WorldCat Identities

ERIC Clearinghouse on Urban Education

Works: 1,432 works in 1,973 publications in 2 languages and 21,749 library holdings
Classifications: PE1405.U6, 428.2071273
Publication Timeline
Most widely held works by ERIC Clearinghouse on Urban Education
Language diversity and writing instruction by Marcia Farr( Book )

6 editions published in 1986 in English and held by 683 WorldCat member libraries worldwide

Both a theoretical framework and some practical suggestions are included in this book intended to help educators improve the teaching of writing to high school students who are native speakers of nonstandard English dialects. The first chapter includes a brief background on the problem of writing in American schools, with special focus on the present writing achievement of nonstandard-dialect-speaking students. The second chapter reviews research on language variation, emphasizing factors related to the acquisition of literacy. Applying insights from recent research on both language variation and writing instruction, the final chapter presents specific suggestions for teaching writing to the special students under consideration. An extensive bibliography is included. (JD)
New trends in language education for Hispanic students by Wendy Schwartz( )

3 editions published in 2000 in English and Spanish and held by 241 WorldCat member libraries worldwide

This digest summarizes the effective bilingual strategies described in a commissioned paper, "Transforming Education for Hispanic Youth: Exemplary Practices" by Anne Turnbaugh Lockwood and Walter G. Secada, and the recommendations of the Hispanic Dropout Project (U.S. Department of Education) for transforming bilingual education at all school levels. Several educational policies are necessary to promote effective bilingual education practices. Native Spanish-speaking students need to continue in a bilingual program until they have a solid linguistic foundation that enables their mastery of other academic subjects as well as English and Spanish. Schools need to convey the expectation that students will become literate in English and learn to high standards. Bilingual education should be depoliticized, and the early tracking of limited English proficient students into low reading groups and other slow classes must be discontinued. Teacher training is essential to effective bilingual education programs. Some exemplary programs at high school, middle school, and elementary levels are identified, and the instructional strategies of these schools are discussed. Tutoring programs may provide valuable help for bilingual students, and two such programs are described. Components of effective bilingual programs are not all the same, but some universal principles emerge. Successful programs revise their approaches as new strategies are proven effective and new student needs are identified. Effective schools recognize the necessity of proficiency in both languages, and they offer individualized instruction and other aids. Successful schools also maintain an atmosphere that supports the belief that all students are equally valuable and that they all will succeed. (SLD)
Indicators of Teacher Quality by Daniel D Goldhaber( )

2 editions published in 2003 in English and held by 218 WorldCat member libraries worldwide

This digest examines research on indicators of teacher quality. While research on the value of a teacher's advanced degree is mixed, all studies suggest that teachers with degrees in subjects different from the subjects they teach have little impact on students. There is no strong consensus about the value of pedagogical preparation for teachers, but findings suggest that teachers with advanced degrees in specific subjects can have an impact on student learning in those subjects in certain settings. There is not a strong enough research base from which to draw definitive conclusions about the value of state regulation of the teacher labor market. Findings vary widely regarding the relationship between years of teaching experience and student outcomes. However, it appears that the magnitude of the experience effect, should it exist, is not terribly large. Some studies indicate that teachers who attend more selective undergraduate colleges are more effective in the classroom. The literature on teachers' academic proficiency indicates that measures of teacher academic proficiency represent one of the best predictors of teacher quality. (Contains 16 references.) (SM)
Constitutional Law and Race-Conscious Policies in K-12 Education by Angelo N Ancheta( )

2 editions published in 2002 in English and held by 215 WorldCat member libraries worldwide

This digest examines the constitutional framework guiding the use of race-conscious policymaking in K-12 education. Despite the requirements of Brown v Board of Education, recent court decisions suggest that desegregation remedies are becoming more limited, and voluntary policies will be subject to greater scrutiny. The legal framework governing racial policymaking in education reflects the intersection of two distinct bodies of law, one applying to court-ordered desegregation remedies flowing from the Brown decision, and the other applying to voluntary programs and policies that have been challenged as unconstitutional uses of race. The courts employ a two-part test under strict scrutiny, first evaluating whether a race-conscious policy advances a compelling governmental interest and second evaluating the fit between the policy and the interest being advanced. The paper concludes that the use of race in K-12 educational policy remains problematic. Policies that might be legal in one setting can be deemed unconstitutional in other settings. The law in this area continues to evolve as new policies are adopted and new cases litigated. The paper concludes with a list of cases cited. (SM)
Strategies for improving the educational outcomes of Latinas by Wendy Schwartz( )

