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Jackson, Iesha; Knight-Manuel, Michelle – Journal of Teacher Education, 2019
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education--professional development (CRE-PD) activities, and…
Descriptors: College Readiness, Career Readiness, Hispanic American Students, African American Students
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Mendenhall, Mary; Bartlett, Lesley – Theory Into Practice, 2018
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…
Descriptors: Extracurricular Activities, Refugees, Qualitative Research, Student Adjustment
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Brown, Amy – Policy Futures in Education, 2017
Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. These scholars assert that neoliberal education policies heighten social inequity by emphasizing individualism, marketability and colorblindness without interrogating social…
Descriptors: Ethnography, Neoliberalism, Educational Trends, Educational Policy
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Taher, Tanzina; Mensah, Felicia Moore; Emdin, Christopher – Universal Journal of Educational Research, 2017
This ethnographic case study follows two urban immigrant students in their yearlong journey in an urban science classroom where the first two pedagogic tools of reality pedagogy (cogenerative dialogue and co-teaching) were implemented. This study examines the role reality pedagogy plays in the science classroom for these two students, while…
Descriptors: Teaching Methods, Urban Areas, Immigrants, Ethnography
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Ticozzi, Lea – Teaching Artist Journal, 2016
Arts-based teaching techniques using physicality help English Language Learners to develop self-awareness. A strong familial and social identity empowers self-expression.
Descriptors: English Language Learners, High School Students, Ethnography, Self Concept
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Panero, Nell Scharff – Improving Schools, 2016
This study is an analysis of the curriculum used to teach writing at one US high school in which outcomes for students were extremely strong. The study surfaces what was different in the approach used from what is typically understood and promoted as best practice in the teaching of writing. It does so in order to surface what elements of writing…
Descriptors: High School Students, Writing Instruction, Writing (Composition), Best Practices
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Jackson, Iesha – Journal of Urban Learning, Teaching, and Research, 2016
The "over-age, under-credited" (OA/UC) student population is defined as high school students who are at least two years behind their peers in terms of age and credits earned toward a high school diploma. To date, few studies have examined the schooling of OA/UC students. The purpose of this study is to use the insights of six African…
Descriptors: Praxis, African American Students, High School Students, Mental Age
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Malsbary, Christine Brigid; Espinoza, Samantha; Bales, Lisa – Pedagogies: An International Journal, 2016
In usual understandings of learning, youths' development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths' simultaneous occupation of novice and expert roles. We refer to this simultaneous…
Descriptors: Cooperative Learning, Grouping (Instructional Purposes), Student Diversity, High School Students