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Burke, Christopher J. F.; Adler, Martha – Journal of Urban Learning, Teaching, and Research, 2013
This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and creative…
Descriptors: Elementary School Teachers, Student Needs, Elementary School Students, Poverty
Mayer, Anysia; LeChasseur, Kimberly – Journal of Urban Learning, Teaching, and Research, 2013
Based on two years of extensive data collection in four urban elementary schools, this paper examines the role of principals in the implementation of the Together Initiative (TI), a school reform model for schools labeled low-performing per state accountability standards. The reform model aims to increase school autonomy from district mandates and…
Descriptors: Urban Schools, Elementary Schools, Principals, Administrator Role
Burke, Christopher J. F.; Adler, Martha – Journal of Urban Learning, Teaching, and Research, 2013
This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and…
Descriptors: Educational Change, Compliance (Psychology), Resistance (Psychology), Elementary School Teachers
Shealey, Monika Williams – Journal of Urban Learning, Teaching, and Research, 2007
What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will…
Descriptors: Reading Instruction, Instructional Effectiveness, Urban Schools, Urban Teaching
May, Judy Jackson – Journal of Urban Learning, Teaching, and Research, 2006
The No Child Left Behind Act of 2001 propelled high stakes testing to an unprecedented level of significance. Decisions based on the results of such mandated assessments is flawed in that the tests are not an accurate measure of actual knowledge and neglect to address environmental, socio-cultural, and economic factors influencing student…
Descriptors: Income, Federal Legislation, Academic Achievement, Economic Factors
Voltz, Deborah L. – Journal of Urban Learning, Teaching, and Research, 2006
In our current climate of standards-based reform, efforts abound to have all students reach the same goals. At the same time, other educational reforms, such as inclusion, are creating increasingly diverse populations of students in general education classrooms. Consequently, teachers often view inclusion and standards-based reform as incompatible…
Descriptors: Urban Teaching, Educational Change, Individualized Instruction, Standards