2 editions published in 2001 in English and held by 214 WorldCat member libraries worldwide

Latinas' educational experiences are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. With guidance from educators, Latina adolescents can make fulfilling educational choices. This digest presents a range of strategies that schools can employ to promote Latinas' academic achievement. Schools must communicate that Hispanic culture is valued and integrate it into programs and services that help ameliorate differences between school and home. Schools also must individually tailor support for Latinas and their families to accommodate their diverse needs and perspectives. School staff must communicate that all students are expected to graduate and to succeed academically, helping Latinas understand that they can value familial interdependence without subverting personal goals. Schools can facilitate Latinas' learning and increase their engagement in the school community by providing educational services needed to ensure their educational preparedness and by developing a fully multicultural curriculum. It is important for schools to: create an environment where students believe that their requests for help will be positively received; help Latinas access community health services; and facilitate parent involvement in order to increase their commitment to their children's education. (SM)
How minority students finance their higher education by Amaury Nora( )

2 editions published in 2001 in English and held by 214 WorldCat member libraries worldwide

This digest examines the various financial sources minority students use to meet the costs of higher education, some of which were created with the specific goal of promoting their college attendance. Sources include federal student loans, pre-college programs and grants, college prepaid plans, and student credit cards. Policy recommendations to increase the availability of aid for college attendance, grounded in current policy and data, include increasing the emphasis on grant aid resources at federal, state, and institutional levels to lower dependence on loans for low-income students; increasing work-study programs to help integrate working students into the institution and help them finance their education; reassuring students regarding the availability and timing of student aid; targeting financial aid programs for students whose needs are not met by current federal aid programs; and continuing state support through needs-based grants. (Contains 12 references.) (SM)
Stereotypes of Asian American students by Angela Kim( )

2 editions published in 2002 in English and held by 214 WorldCat member libraries worldwide

This digest discusses various negative and positive Asian American stereotypes and explores how school practices and individual educators, consciously or unconsciously, may reinforce them. This has important negative social, political, and economic ramifications for Asian Americans. While Asian Americans are often characterized as the "model minority," many have serious psychological and emotional concerns that are not being addressed. High- and low-achieving Asian American students experience anxiety to uphold expectations of the model minority stereotype. Stereotyping has led to neglect in the development of student services and support for many undereducated, low-income Asian American students. The model minority stereotypes attribute educational and economic success to all Asian Americans, ignoring between- and within-group differences of assimilation, social, political, economic, and educational backgrounds. The model minority stereotype that Asian American students are "whiz kids" and immune from behavioral or psychological distresses prevents them from acknowledging academic and emotional problems and seeking help. It is essential to recognize that these students experience school, social, and familial stresses in order to uphold their "model minority" image. Asian American students report having more depressive symptoms and social problems than their White peers and experiencing racial and ethnic discrimination by their peers. (Contains 20 references.) (SM)
City and State Takeover as a School Reform Strategy by Kenneth K Wong( )

2 editions published in 2002 in English and held by 214 WorldCat member libraries worldwide

This digest addresses city and state takeover as a school reform strategy, outlining the emergence of takeover in the past decade, discussing promises and limitations that takeover offers, and synthesizing the research to date on takeover's effectiveness. A notable trend over the past decade is greater implementation of takeover reforms, particularly during 1995-97. City/state takeover of school districts has the potential to turn around low-performing schools and districts, and it can hold schools and students accountable to systemwide standards. However, there are serious challenges to takeover success rooted in the potentially confrontational relationship between the city/state and school system. Research across takeover sites is insufficient. More research is needed that synthesizes findings from across takeover districts and identifies circumstances in which takeover succeeds or fails. One emerging strand of more systematic research by Wong and Shen (2001) examines 14 school districts where comprehensive takeovers are in place. The research examines the potential of takeover reform to impact three aspects of the school district: improving the quality of teacher and student performance, especially in the lowest performing schools; more effective financial and administrative management; and increasing accountability in order to improve public perception of the school district. (SM)
Preparing urban teachers to use technology for instruction by James M Lonergan( )

