Sentences with phrase «of urban education reform»

Communities and schools: A new view of urban education reform.

Yet the fates of urban schools and the surrounding neighborhoods are inextricably linked, as Mark R. Warren compellingly explains in «Communities and Schools: A New View of Urban Education Reform» in the Summer 2005 issue of the Harvard Educational Review.

Not exact matches

At a fundraiser in Palm Beach Florida on Sunday, Romney included the elimination of the Department of Housing and Urban Development and a restructuring of the Department of Education among his ideas aimed at reforming Washington, according to reports from NBC News and The Wall Street Journal.

In «Learning from Rudolf Steiner: The Relevance of Waldorf Education for Urban Public School Reform,» a study published in 2008 in the journal Encounter: Education for Meaning and Social Justice, researcher Ida Oberman concluded that the Waldorf approach successfully laid the groundwork for future academics by first engaging students through integrated arts lessons and strong relationships instead of preparing them for standardized tests.

At last week's Askwith Forum, «Transformative Change in American Schools,» Michele Cahill, — vice-president for national program and director of urban education at Carnegie Corporation of New York, — spoke to the importance of transformative change and systemic reform within K — 12 schools across the nation, focusing largely on Common Core Standards.

For decades, discussion of education reform always began with a question along the lines of, «How do we improve the urban district?»

Its impressive «Schools That Work» series, in which Edutopia throws all of its multimedia resources into detailed coverage of an individual school, recently featured YES Prep, an urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates of test - driven education reform.

I was sold by HGSE's focus on urban education, the support they provide preservice teachers through mentoring, and its renowned faculty in the field of education and school reform.

The fact is that reforming urban schools is an issue of social justice: there are too many children in cities across the U.S. who are denied the opportunity to have a high - quality education, and these inequities run strongly along lines of race and class.

Currently reading: I'm planning a course about urban school reform in the spring, so I am reading a lot of books on education reform.

So Much Reform, So Little Change: The Persistence of Failure in Urban Schools Charles M. Payne (Harvard Education Press) Payne, a sociologist at the University of Chicago, here sets out to explain «the sociology of failure» of urban rReform, So Little Change: The Persistence of Failure in Urban Schools Charles M. Payne (Harvard Education Press) Payne, a sociologist at the University of Chicago, here sets out to explain «the sociology of failure» of urban reUrban Schools Charles M. Payne (Harvard Education Press) Payne, a sociologist at the University of Chicago, here sets out to explain «the sociology of failure» of urban reurban reformreform.

A sharp divide among Democrats was in full view at the party's national convention in Denver, where urban mayors and educators, gathered at a forum sponsored by Democrats for Education Reform (DFER), challenged the dominant role of teachers unions in shaping policy.

The National Institute for Urban School Improvement, funded by the U.S. Department of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school distrUrban School Improvement, funded by the U.S. Department of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school dEducation Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school dEducation Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school deducation in the nation's urban school distrurban school districts.

Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at - risk students.

Now back at the Carnegie Corporation, where she is vice president for national programs and director of urban education, Cahill too believes that these Bloomberg - Klein reforms will not be easily reversed.

A unique blend of education - savvy business leaders, a superintendent with stamina, and a mature accountability system has made Houston into the darling of urban school reform.

Section one details the depth and breadth of the failure of both public urban education systems and our efforts to reform them.

To the extent that it persuades people to avoid reforms that change school incentives in favor of ever - increasing school spending, Jonathan Kozol's work is an impediment to the very thing that he claims to desire most: a day when urban minority children receive an acceptable education.

No reform short of unloading a dump - truck filled with hundred - dollar bills on the campus of each urban public school will solve today's education ills.

Klein is coauthor of «Blended Learning in Practice: Four District School Journeys,» a case study of the Oakland project written with Carrie McPherson Douglass, who's now with the Cities for Education Entrepreneurship Trust, an umbrella organization for urban reform groups nationwide.

«My hope was to use this year to really explore and integrate the literature on urban education, science education reform, public understanding of science, and racial / gendered discrimination in science.

He is also the author or editor of numerous other publications including the following: School Choice International: Exploring public private partnerships (co-editor with Rajashri Chakrabarti) School Money Trials: The Legal Pursuit of Educational Adequacy (co-editor with Martin R. West) Reforming Education in Florida: A Study Prepared by the Koret Task Force on K - 12 Education (editor) The Education Gap: Vouchers and Urban Schools (with William G. Howell) Generational Change: Closing the Test Score Gap (editor) No Child Left Behind?

His research explores questions of educational significance related to teacher evaluation and human capital, urban school reform, school climate and safety, and education finance.

Michele Cahill has more than thirty years» experience working in the areas of education reform, youth development and urban affairs.

Phillip Lovell, vice president of federal advocacy at the nonprofit Alliance for Excellent Education, which focuses on high school reform, says that there are simply not enough good charter school providers to take the place of all the low - performing, large urban high schools.

Her current research focuses on market - based education reforms in urban communities, and its cultural and pedagogical impact on teacher dispositions, teacher professional autonomy and identity, and the development of inclusive classroom practices.

