Teachers who organize for educational equity and social justice generally do so through teacher-led professional networks. Community organizations (COs) that seek to support such teacher leaders can face challenges in working with their organic and often horizontally organized networks. This article examines three case studies of COs that…

This article uses counter-storytelling to examine how four urban African American mothers understand and discuss the role of Common Core State Standards (CCSS) in their children's education. Counter-storytelling is used as an oppositional framework to dominant stories privileged by educational systems. Findings conclude how parents posit valid…

America's urban public schools and their students are in dire need of a durable and committed corps of teachers, teachers who are willing to stay in education long enough to make a difference in the conditions of those schools, and most importantly, in student achievement. Many traditional teacher education programs critique alternative programs…

The Urban Sites Network of the National Writing Project was conceived, designed, and implemented as a national teacher inquiry network for urban sites of the National Writing Project. The goal of the Urban Sites Network has been to develop, articulate, and implement a new agenda for National Writing Project sites serving larger cities. Over the…

The increasing racial, cultural, and ethnic diversity among the populations attending urban schools poses a significant challenge to providing quality public education. Similarly, few would dispute that, in order to meet this challenge effectively, teachers must acquire the cultural competency for creating productive and inclusive learning…

A study of successful urban schools was conducted using two research strategies. Part One of this report consists of eight case studies of elementary schools in midwestern cities. The case reports were based on self-studies, in many instances by school staff members. The studies were constructed to focus on the human factors that make the…

The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) is a National Science Foundation program launched in 1993, designed to improve the mathematics and science education of urban students in medium-sized cities. The goals of the program, in addition to increased enrollments in mathematics and science classes, were to…

This book focuses on research conducted in the last 20 years that shows what urban teachers can do to add new knowledge and skills to their repertoire of teaching so that students can increase their own achievement. Dedicated to the idea that all children can learn, it provides hundreds of practical educational strategies. Some approaches that are…

This book examines the maligned students who populate urban schools and finds a talented group of resilient young people who deserve the support of the larger society. The editors and authors explore the ways such students are undermined, in the process developing new ways of teaching based on an understanding and appreciation of them.…