Later school start times have emerged as a potential policy to improve the sleep and educational outcomes of teenagers. This study uses a quasi-experimental comparative interrupted time series approach to examine a 90-min delay in start times in an urban district in North Carolina. Results show that the later start time resulted in more sleep for…

Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined "why" gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what…

Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that…

This article looks at the American Dream as a merit narrative to understand how it supports barriers to educational success for educators working to improve the lives of students in urban schools. Hard work/perseverance and individualism are interrogated as components of merit narratives used to sustain the American Dream. We analyze data from six…

Mathematics teachers' preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students' learning and motivation in mathematics. However, little empirical data exist on teachers' formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching,…

Reviews the history of violence in schools, focusing on types and frequencies of violence and the factors that are related to school-based violence. Presents strategies that teachers and other school staff can use to decrease the likelihood of violence. (SLD)

Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the…

Describes the author's experiences and reactions as an "observant learner" in "Hensen School," located in the central area of a Midwestern city; the school had about 850 students, all black, and 85 percent on ADC, with 100 adults participating daily in the school's activities. (JM)

Defines block grants and describes their relationship to categorical aid programs. Discusses potential pros and cons of block grants for states and for local school districts, including intense competition for funds, and specifies strategic steps that school boards might take at the local, state, and federal levels. (CJM)

A critique of the reification of child-centred education arguing that this ideology is found in its purest form in the colleges of education which are ill-equipped ideologically and organizationally for the preparation of teachers for inner-city schools. (Author/JM)

Using data from over 75 interviews, examines education reform in Detroit (Michigan) and explores the apparent collapse of a local education reform effort in spite of broad dissatisfaction with the current education system. Findings indicate that some long-term institutional impact of the reform remains. (SLD)

Studies interactional, pedagogical, and curricular actions that stigmatized high school students perceived as affecting their willingness to adapt to varied classrooms. Data from 49 students illustrate that stigmatized students prefer teachers who give personal attention and respect and solicit student opinions. (SLD)

Uses data from 54 urban school districts to test hypotheses explaining the integration of computer technology into the classroom. Finds no statistically significant effects of funding on the provision of computer-assisted learning, but a higher percentage of black students reduces the percentage of district students receiving computer-assisted…

Examines problems faced by immigrant students in the New York City public schools. Insight is provided into these educational problems through interviews with 20 students, 9 teachers, and 1 administrator in 2 city public high schools. Data suggest that students' desire to learn is not well supported by available resources. (SLD)

Examines the School Development Program of James Comer, first essayed in two predominantly Black New Haven (Connecticut) elementary schools. His theories of school improvement stress stability, autonomy, institutional loyalty, warmth of daily interaction, and other elements present in Black families and communities in prior decades. (DM)