2 editions published in 2001 in English and held by 213 WorldCat member libraries worldwide

This digest reviews the current state of teacher preparation for using educational technology to improve student performance and achievement, describing promising initiatives for improving teachers' technology training. Though most teachers have some familiarity with computers, many do not incorporate computer skills into classroom instruction. Educational technology, when used to develop higher-order thinking skills, can positively impact learning. However, teachers in low-income schools often teach about the computer itself and use computers for drill and practice, thus denying students the opportunity to progress to higher-order problem solving. Overall, teacher training does not provide future teachers with the kinds of experiences necessary to prepare them to use technology effectively in the classroom. Researchers recommend integrating technology training into the entire teacher education program rather than offering formal, stand-alone technology courses. Only four states require technology training for teacher recertification, so much remains to be done in this area. A Presidential Panel report recommends that teachers receive in-depth, sustained assistance to integrate computer use into the curriculum and reconcile new methods of technology-enhanced instruction with traditional methods. Various federal programs offer such training. The federal government also facilitates technology learning through support of online learning environments. (Contains 11 references.) (SM)
Data-Driven Equity in Urban Schools by Wendy Schwartz( )

2 editions published in 2002 in English and held by 213 WorldCat member libraries worldwide

The 2002 reauthorization of the Elementary and Secondary Education Act mandates that schools receiving federal funding must desegregate their student performance data by race, gender, and socioeconomic status in order to provide progress information to the community and state. Data-driven decision making is particularly important in urban schools whose populations are disproportionately poor, minority, and in need of special services. This digest discusses the types of data that schools should collect and the ways to use the information effectively in decision making to enhance equity. It begins by explaining how to use data to enhance quality, then it describes data types (student learning data, student demographics, perceptions data, and school process data). It goes on to explain the disaggregation of data, which allows schools to determine more accurately the effects of programs and strategies on segments of its student body. Finally, this digest explains data-driven decision making and describes how to choose a technology tool to support data-driven decision making (functionality, data storage capacity, training, and format). A sidebar presents data disaggregation tools. Data support resources are listed. (SM)
Internet access and content for urban schools and communities by James M Lonergan( )

2 editions published in 2000 in English and held by 211 WorldCat member libraries worldwide

The "digital divide," the separation between those with access to new technologies and those without, is seen by many as one of the leading equity issues in the United States. Computer and Internet access varies widely across the United States, with better educated people, those with more money, and whites more likely to have Internet access. In the early years of the Internet, schools with lower concentrations of poor students and suburban schools were more likely to have Internet access, but by 1996 all schools were equally likely to have Internet access. Urban schools, however, remained more likely to have more students per computer with Internet access. Underserved communities are gaining access to the Internet, but there are four significant content deficiencies for these communities: (1) lack of local information; (2) literacy barriers; (3) language barriers; and (4) lack of cultural diversity in Internet material. Public policies and private initiatives are attempting to expand affordable access to information resources in both homes and communities. The Education rate (E-rate) program is perhaps the best known universal service initiative. This program provides discounts on certain telecommunications services to eligible organizations. Other programs include several sponsored by the Federal Communications Commission and the Commerce Department. (SLD)
Making a community interesting to itself : providing a social education through urban history and neighborhood studies by Gerald A Danzer( )

2 editions published in 2001 in English and held by 210 WorldCat member libraries worldwide

Community studies and an urban focus are returning to the social studies. This digest reviews urban studies from a historical perspective. The first section discusses the value of studying cities, noting that city living is becoming fashionable again, and a movement called the New Urbanism has brought a new appreciation for the social, cultural, and ecological virtues of the old urban neighborhoods. The second section looks at source materials for teaching urban studies (including basic texts, resources on the politics of urban development, resources on urban geography and history, and curriculum materials). The third section discusses the importance of exploring the cityscape, suggesting that classroom work on the urban experience should be viewed as preparation for the direct experience of the city itself. It encourages educators to take their classes out into the city. The digest offers suggestions for educators who want to use the story of the city, especially its neighborhoods and suburbs, as the basis for sustained investigation in social studies classes. In the process, the city itself becomes a primary source that students can read as a text. (SM)
Closing the achievement gap : principles for improving the educational success of all students by Wendy Schwartz( )

