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Friday, November 18 • 3:00pm - 4:10pm
Promise of Urban School Reform

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Participants:

Leadership and Student Outcomes: Evidence From Teacher Perceptions in Urban Restructured Schools. Angela Lynn Newcomb, Blake Haselton, Marco Muñoz (University of Louisville)

This quantitative study examined the relationship between teacher perceptions of teacher and school leadership and student achievement in urban restructuring schools in Kentucky. Multiple regression analysis and MANOVA were used to determine the impact of perceptions of leadership on student outcomes. Discussion will focus on the impact of restructuring efforts used in Kentucky and potential leverage points for school and district leaders. Implications for practice in Priority Schools will be discussed.

Making Sense of the Emerging Role of “Specialty Schools” in Urban Settings. Jeff Walls, Sara Kemper (University of Minnesota)

Public specialty schools in urban settings differ from traditional schools and serve students who have been unsuccessful in traditional school settings. Our research investigates how teachers at specialty schools, in a range of contexts, de ne student success and interpret the ways in which external policy factors in uence their practice. We find several fissures between schools and district policies, and our research implies room for more focus on the process of quality and equity in education.

For Justice or for Profit? Examining Enduring Tensions in Urban School Reform. Craig Peck, University of North Carolina at Greensboro

Analyzing major scholarly works and historical and contemporary events, I consider several enduring tensions that have characterized urban school reform since the 1960s. For instance, policies created by distant, delocalized experts have routinely engendered unanticipated local effects and erce community resistance. In addition, particular school reforms have served simultaneously as means for encouraging social justice for urban students of color and as mechanisms for generating revenue for educational vendors. I close by examining implications.

Re-Envisioning Culturally Competent School Leadership in an Urban School District: A Case Study. Gaëtane Jean-Marie, University of Northern Iowa; Bradley W. Carpenter, University of Houston; Tia Dumas, University of Louisville; Daniel D. Spikes, Iowa State University; Lisa Hooper, University of Louisville; Amanda Bowers, University of Louisville

As one component of a larger longitudinal research project, this study probes school leaders’ understanding of cultural competence as a mechanism to develop an equity responsive climate (ERC) able to enhance teaching and learning, while also increasing the shared understanding of the practices necessary to meet the needs of diverse student learners. ERC, a latent construct, is a triadic process premised on the affective, cognitive, and behavioral domains of cultural competence




Friday November 18, 2016 3:00pm - 4:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth B

Attendees (13)