Based on ethnographic fieldwork and 39 formal interviews with 42 participants, we examine the influence of higher education institutions on a transitional, revitalizing neighborhood in Central Baltimore: Station North, a state-designated Arts and Entertainment District. This case study applies new urban regime theory to the development strategies…

Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of…

This research addresses the problem of teacher shortages in urban, high-needs schools. A grounded theory methodology was used to expand insights related to teacher recruitment and retention by collecting and analyzing qualitative (interview and observational) data from nine successful urban teachers. A two-part model of recruitment and retention…

This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

The transition to kindergarten is a critical milestone in children's lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children's adjustment to kindergarten. In particular, children growing up in families from urban, low-income…

We investigate 10th-grade Latinx and African American high school students' engagement in a reform-oriented curriculum designed to foster their critical social analysis of urban schooling. Students' designs of "ideal schools" based on their studies of their neighborhoods largely reproduced existing inequitable structures and practices of…

Community-based organizations have long influenced education reforms, and urban areas are especially vulnerable to community work that transcends racial and economic boundaries. The purpose of this study is to explore how The League of Women Voters of Las Vegas Valley, a mostly White, middle-upper-class women's organization, worked to pursue one…

Metaphor and metaphorical expressions are phenomenon of interest in teacher education research, critical race literature, and research on black communicative practices. Only marginal concerted attention has been paid to students' metaphorical expressions, and what these expressions might tell us about students' racial identities and lived…

In urban schools, along with skills for effective teaching, successful teachers must also possess values and belief systems conducive to teaching effectively in diverse settings (Becker, Kennedy, & Hundersmarck, 2003; Haberman, 2008; Metzgar & Wu, 2008). As demonstrated in CAEP standard 3, there is a critical need for EPPs to admit…

What does Indigenous student success look like in public school boards? Seven urban Indigenous educators' interview responses to this question were interpreted and reported by the lead author, a teacher and researcher of English, Irish, and Scottish heritage--a Settler Canadian. The "Connected Beads Model" is the result of these…

Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we…

Contextualized by efforts to support arts integration in one of the largest school districts in the United States, this qualitative study examines the experiences of educators as they participate in various arts-centred forms of professional development. Drawing on the work of, the tenets of arts-centered learning, the authors use Mediated…

In this response to "The Political Nuances of Narratives and an Urban Educator's Response," the authors applaud Pearman's critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to…

The unexpected and vast Syrian refugee crisis with an ever-growing number of young Syrians appears to be one of the greatest challenges for the Turkish education system. While low enrollment rates are alarming, the dual system that emerged in the urban settings creates a main challenge to a comprehensive and supportive education system and…

Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators' instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a "best case" because they worked diligently to comply…