NotesFAQContact Us
Search Tips
Urban Education8
North Carolina8
Assessments and Surveys
Teacher Efficacy Scale1
What Works Clearinghouse Rating
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
McMillian, M. Monique; Fuller, Sarah; Hill, Zoelene; Duch, Kate; Darity, William A., Jr. – Urban Education, 2018
This study uses a North Carolina administrative data set to analyze racial segregation and student achievement in Wake County during race-based and income-based school assignment plans. We find a modest increase in the level of racial segregation in Wake schools during the income-based plan, but compared with other large districts in the state,…
Descriptors: Racial Segregation, School Segregation, Student Placement, Socioeconomic Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Jordan, Diedria H.; Wilson, Camille M. – Urban Education, 2017
This article describes how African American students' success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both…
Descriptors: African American Students, Academic Achievement, Churches, Public Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Mayfield, Kerrita K. – Urban Education, 2017
I am explicating the neologism critical genetics as a site of curricular engagement for urban science students, acknowledging that schools and school systems are hierarchical structures that reflect a community's social norms and practices. This critical and standards-based critical genetics curriculum interrogates and disrupts the deficit…
Descriptors: Genetics, Science Curriculum, Urban Youth, Minority Group Students
Peer reviewed Peer reviewed
Direct linkDirect link
Siwatu, Kamau Oginga; Putman, S. Michael; Starker-Glass, Tehia V.; Lewis, Chance W. – Urban Education, 2017
This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the…
Descriptors: Culturally Relevant Education, Self Efficacy, Test Construction, Test Validity
Peer reviewed Peer reviewed
Direct linkDirect link
He, Ye; Bettez, Silvia Cristina; Levin, Barbara B. – Urban Education, 2017
To challenge deficit thinking concerning immigrants and refugees in urban schools, we engaged members of local immigrant and refugee communities from China, Mexico, Liberia, and Sudan in focus group discussions about their prior educational experiences, their hopes and aspirations for education, and the supports and challenges they encountered in…
Descriptors: Refugees, Immigrants, Communities of Practice, Urban Schools
Peer reviewed Peer reviewed
Direct linkDirect link
Kelly, Hilton – Urban Education, 2010
Given the fiftieth anniversary of the publication of E. Franklin Frazier's award-winning "Black Bourgeoisie", this article reconsiders the political nature of a respectability discourse among black teachers in the Jim Crow South. Writing against Frazier's image of a materialistic and status-addicted black middle class, I argue that the…
Descriptors: Oral History, African American Teachers, Politics of Education, Racial Segregation
Peer reviewed Peer reviewed
Direct linkDirect link
Okpala, Comfort O.; Bell, Genniver C.; Tuprah, Kwami – Urban Education, 2007
This policy study examined the differences in student achievement scores in reading and mathematics in selected public middle schools of choice and in traditional public middle schools with similar demographics and socioeconomic characteristics in a southeastern school district in North Carolina during the 1997-1998, 1998-1999, and 1999-2000…
Descriptors: Comparative Analysis, Traditional Schools, Academic Achievement, Middle Schools
Peer reviewed Peer reviewed
Lord, J. Dennis; Catan, John C. – Urban Education, 1976
A variety of reasons for why court-ordered desegregation and bussing did not trigger massive white flight from the Charlotte Mecklenburg school system are given. (Author/AM)
Descriptors: Black Education, Bus Transportation, Desegregation Effects, Desegregation Methods