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Peer reviewed
Direct linkHeineke, Amy J.; Cameron, Quanna – Education and Urban Society, 2013
This qualitative study explored Teach for America (TFA) alumni teachers' discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools.…
Descriptors: Achievement Gap, State Policy, Alternative Teacher Certification, Disadvantaged Schools
Urbach, Jennifer – Education and Urban Society, 2012
Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American…
Descriptors: Story Grammar, Emergent Literacy, Phenomenology, Culturally Relevant Education
Valenti, Joy E.; Tracey, Diane H. – Education and Urban Society, 2009
This study examined the relationships between students' attendance at full-day, half-day, or no preschool and first grade reading achievement. 214 urban, low SES public first grade students of mixed ethnicities were studied. Using the students' Developmental Reading Assessment (DRA2) scores (Beaver, 2006), results indicated that by the middle of…
Descriptors: Preschool Education, Reading Achievement, Grade 1, School Schedules
Norton, Nadjwa E. L. – Education and Urban Society, 2008
This article examines how one spiritual, Black, male, first grade teacher and one spiritual, Black first grader name music as a spiritual practice. The data arise from a 1-year multicultural feminist critical narrative inquiry. The findings demonstrate how the participants' age, ethnicity, class, and spirituality shape music as a spiritual…
Descriptors: Music, Religious Factors, Grade 1, Spiritual Development