2 editions published in 2001 in English and held by 210 WorldCat member libraries worldwide

This digest reviews educational policies and practices that have been proven effective in closing the achievement gap, offering a list of resources with detailed information about them. The digest focuses on state and district roles (e.g., developing and implementing educational goals, rigorous standards, and accountability standards and providing human resources materials necessary for student success); early childhood development initiatives (providing high-quality preschool programs, parent education programs, and family literacy programs); school climate (e.g., actively promoting the expectation that all children can succeed, identifying and developing every student's potential, and recognizing diverse cultures); school organization (providing full desegregation, smaller classes, and equitable grouping of students); teaching and learning (e.g., providing increased instructional time, using challenging curricula and instructional strategies, and providing access to college-based programs); school management (e.g., recruiting and retaining highly-qualified teachers and administrators, providing ongoing professional development, and encouraging parents' high expectations); and community involvement (e.g., maintaining a culture where learning and achievement are valued, providing learning opportunities, and maintaining active school partnerships). (SM)
Bridging identities among ethnic minority youth in schools by Christine J Yeh( )

2 editions published in 2002 in English and held by 209 WorldCat member libraries worldwide

This digest examines the nature of multiple identities among ethnic minority youth and how youth bridge conflicting messages about cultural ways of being. It discusses how the school environment contributes to student internalization of various identities. Culturally diverse students often face contrasting notions of self because they must function in schools organized around the values and goals of the dominant culture. Minority children have difficulty internalizing certain aspects of the dominant culture, showing poorer school achievement and higher dropout rates due in part to the incongruent expectations, motives, social behaviors, language, and cognitive patterns of teachers and majority students. Student attitudes toward achievement differ by culture. How discrepancies in sense of self are understood by minority students and what is seen as normal by the dominant culture may differ significantly. As a consequence of this narrow view, minority students are often dismissed or pathologized in comparison to white students. School counselors must understand cultural differences in order to effectively help diverse students adjust and succeed. A comprehensive multicultural curriculum can provide students with broad-based knowledge of subjects covered, foster their understanding and appreciation of diversity, and promote positive inter-ethnic relations. (Contains 10 references.) (SM)
The impact of professional development schools on the education of urban students by Wendy Schwartz( )

2 editions published in 2000 in English and held by 207 WorldCat member libraries worldwide

Professional development schools (PDSs) were developed to provide a new model for teacher education that enables graduate students to have meaningful classroom experiences while they earn their degrees. This digest describes some of the ways that PDSs can improve the school experiences of urban students. It also describes some of the pitfalls of PDSs. In the area of general school support, a PDS has the advantage of the presence of additional personnel who can perform many useful functions. The professional development the university professors offer inservice teachers and the integration of organized service programs in PDSs also benefit schools. One possible challenge is that improving education in the participating school may not be the primary goal of the university partner, given its mandate to educate its own students. An important aspect of the PDS model is the action research that can enhance instructional strategies. Another advantage of a PDS is the infusion of a multicultural perspective into learning. The parent and community involvement that are planned for in a PDS become important elements in school improvement. The information in this digest is geared to guiding schools that are considering a PDS partnership.(Contains 11 references.) (SLD)
The biculturation of the Vietnamese student by Min Zhou( )

3 editions published in 2000 in English and held by 204 WorldCat member libraries worldwide

This digest discusses the impact of traditional Vietnamese culture, family relationships, and bicultural conflicts on children's development and adjustment. Vietnamese parents tend to have relatively low levels of English language proficiency and education, low-paying jobs, and few financial resources. Although they work hard to improve their lives through U.S. opportunities, they are also committed to retaining their values and culture. Vietnamese children who are the least assimilated into U.S. youth subcultures tend to show the highest levels of academic performance. Cultural conflicts between immigrant parents and children born or reared in the United States are common. Vietnamese families face the following types of bicultural problems in achieving generational consonance: (1) parental authority; (2) modes of punishment; (3) views on U.S. culture; (4) role reversal; and (5) gender roles. Schools and other organizations that work with Vietnamese youth and their families can help them bridge the cultural gap through ethnic community, especially by understanding the effects of family loss, exile, and resettlement. Schools and other organizations should work with Vietnamese elders as well as students and try to improve ties between Vietnamese communities and the schools. Culturally sensitive adult and peer group assistance can help children develop bicultural ties and skills. Establishing Vietnamese language classes and other programs featuring ethnic culture can enhance the scholastic performance of Vietnamese students. (Contains 11 references.) (SLD)
School practices to promote the achievement of Hispanic students by ERIC Clearinghouse on Urban Education( )

