Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

Waxman, Hersholt C.; Padrón, Yolanda N.

doi:10.1080/01619569509538822

Cited by 28 publications

(11 citation statements)

References 29 publications

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“…Large, urban school districts face special challenges in the improvement of academic performance as a result of crime and poverty (Reyes, 2006; Waxman & Padron, 1995). Solutions for these problems tend to vary from commonplace to complex.…”

Section: Introductionmentioning

confidence: 99%

Principals’ Perception of Influence on Factors Affecting Student Achievement in Low- and High-Achieving Urban High Schools

Bloom

Owens

2011

Education and Urban Society

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The purpose of the study was to compare and contrast influences principals have on staffing, curriculum issues, and discipline policies in high-and low-performing urban high schools. The data for the present study were drawn from the first year follow up of the Educational Longitudinal Survey of 2002-2004 (ELS: 02), administered by the National Center for Educational Statistics. Of the 14,000 school administrators surveyed, only high-and lowperforming urban high schools were included for this study. The results of this study revealed four areas where principals differed in their perceptions of their individual influences on academic achievement at their respective schools. Principals from high achieving urban school tend to have more influence on hiring and firing teaching staff and curriculum issues, such as course offerings and curricular guidelines. Principals from low achieving schools have more influence on school funding.

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Section: Introductionmentioning

confidence: 99%

Principals’ Perception of Influence on Factors Affecting Student Achievement in Low- and High-Achieving Urban High Schools

Bloom

Owens

2011

Education and Urban Society

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“…In response to this question, we turn to conceptions of critical literacy (Freire & Macedo, 1987;Meacham, 2000) and critical/culturally responsive teaching (Moll, 1990;Moll, Amanti, Neff, & Gonzalez, 1992;Waxman & Padron, 1995) in providing the theoretical frameworks for social educators. Critical literacy allows that academic success can be achieved through culturally inclusive theoretical frameworks for research methods, assessment, as well as instruction.…”

Section: Proverbs As a Teaching Tool In Citizenship Educationmentioning

confidence: 99%

Culturally Responsive Pedagogy in Citizenship Education: Using African Proverbs as Tools for Teaching in Urban Schools

Grant¹,

Asimeng‐Boahene²

2006

Multicultural Perspectives

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“…Students have high rates of truancy, low rates of graduation, and their achievement levels are less than those of their peers in nonurban settings (Tobin, Seiler, & Walls, 1999;Waxman & Padron, 1995). Students have high rates of truancy, low rates of graduation, and their achievement levels are less than those of their peers in nonurban settings (Tobin, Seiler, & Walls, 1999;Waxman & Padron, 1995).…”

Section: Introductionmentioning

confidence: 99%

“…Urban school districts are confronted with an everincreasing number of problems. Students have high rates of truancy, low rates of graduation, and their achievement levels are less than those of their peers in nonurban settings (Tobin, Seiler, & Walls, 1999; Waxman & Padron, 1995). In addition, teachers in urban schools are more likely to be underprepared and have limited access to material resources (Clewell, 1995).…”

Section: Introductionmentioning

confidence: 99%

Assessing Access

Gottfried

Johnson

2012

Education and Urban Society

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Identifying sources of variation has been used extensively in educational research as a tool to identify potential drives of variances in student achievement. However, prior research predominantly relied on findings from nationalor international-level data, and thus their conclusions remain very broad-based. This study contributes new insight by assessing if and where there is variation in standardized testing performance for entire populations of cohorts of students in a single, large urban school district in the United States. Specifically, this study evaluates variance in Stanford Achievement Test Ninth Edition (SAT9) reading and math scores for all elementary school students in the School District of Philadelphia over four academic years and within three analytical levels of the educational experience-student, classroom, and school. To do so, this study employs three-level hierarchical linear modeling (HLM) to determine how the overall variance in testing performance can be partitioned within classrooms, between classrooms, and between schools. The initial results indicate that the overwhelmingly largest contributor to total variance in achievement is within classrooms at the student level. However, incorporating a full span of covariates into a three-tiered model of student achievement Article at The University of Iowa Libraries on May 31, 2015 eus.sagepub.com Downloaded from Education and Urban Society 46 (7) explains the majority of the between classroom and between school variance, though only half of the within classroom variance. Implications are discussed.

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Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools

Cited by 28 publications

References 29 publications

Principals’ Perception of Influence on Factors Affecting Student Achievement in Low- and High-Achieving Urban High Schools

Principals’ Perception of Influence on Factors Affecting Student Achievement in Low- and High-Achieving Urban High Schools

Culturally Responsive Pedagogy in Citizenship Education: Using African Proverbs as Tools for Teaching in Urban Schools

Assessing Access

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