Outside of School Matters: What We Need to Know in Urban Environments

Milner, H. Richard; Murray, Ira E.; Farinde, Abiola A.; Delale-O’Connor, Lori

doi:10.1080/10665684.2015.1085798

Cited by 57 publications

(60 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These definitions emphasize sociological factors that influence learning in urban environments and compel researchers and policymakers to expand the understandings of the urban students, families, and communities from a superficial to a deeper meaningful understanding that can effectively shape educators’ roles and practices. There is a firm connection between urban education and poverty (Milner et al, 2015). Milner et al (2015) argued that outside of school factors are important in supporting students in urban districts and schools and that these factors shape the understanding and practices of educators in meeting students’ needs.…”

Section: Resultsmentioning

confidence: 99%

“…There is a firm connection between urban education and poverty (Milner et al, 2015). Milner et al (2015) argued that outside of school factors are important in supporting students in urban districts and schools and that these factors shape the understanding and practices of educators in meeting students’ needs. Several scholars have argued that teachers should be aware of the realities inside and outside of school (Milner, 2012b; Milner & Lomotey, 2014; Noguera, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…There is an “identity crisis in urban education” that holds significant implications for the growth of a coherent and nuanced body of knowledge on urban education in the broader educational literature (Milner & Lomotey, 2014). Among educational researchers, practitioners, and policymakers, there is no universal definition of “urban education” (Buendía, 2011; Milner, 2012a; Milner et al, 2015; Noguera, 2003; Schaffer et al, 2018). Shifting demographics of neighborhoods, increasing diversity of students, as well as widespread disparities across and within districts and schools nationwide have further muddled the categorization of urban versus nonurban districts (Jacobs, 2015; Noguera, 2017).…”

mentioning

confidence: 99%

“…Defining and operationalizing urban education establishes policy “boundaries” (Stone, 1997). The conceptualization of urban education shapes the perceptions, understanding, expectations, and practices of educators as well as teacher education (Jacobs, 2015; Milner et al, 2015; Schaffer et al, 2018). Different subsets of districts along the spectrum of “urbanness” may face distinct problems and require appropriate and commensurate solutions, making the nuances of defining urban education also important to school improvement conversations.…”

mentioning

confidence: 99%

See 3 more Smart Citations

(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education

Welsh

Swain

2020

Educational Researcher

112

View full text Add to dashboard Cite

Generally, educational studies do not problematize the definition of urban education or examine the positionality of sites along a spectrum of urban districts and schools. This study addresses the definitional gap by (a) examining the conceptualization of urban education through an integrative review of prior definitional research and (b) exploring how an urban district may be defined in empirical terms. Our findings indicate six categories are typically used to define urban education: (a) population/location/geography, (b) enrollment, (c) demographic composition of students, (d) resources in schools, (e) disparities and educational inequality, and (f) social and economic context. The results indicate that deficit-oriented language permeates prevailing definitions of urban education and that large-city-centered conceptualizations of urban education may overlook a substantial number of smaller districts with similar levels of educational inequality and diversity.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education

Welsh

Swain

2020

Educational Researcher

112

View full text Add to dashboard Cite

show abstract

“…Notes 1. Although increasing attention has been paid to education in urban contexts in recent decades, there is no universal definition of "urban education" among educational researchers, practitioners, and policy makers (Milner, 2012;Milner & Lomotey, 2014;Milner, Murray, Farinde, & Delale-O'Connor, 2015). The "identity crisis in urban education" (Milner & Lomotey, 2014) and challenges in conceptualizing and defining urban education is further complicated by the increasing diversity and demographic shifts in schools and districts.…”

Section: Supplemental Materialsmentioning

confidence: 99%

Recovery, Achievement, and Opportunity: A Comparative Analysis of State Takeover Districts in Louisiana, Tennessee, and Georgia

Welsh

2018

Urban Education

View full text Add to dashboard Cite

Although state-run turnaround districts have grown in prominence as a school improvement strategy with significant equity implications for urban education, little is known about the similarities and differences across states. This article provides a comparative analysis of state-run takeover districts in Louisiana, Tennessee, and Georgia. Although there are several similarities such as the centrality of test-based accountability and charter schools as an intervention strategy, no two state takeover districts are the same. The effectiveness of state takeovers is mixed and complicated by equity concerns as well as uncertainty about which aspect of state takeovers may be driving school improvement.

show abstract

The trauma and learning policy initiative (TLPI)'s inquiry‐based process: Mapping systems change toward resilience

Atallah,

Koslouski,

Perkins

et al. 2023

Journal Community Psychology

View full text Add to dashboard Cite

Trauma is much more than our individual experiences. Fundamentally, trauma is rooted in our social conditions, interrelated with the oppression and violence in our communities and in societies at large. Trauma is knotted within cycles of harm in our relationships and in our communities and institutions. Not only are our communities and institutions sites of trauma, however, but they can also be sites of great healing, restoration, and resilience. Educational institutions hold the potential for contributing to resilient change toward the creation of transformative communities for children to feel safe and to thrive, even in the face of accumulating adversities that are endemic in the United States and beyond. This study investigated the impact of an initiative that strives to support K‐12 schools in transforming towards greater trauma‐sensitivity: trauma and learning policy initiative (TLPI). We share findings from our qualitative, situational analysis of the impact of TLPI's support to three schools in Massachusetts, USA. Although TLPI's framework on trauma does not explicitly include an antiracism lens, when engaging in data analysis, with the aim to shed light on possible schoolwide approaches to promote equity, our team of researchers specifically attended to ways intersecting systems of oppression may have impacted student education. A visual diagram, “Map of Educational Systems Change Towards Resilience,” emerged from our data analysis, with four themes that represent how educators understood the shifts in their schools. These were: (1) facilitating empowerment and collaboration; (2) integrating whole‐child approaches; (3) affirming cultural identity and promoting a sense of belonging; and (4) re‐envisioning discipline toward relational accountability. We discuss pathways that educational communities and institutions can take to create trauma‐sensitive learning environments for the promotion of greater resilience.

show abstract

Outside of School Matters: What We Need to Know in Urban Environments

Cited by 57 publications

References 34 publications

(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education

(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education

Recovery, Achievement, and Opportunity: A Comparative Analysis of State Takeover Districts in Louisiana, Tennessee, and Georgia

The trauma and learning policy initiative (TLPI)'s inquiry‐based process: Mapping systems change toward resilience

Contact Info

Product

Resources

About