3 editions published in 2000 in English and held by 204 WorldCat member libraries worldwide

This digest presents recommendations from the U.S. Department of Education's Hispanic Dropout Project for school practices that promote the academic achievement of Hispanic youth, and it supplements the recommendations with examples from case studies. Each Hispanic student should have an adult in the school committed to nurturing the student's personal sense of self-worth and supporting the student's efforts to succeed in school. Schools should be safe and inviting places to learn, and all students should have access to a high-quality, relevant, and interesting curriculum that treats their language and culture as resources. Students should have high-quality and up-to-date resources for an effective education, and schools should replicate effective programs to support Hispanic students. The emphasis should be on prevention of problems, and schools and alternative programs should be well coordinated. Teachers should teach content so that it interests and challenges Hispanic students, and they should involve Hispanic parents and extended families in the education effort. (SLD)
Implementing distance learning in urban schools by Gibran Majdalany( )

2 editions published in 1999 in English and held by 202 WorldCat member libraries worldwide

This digest discusses how urban schools can implement distance learning programs through customized development of the three elements crucial to a successful distance education program: (1) sound instructional design; (2) appropriate technology applications; and (3) support for teachers, students, and collaborative partners. A distance learning program must meet the educational goals of the institution. Implementing such a program requires time, people, funding, and careful planning. Descriptions of two exemplary programs show the importance of planning. Connectivity standards are key to implementing a distance learning program. Connections must be widely and easily available, reliable, and predictable. Support must be provided by a distance learning facilitator who assists student learning and ensures technology maintenance. In urban settings, additional fiscal and individual support of the program can be secured from community distance learning events. (Contains 10 references.) (SLD)
Supporting students with asthma by Wendy Schwartz( )

2 editions published in 1999 in English and held by 202 WorldCat member libraries worldwide

This digest briefly describes the symptoms and "triggers" of asthma, which is an increasing problem among urban students. The digest also presents some suggestions for maintaining a school environment conducive to the attendance of children with asthma and for developing a curriculum that supports their academic achievement. Children in poor urban areas and children of color suffer disproportionately from asthma, in part because they live in pollution-laden environments, often experience stress, and may not receive adequate medical care. The most effective school asthma management program involves health providers, school staff, parents, and students. Schools with health clinics provide the best services for children with asthma. (Contains 14 references.) (SLD)
Preventing violence by elementary school children by Wendy Schwartz( )

2 editions published in 1999 in English and held by 193 WorldCat member libraries worldwide

This digest presents an overview of effective antiviolence strategies for use with elementary school children that educators can integrate into their schools and classrooms. The most effective antiviolence efforts focus on measures that prevent all types of children's bad conduct: aggression, bullying, and hate bullying. The most effective school antiviolence programs use four strategies: (1) teaching social competence; (2) creating a positive, calm environment; (3) establishing behavior standards; and (4) establishing rules and regulations for responding to violence. Violence prevention efforts need to move beyond the classroom to encompass the playground and to enlist the support of parents. The best strategies to help children develop social competence are those implemented as part of a comprehensive, multidisciplinary approach to nurturing children at home, in school, and in the community. (Contains 12 references.) (SLD)
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Alternative Names

controlled identityColumbia University. Teachers College

Clearinghouse on Urban Education, ERIC

Clearinghouse on Urban Education (New York, NY)

Columbia University ERIC Clearinghouse on Urban Education

Columbia University. Teachers College. ERIC Clearinghouse on Urban Education

E.R.I.C. Clearinghouse on Urban Education

Educational Resources Information Center Clearinghouse on Urban Education

Educational Resources Information Center (U.S.) Clearinghouse on Urban Education

Eric Clearinghouse on Urban Education

ERIC Clearinghouse on Urban Education (U.S.)

United States Educational Resources Information Center Clearinghouse on Urban Education

United States ERIC Clearinghouse on Urban Education

미국 교육자원정보센터 도시교육정보센터