It was launched in 2004 as part of a three - sector strategy for urban education reform that also included increased funding for public charter - school facilities and added funds for educational improvements in District of Columbia public schools.

She currently teaches at the University of Colorado, Boulder and studies market - based education reform in urban communities.

Despite years of education reform efforts, many urban public schools are falling short, unable to raise student achievement.

The MPCP was established in 1990 as the first urban education reform in the U.S. built around the idea of permitting parents to enroll their children in private schools of their choosing at government expense.

Holmes - Sutton is the co-author of Parent and Family Engagement: The Missing Piece in Urban Education Reform, a policy brief for The Lincy Institute at the University of Nevada, Las Vegas.

Despite the best intentions of philanthropists and politicians, big money and big data will not save urban education, as long as reform efforts are undemocratic and overlook the realities of poor children's lives.

The author of this paper investigates the relevance of Waldorf education for public urban school reform.

A mayor's capacity for leadership addresses a significant problem that has plagued urban education for decades - namely, shifting and rival coalitions backing school reform, weak and unstable school boards, and frequent changes of superintendents.

Changing governance arrangements clearly can make a difference in the way urban public school systems function, but such a strategy requires the right combination of ingredients - committed and skilled leadership by the mayor, willingness to use scarce resources, a stable coalition of supporters, appropriate education policies, and a cadre of competent, committed professionals to implement the reforms.

By focusing their efforts primarily on improving schools for black and Latino students living in urban communities, has the education reform movement missed another group facing economic challenges and in need of better educational opportunity?

That capacity for leadership addresses a significant problem that has plagued urban education for decades - namely, shifting and rival coalitions backing school reform, weak and unstable school boards, and frequent changes of superintendents.

This has been particularly helpful for evaluating the effectiveness of charter schools, a controversial education reform with a mixed record overall but one that shows remarkably large gains for disadvantaged students in urban areas.

In his talk, Canada touched upon many education reform topics of the course — particularly the achievement gap, the standards movement, and the bad rap that schools in urban, low - income communities often receive.

For reform - minded educators to the center and right of the political spectrum, calling Payzant's efforts a success refutes the notion that radical changes are needed to improve urban education.

Students that apply will get trained on different ways of advocating, will get resources, have access to a list of contacts, and most importantly have a network of students that are advocating to reform urban education.

The guidebook of the mass school closings movement is a 2009 «School Closure Guide» written by the controversial Broad Foundation, which boasts of training and placing non-educator superintendents and high - level school leaders in urban districts across the country to enact a brand of education reform that focuses on competition and privatization.

He is the author or the coauthor of 10 books, including The Color of School Reform: Race, Politics and the Challenge of Urban Education (Princeton, 1999) and Building Civic Capacity: The Politics of Reforming Urban Schools (University Press of Kansas, 2001), both of which were named — in 1999 and 2001, respectively — the best book written on urban politics by the Urban Politics Section of the American Political Science AssociaUrban Education (Princeton, 1999) and Building Civic Capacity: The Politics of Reforming Urban Schools (University Press of Kansas, 2001), both of which were named — in 1999 and 2001, respectively — the best book written on urban politics by the Urban Politics Section of the American Political Science AssociaUrban Schools (University Press of Kansas, 2001), both of which were named — in 1999 and 2001, respectively — the best book written on urban politics by the Urban Politics Section of the American Political Science Associaurban politics by the Urban Politics Section of the American Political Science AssociaUrban Politics Section of the American Political Science Association.

«As a huge advocate of social and emotional learning, Raymond is much more thoughtful and a big - picture kind of guy in ways that run counter to the tenets of the corporate reform movement,» such as merit pay, said Carl Cohn, a member of the State Board of Education, director of the Urban Leadership Program in the School of Educational Studies at Claremont Graduate University and retired superintendent of Long Beach Unified.

Many of these articles relate to teacher research in an urban education setting or school reform experiences.

Bellwether used only four reviewers for the California analysis: Erika McConduit, president and CEO of the Urban League of Louisiana; Doug Mesecar, an adjunct scholar at the Lexington Institute; Joanne Weiss, the former chief of staff to U.S. Secretary of Education Arne Duncan; and Claire Voorhees, the director for K - 12 reform at the Foundation for Excellence in Education.

Insight in action As part of collaborative reform efforts to improve K - 6 science education across multiple urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge of science.

The signatories are Alliance for Excellent Education, The Arc of the United States, Council of Parent Attorneys and Advocates, Democrats for Education Reform, The Education Trust, Judge David L. Bazelon Center for Mental Health Law, League of United Latin American Citizens, MALDEF (Mexican American Legal Defense & Educational Fund), NAACP, National Center for Learning Disabilities, National Disability Rights Network, National Down Syndrome Congress, National Indian Education Association, National Urban League, and TNTP.

Dr. White specializes in the areas of urban school reform, community engagement, organizational change, middle level education, and leadership development.

In a series of columns in ASCD Express, the cofounder of New Leaders for New Schools, a nonprofit for education reform, shares promising practices in principal leadership for improving some of the nation's most challenged urban schools.