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Navigating Fragility and Building Resilience: A School-University Partnership to Support the Development of a Full-Service Community School
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Herrenkohl, Leslie Rupert; Napolitan, Kate; Herrenkohl, Todd I.; Kazemi, Elham; McAuley, Logan; Phelps, David – Teachers College Record, 2019
Background/Context: The literature review by Phelps in this special issue highlights the challenges of research-practice partnerships and other forms of insider-outsider collaboration in education. In addition to addressing well-known challenges, this case study article focuses on the full-service community school model as a strategy to address…
Descriptors: Resilience (Psychology), College School Cooperation, Community Schools, Holistic Approach
Relationships between Organizational Factors and Teachers' Knowledge and Use of Culturally Relevant Education
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Mathews, Hannah Morris; Oblath, Rachel; Bettini, Elizabeth; McCray, Erica; Chopra, Akash; Scott, Terrance – Teachers College Record, 2023
Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students' educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that…
Descriptors: Culturally Relevant Education, Urban Education, Poverty Areas, Student Experience
Teacher Turnover in High-Poverty Schools: What We Know and Can Do
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Simon, Nicole S.; Johnson, Susan Moore – Teachers College Record, 2015
Background/Context: Over the past three decades, teacher turnover has increased substantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving large numbers of students of color usually transfer to schools serving wealthier, Whiter student…
Descriptors: Faculty Mobility, Poverty Areas, Minority Group Students, Context Effect
Ready to Lead, but How? Teachers' Experiences in High-Poverty Urban Schools
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Johnson, Susan Moore; Reinhorn, Stefanie K.; Charner-Laird, Megin; Kraft, Matthew A.; Ng, Monica; Papay, John P. – Teachers College Record, 2014
Background/Context: Many strategies to improve failing urban schools rest on efforts to improve leadership within the school. Effective school-based leadership depends not only on the activities of the principal, but also on teachers' efforts to address school-wide challenges. Research has shown that the principal is pivotal in such ventures,…
Descriptors: Urban Schools, Principals, Administrator Role, Teacher Role
Challenging Boundaries, Changing Fate? Metropolitan Inequality and the Legacy of "Milliken"
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Holme, Jennifer Jellison; Finnigan, Kara S.; Diem, Sarah – Teachers College Record, 2016
Background: This article examines the contemporary implications of the "Milliken v. Bradley" (1974) decision for educational inequality between school districts in U.S. metropolitan areas. We focus upon four metropolitan areas that were highly segregated in the 1970s but which met different fates in court: We first examine Detroit and…
Descriptors: Educational Legislation, Federal Legislation, Equal Education, School Desegregation
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
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Desimone, Laura; Smith, Thomas M.; Phillips, Kristie J. R. – Teachers College Record, 2013
Background/Context: Most reforms in elementary education rely on teacher learning and improved instruction to increase student learning. This study increases our understanding of which types of professional development effectively change teaching practice in ways that boost student achievement. Purpose/Objective/Research Question/Focus of Study:…
Descriptors: Faculty Development, Academic Achievement, Longitudinal Studies, Mathematics Instruction
Poking Around: Outsiders View Chicago School Reform.
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Katz, Michael B.; Fine, Michelle; Simon, Elaine – Teachers College Record, 1997
Describes a longitudinal observation of Chicago school reform by a research team, and chronicles a method for tracking the implications of school reform over time. The study concludes that Chicago school reform gained strength because it originated as a broad-based social movement that spread ownership among many groups and defined reform as an…
Descriptors: Black Students, Educational Change, Elementary Secondary Education, Politics of Education