Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 2 |
Since 2005 (last 20 years) | 3 |
Descriptor
Academic Achievement | 3 |
Suburban Schools | 3 |
Equal Education | 2 |
Teaching Methods | 2 |
Ability Grouping | 1 |
Accountability | 1 |
Achievement Gains | 1 |
Achievement Gap | 1 |
Advanced Placement Programs | 1 |
Advocacy | 1 |
African American Students | 1 |
More ▼ |
Source
Teachers College Record | 3 |
Author
Burris, Carol Corbet | 1 |
Kramer, Catherine | 1 |
Lawson, Hal A. | 1 |
Leo, Aaron | 1 |
Min, Mina | 1 |
Murphy, John | 1 |
Warren-Grice, April | 1 |
Welner, Kevin G. | 1 |
Wilcox, Kristen C. | 1 |
Wiley, Ed | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Elementary Secondary Education | 1 |
Grade 9 | 1 |
Middle Schools | 1 |
Secondary Education | 1 |
Audience
Location
New York | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Leo, Aaron; Wilcox, Kristen C.; Kramer, Catherine; Lawson, Hal A.; Min, Mina – Teachers College Record, 2020
Background/Context: In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few…
Descriptors: Personal Autonomy, Professional Autonomy, Secondary School Students, Secondary School Teachers
Warren-Grice, April – Teachers College Record, 2017
Background/Context: This article describes Black educators in predominantly White suburban schools who have used advocacy through the lens of culturally relevant pedagogy and serve as Educational Cultural Negotiators to help the students of color in these spaces academically and socially. This article highlights the advocacy needed to address the…
Descriptors: Advocacy, Equal Education, Culturally Relevant Education, Whites
Burris, Carol Corbet; Wiley, Ed; Welner, Kevin G.; Murphy, John – Teachers College Record, 2008
Background: This longitudinal study examines the long-term effects on the achievement of students at a diverse suburban high school after all students were given accelerated mathematics in a detracked middle school as well as ninth-grade "high-track" curriculum in all subjects in heterogeneously grouped classes. Despite considerable…
Descriptors: Academic Achievement, Ability Grouping, Longitudinal Studies, Outcomes of Education