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Lareau, Annette; Weininger, Elliot; Cox, Amanda – Teachers College Record, 2018
Background/Context: Most research on "elite" schools has focused on the private sector. However, as a result of economic residential segregation, a number of public school districts exist which may plausibly be construed as socioeconomically elite. Districts of this sort remain relatively understudied. In particular, few researchers have…
Descriptors: School Districts, Cultural Capital, Social Capital, High Schools
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Tichnor-Wagner, Ariel; Allen, Danielle; Socol, Allison Rose; Cohen-Vogel, Lora; Rutledge, Stacey A.; Xing, Qi W. – Teachers College Record, 2018
Background/Context: This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social-Emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model. The model emphasized a top-and-bottom process in which…
Descriptors: Program Implementation, Educational Innovation, Social Development, Emotional Development
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Louie, Nicole L. – Teachers College Record, 2017
Background/Context: Despite calls for equity in education, the dominant mode of schooling reproduces hierarchies, positioning some students as bright, gifted, or fast learners and others as lazy, in need of remediation, or slow. A number of studies have shown that teachers' professional communities and networks can address this problem and enhance…
Descriptors: Equal Education, Power Structure, Faculty Development, Educational Resources
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Louie, Nicole L. – Teachers College Record, 2017
Background/Context: Despite calls for equity in education, the dominant mode of schooling reproduces hierarchies, positioning some students as bright, gifted, or fast learners and others as lazy, in need of remediation, or slow. A number of studies have shown that teachers' professional communities and networks can address this problem and enhance…
Descriptors: Equal Education, Power Structure, Faculty Development, Educational Resources
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Smith, Thomas M.; Cannata, Marisa; Haynes, Katherine Taylor – Teachers College Record, 2016
Background/Context: Mixed methods research conveys multiple advantages to the study of complex phenomena and large organizations or systems. The benefits are derived from drawing on the strengths of qualitative methods to answer questions about how and why a phenomenon occurs and those of quantitative methods to examine how often a phenomenon…
Descriptors: Mixed Methods Research, School Effectiveness, High Schools, Best Practices
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Athanases, Steven Z.; Achinstein, Betty; Curry, Marnie Willis; Ogawa, Rodney T. – Teachers College Record, 2016
Background/Context: Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining…
Descriptors: High Schools, Disproportionate Representation, Low Income Groups, Minority Group Students
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Thompson, Charles L.; Henry, Gary; Preston, Courtney – Teachers College Record, 2016
Between 2006 and 2010, the North Carolina Department of Public Instruction intervened in 128 low-performing schools, combining approaches consistent with school restructuring and transformation. In improved schools, local educators reconstructed key school functions, a distinctly nonlinear process more like the work of skilled craftsmen than that…
Descriptors: School Turnaround, Low Achievement, Interviews, High Schools
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Welton, AnjalĂ© D. – Teachers College Record, 2013
Background/Context: The term racial diversity is interchangeably used in the literature with other terms such as racially mixed, integration, and desegregation in reference to policies to design and practices to implement racially heterogeneous communities, districts, and schools. Scholarship that promotes the democratic potential of racially…
Descriptors: Racial Composition, Student Diversity, Social Justice, Barriers
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Klugman, Joshua – Teachers College Record, 2013
Background: Access to Advanced Placement (AP) courses is stratified by class and race. Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource deprivations, concluding that interventions are needed to equalize access to AP courses. On the other hand, the theory of Effectively Maintained…
Descriptors: Advanced Placement Programs, Equal Education, Intervention, High Schools
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Holme, Jennifer Jellison – Teachers College Record, 2013
Background: Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose: This study examined how five…
Descriptors: Exit Examinations, Graduation Requirements, Low Achievement, High Schools
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Nasir, Na'ilah Suad; Jones, Amina; McLaughlin, Milbrey Wallin – Teachers College Record, 2011
Background/Context: In this article, we explore school connectedness for students in a high-poverty urban school. Current approaches to measuring connection conflate behavior and attitudinal measures of connection and rarely explore school connection in urban school settings. Purpose/Objective/Research Question/Focus of Study: We examine…
Descriptors: Student Attitudes, African American Students, Urban Schools, High Schools
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Schechter, Chen – Teachers College Record, 2011
Background: In light of the growing complexity of schoolwork, it is important that faculty members move away from isolated learning toward a more collective type of thinking regarding teaching and learning issues. Purpose: Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and…
Descriptors: Principals, Administrator Attitudes, Teacher Collaboration, Educational Practices
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Militello, Matthew; Schweid, Jason; Carey, John – Teachers College Record, 2011
Background/Context: Today we have moved from the debate of student opportunity to postsecondary educational setting to 100% access. That is, today's high school settings have been charged with preparing "college ready" graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially…
Descriptors: High Schools, Inclusion, Student Placement, Sanctions