of the Compact from 1982 to 1986, traces the steps being taken to create a communitywide plan that responds to Boston's school dropout problem, and summarizes Boston's Draft Dropout Prevention and Reentry Plan.

10 citations


Journal ArticleDOI
TL;DR: In this paper, the authors argue that the economic sacrifices made by black families to send their children to private schools are worth it to the individual child, to the black community, and the social and educational benefits and costs of being educated in a largely white environment.
Abstract: As black students move into private schools at greater rates, a number of questions are raised. To what extent and under what conditions is a private school education better than a public school education for black students? What are the social and educational benefits and costs of being educated in a largely white environment? And what will be the benefits and costs as private schools themselves become increasingly black? Are the economic sacrifices made by black families to send their children to private school worth it to the individual child—to the black community?

10 citations


Journal ArticleDOI
TL;DR: In this article, the authors highlight the paradox of marginalizing students through suspension and segregation while promoting the rhetcric of integration and highlight that successful integration of disruptive students requires teachers and educational administrators to broaden their focus of attention beyond concentration upon changing individual student behaviour.
Abstract: In 1984 the Education Department of Victoria, Australia, declared its support for developing policies and programs committed to the integration of disabled students into the educational and social life of regular schcols These programs were to include disruptive students Simultaneously, Victorian education administrators were engaged in revising suspension regulations and the proliferation of off-site facilities for disruptive students In surveying literature pertinent to school suspension and segregated learning centers, this article highlights the paradox of marginalizing students through suspension and segregation while promoting the rhetcric of integration Successful integration of disruptive students requires teachers and educational administrators to broaden their focus of attention beyond concentration upon changing individual student behaviour Consideration of the responsibility of school processes in contributing to aberrant behavior is warranted

10 citations


Journal ArticleDOI
TL;DR: Noblit argues that the concepts of quality and excellence are misconceived, as are the means and actors needed to create excellence as mentioned in this paper, and develops an alternative reform agenda based on teacher professionalism and local initiative.
Abstract: The author argues that the many recent reports on schools signify a renewed emphasis on social Darwinism. In noting that the reports are numerous and calls for reform vehement, Noblit suggests that the emerging agenda is neither starting nor new. By characterizing this reform agenda as both inappropriate and impotent, Noblit argues that the concepts of quality and excellence are misconceived, as are the means and actors needed to create excellence. Noblit concludes by developing an alternative reform agenda based on teacher professionalism and local initiative.

Journal ArticleDOI
TL;DR: The authors conducted interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, and five states of coping with teachers' educational mistakes emerged: deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; determination-deciding that the range of the teachers's deviations exceeds the boundaries of normative behavior and there
Abstract: As managers of teachers, principals must cope with a variety of educational mistakes in their schools. These cumulative mistakes lead to a state of borderline competency in the teacher. From interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, five states of coping with teachers' educational mistakes emerged: (1) deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; (2) detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; (3) determination-deciding that the range of the teacher's deviations exceeds the boundaries of normative behavior and there is cause for dismissal; (4) evaluation-assigning an unsatisfactory efficiency rating with extensive documentation and recordkeeping for teachers who have been identified as borderline competent; and (5) formal dismissal-taking action to remove a teacher from the school.

Journal ArticleDOI
TL;DR: In this article, the authors argue that the knowledge work metaphor is the most powerful image of schools for understanding reform, and they develop a case for systemic reform based on the professionalization of teaching and the integration of theory, research, and practice.
Abstract: The authors argue that the knowledge work metaphor is the most powerful image of schools for understanding reform. Using themes from the new management literature, such as shared decision making, collegiality, innovation, and experimentation, as additional guides for school improvement, the authors develop a case for systemic reform based on the professionalization of teaching and the integration of theory, research, and practice, Finally, transformational leadership is presented as the key to facilitating systemic reform.

Journal ArticleDOI
TL;DR: This article argued that the recent national reports on educational reform must be understood as manifestations of the influence of capital and the state, and that the considerable pressure exerted on the schools by representatives of state capitalism does not guarantee that the proposed reforms will be enacted.
Abstract: This article argues that the recent national reports on educational reform must be understood as manifestations of the influence of capital and the state. The considerable pressure exerted on the schools by representatives of state capitalism does not guarantee that the proposed reforms will be enacted, however. The contradictory nature of the school's location in the democratic capitalist state, coupled with various forms of teacher and student resistance to the reports' recommendations, afford the opportunity for progressive educators to strip away the mystique of the school as a neutral site and to challenge the dominant ideology.

Journal ArticleDOI
TL;DR: In this paper, the authors argue that how a school improvement reform is implemented at the school level is a critical factor affecting the impact of that reform and outline six reforms which would facilitate the implementation of school improvement programs.
Abstract: This paper argues that how a school improvement reform is implemented at the school level is a critical factor affecting the impact of that reform. In developing this position, the paper does four things. First, it notes the omission of a discussion about program implementation in the many recent national reports and studies of schooling. Second, it discusses the key components of program implementation ignored by the reports and studies. Third, it details three case studies of schcol improvement programs that are seriously compromised because of inadequate attention to implementation. Fourth and, finally, the paper outlines six reforms which would facilitate the implementation of school improvement programs.

Journal ArticleDOI
Howard Margolis1
TL;DR: In this article, the authors present a practical framework for understanding and successfully working with angry people, focusing on the causes of anger, the negotiating process, trust building, problem solving, confrontation strategies, and deadlocks.
Abstract: Urban education administrators often face the challenge of dealing with angry parents, teachers, and superiors. Unfortunately, they often misunderstand the etiology of anger and mismanage these situations, which further exacerbates difficulties. This article presents a practical framework for understanding and successfully working with angry people. It focuses on the causes of anger, the negotiating process, trust building, problem solving, confrontation strategies, and deadlocks. It provides the reader with practical strategies which can be implemented in a variety of situations in which the urban administrator's aim is to reduce anger and seek a mutually satisfying resolution to the problems engendering anger.

Journal ArticleDOI
TL;DR: This paper argued that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education.
Abstract: The educational literature of the last several years is replete with both continuing calls for educational “excellence” reforms and for enhancing and upgrading the teaching “profession.” Importantly, both types of calls rely on the contribution of science. The educational research-and-development community continues to push for and believe in the notion that educational innovation is based on scientific advances in understanding child development and school functioning. Similarly, many teachers and teacher educators continually call for increased classroom autonomy and social status among teachers, based upon the supposedly scientific nature of their professional training. This paper takes issue with both of these points, arguing that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education. Relatedly, since the science of teaching and learning takes a back seat in issues of school policy, teachers cannot and will not be able to convince the public and those in authority in the school that their insights and practices derive from any privileged understanding of the “real” needs of children. Arguing that teachers should, in fact, have more input into policy decisions in education, the paper concludes with a review and discussion of various strategies currently visible for improving the autonomy and control of classroom educators.

Journal ArticleDOI
TL;DR: In this paper, the development of three types of community-based groups which show promise of enhancing the democratic governance of the schools, as well as increasing the school system's resource base is explored.
Abstract: With the loss of population and industry, public school systems in Midwestern cities such as Cincinnati and Kansas City now face increasing demands while suffering severe fiscal constraints. Rising educational costs, declining revenues and enrollments, and rising proportions of minority students, along with increased programmatic demands and pressures related to desegregation litigation, conspire to make school systems recaptive to community involvement and assistance. This paper explores the development of three types of community-based groups which show promise of enhancing the democratic governance of the schools, as well as increasing the school system's resource base.