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Selinna Creasy – ProQuest LLC, 2024
The purpose of this phenomenological study was to understand the motivation to educate during times of uncertainty for high school educators at an urban Virginian public high school. This study examined the influence of different factors on job satisfaction relating to recognition, growth, relationships, and remuneration. The theory of…
Descriptors: High School Teachers, Public Schools, Urban Schools, Influences
Mitchel B. Wallerstein – Teachers College Press, 2024
Discover how one public higher education institution was able to succeed despite the many obstacles and challenges that it faced. This is the story of how and why Baruch College of The City University of New York became a "positive outlier," overcoming serious financial constraints, physical space limitations, and other difficulties to…
Descriptors: Public Colleges, Success, Urban Schools, Educational Finance
Brooke L. Lyons-Goodwine – ProQuest LLC, 2024
Culturally responsive teaching (CRT) practices are becoming more and more necessary to overcome the discrepancies in cultural representation in today's schools. The most effective learning settings mirror the students' values, experiences, and cultures. School administrators are also tasked with monitoring, assisting, and evaluating teachers'…
Descriptors: Principals, Culturally Relevant Education, Urban Schools, Elementary Schools
Ariana Audisio; Rebecca Taylor-Perryman; Tim Tasker; Matthew P. Steinberg – Annenberg Institute for School Reform at Brown University, 2024
Teachers are the most important school-specific factor in student learning. Yet, little evidence exists linking teacher professional development programs and the strategies or activities that comprise them to student achievement. In this paper, we examine a fellowship model for professional development designed and implemented by Leading…
Descriptors: Faculty Development, Academic Achievement, Models, Instructional Improvement
Rahn Franklin Jr. – ProQuest LLC, 2021
Increasing demographic changes present teachers with the opportunity to educate diverse learners. The opportunity has associated challenges, such as cultural gaps between teachers and students and persisting academic performance gaps. The general problem addressed by this study was that teachers often report feeling unprepared and unequipped to…
Descriptors: Urban Schools, Teacher Education Programs, Cultural Awareness, Intelligence
Chaehyun Lee – International Multilingual Research Journal, 2025
Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and transcultural identities by reflecting on their dynamic border-crossing experiences. The students' creation of artifacts (illustrating self-portraits and…
Descriptors: Self Concept, Individual Development, Immigrants, Global Approach
Jeanette Zambrano; Erika A. Patall; Alana A. U. Kennedy; Crystal Aguilera; Nicole Yates – Journal of Experimental Education, 2025
Agentic engagement refers to students' proactive and constructive contribution to the flow of instruction. The literature on student agentic engagement is missing the voices and perspectives of teachers. Given that the field knows little about what agentic engagement means to teachers, the goal of this study was to describe agentic engagement from…
Descriptors: Urban Schools, High School Teachers, Teacher Attitudes, Beliefs
Ismael G. Munoz; Kenneth A. Shores; Ericka Sherrell Weathers; S. Colby Woods – Annenberg Institute for School Reform at Brown University, 2025
Using data from the 2017-18 and 2020-21 Civil Rights Data Collection, we document dis-parities in exposure to disciplinary staff across US high schools and geographic levels. Black and Hispanic students are exposed to 1.1 and 0.8 more disciplinary personnel than White students, respectively, which is equivalent to roughly twice the total average…
Descriptors: High Schools, Discipline Policy, Racial Discrimination, Ethnic Groups
Guo Su; Jia Sun; Taotao Long; Wenli Chen; Aoxue Mei – Journal of Science Education and Technology, 2025
This study explored the impact of "Argumentation-driven inquiry" (ADI) on primary school students' argumentation performance in a blended synchronous learning environment (BSLE). A total of 159 fifth-grade primary school students (79 from an urban school and 80 from a rural school) participated in this quasi-experimental study. Students…
Descriptors: Persuasive Discourse, Inquiry, Academic Achievement, Synchronous Communication
Danielle Shaw Attaway; Mimi Engel; Robin Jacob; Anna Erickson; Amy Claessens – Elementary School Journal, 2025
Kindergartners' math skills predict later academic outcomes. However, we know little about kindergarten mathematics instruction. Using data from 182 classroom observations in a large urban district, we explore time spent on mathematics and math content coverage. We also examine two underinvestigated aspects of kindergarten math instruction: (1)…
Descriptors: Kindergarten, Mathematics Instruction, Low Income Students, Socioeconomic Status
Taraz, Hengameh Heny M. – ProQuest LLC, 2023
What is the link between neuroscience and education? Can one measure the phenomenon of learning and make predictions by charting student performance? How does the knowledge of neuroscience inform educators to objectively and effectively meet the unique needs of all learners and address discrepancies in subsets of student population? Questions like…
Descriptors: Public Schools, Neurosciences, Urban Schools, School Districts
Schultz, Brandon K.; Lynch, Olivia S.; Kininger, Rachel L.; Gonzales, Christine R. – Contemporary School Psychology, 2023
Modular therapies allow practitioners to design and deliver individualized child and adolescent psychotherapies using the elements common to multiple evidence-based treatments, but most modular therapies are derived from outpatient treatments that do not directly address academic or social impairments in schools. In three case studies conducted in…
Descriptors: Psychotherapy, Disadvantaged Schools, Public Schools, Urban Schools
Winters, Marcus A.; Kisida, Brian; Cho, Ikhee – Education Finance and Policy, 2023
Transitions to a new principal are common, especially within urban public schools, and potentially highly disruptive to a school's culture and operations. We use longitudinal data from New York City to investigate if the effect of principal transitions differs by whether the incoming principal was hired externally or promoted from within the…
Descriptors: Principals, Urban Schools, Public Schools, Labor Turnover
Tanase, Madalina – Contemporary School Psychology, 2023
Close home-school communication benefits children, their families, the teacher, and the school community. Throughout the school year, teachers interact with families in a variety of ways, in person and electronically. In this study, the researcher investigated how twenty-two middle and high school urban teachers initiated and maintained…
Descriptors: Family School Relationship, Interpersonal Communication, Middle School Teachers, High School Teachers
French, Kate Rollert – Urban Education, 2023
There is a growing emphasis on social justice pedagogy as a predominantly White teacher labor force infiltrates classrooms in urban schools. Using "critical race theory" (CRT)--and the construct of interest convergence--this study examines how White teachers working in an urban school apply and enact teaching for social justice during…
Descriptors: Social Justice, Whites, Urban Schools, Critical Race Theory