ERIC Number: EJ1081798
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 57
Negotiating Differences in Small Urban Schools: Using Cogenerative Dialogue to Enhance Inclusivity
Shady, Ashraf A.
Urban Education, v50 n8 p1019-1044 Dec 2015
This study investigates the effects of widely advocated organizational reform for secondary schools, namely the small school model, on the collective efficacy of teachers and students who did not share the school's common vision. Themes that emerged during the study linked the students' academic engagement to faculty dispositions, the physical facilities of the school, and the socioeconomic context of the student body. Cogenerative dialogue (cogen) was used as a pathway to ameliorate such exclusionary policy. The results of the study indicate that the conversations during cogen meetings became resources to draw on in changing oppressive structural features.
Descriptors: Small Schools, Urban Schools, Inclusion, Learner Engagement, Educational Facilities, Socioeconomic Status, Student Characteristics, High Schools, High School Students, Qualitative Research, Racial Differences, Educational Environment, Interviews, Ethnography
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: New York