scispace - formally typeset
Search or ask a question
JournalISSN: 0042-0859

Urban Education 

SAGE Publishing
About: Urban Education is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Academic achievement & Teacher education. It has an ISSN identifier of 0042-0859. Over the lifetime, 1973 publications have been published receiving 57254 citations. The journal is also known as: UEX.


Papers
More filters
Journal ArticleDOI
TL;DR: A meta-analysis was performed by as mentioned in this paper to determine the influence of parental involvement on the educational outcomes of urban secondary school children in urban areas. But, the authors did not consider the effect of the number of parents on educational outcomes.
Abstract: A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done...

1,410 citations

Journal ArticleDOI
TL;DR: Using critical race theory and Latina/Latino critical race theories as a framework, the authors utilizes the methods of qualitative inquiry and counter-storytelling to examine the construct of student resistance.
Abstract: Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history—the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of resistance to focus on its transformative potential and its internal and external dimensions. The authors describe and analyze a series of individual and focus group interviews with women who participated in the 1968 East Los Angeles high school walkouts. The article then introduces a counterstory that briefly listens in on a dialogue between two data-driven composite characters, the Professor and an undergraduate student named Gloria. These characters’ experiences further illuminate the concepts of internal and external transformational resistance.

1,350 citations

Journal ArticleDOI
TL;DR: In this article, a meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children and concludes that there is a significant relationship between parent involvement overall and academic achievement.
Abstract: This meta-analysis of 41 studies examines the relationship between parental involvement and the academic achievement of urban elementary school children. Analyses determined the effect sizes for parental involvement overall and subcategories of involvement. Results indicate a significant relationship between parental involvement overall and academic achievement. Parental involvement, as a whole, was associated with all the academic variables by about 0.7 to 0.75 of a standard deviation unit. This relationship held for White and minority children and also for boys and girls. The significance of these results is discussed.

1,259 citations

Journal ArticleDOI
TL;DR: This article found that teachers' perceptions, expectations, and behaviors interact with students' beliefs, behaviors, and work habits in ways that help to perpetuate the Black-White test score gap.
Abstract: Scholars have documented that Black students enter kindergarten with weaker reading skills than their White counterparts and that this disparity sometimes persists through secondary school. This Black-White performance gap is even more evident when comparing students whose parents have equal years of schooling. This article evaluates how schools can positively affect this disparity by examining two potential sources for this difference: teachers and students. It provides evidence for the proposition that teachers' perceptions, expectations, and behaviors interact with students' beliefs, behaviors, and work habits in ways that help to perpetuate the Black-White test score gap.

995 citations

Journal ArticleDOI
TL;DR: Teach For America's Teaching as Leadership framework and professional development model as discussed by the authors is a practice-based curriculum and pedagogy of teacher education that could be used as a model for a variety of stakeholders.
Abstract: In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a practice-based curriculum and pedagogy of teacher education that could be used as a model for a variety of stakeholders. I include a discussion of directions for future research on frameworks for teaching.

882 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202341
202289
2021108
2020134
201996
201875