Relevant bibliographies by topics / Urban School Experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Urban School Experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Urban School Experiences"

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Butler, Jesse K., Ruth G. Kane, and Christopher E. Morshead. "“It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School." Urban Education 52, no. 7 (2015): 889–916. http://dx.doi.org/10.1177/0042085915574530.

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White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.
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Aviles, Ann M. "On the Conditions of Fragility: Homeless Education Policy, Accountability, and Researcher Reflections." Education and Urban Society 51, no. 3 (2017): 311–31. http://dx.doi.org/10.1177/0013124517717788.

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This article highlights McKinney-Vento awareness and implementation as experienced and understood by unaccompanied youth facing housing instability and the adults charged with its implementation in schools. A qualitative inquiry was used to capture the perspectives of youth experiencing housing instability as they navigated a large urban school district in the Midwest. Research observations and the perspectives of six unaccompanied unstably housed youth attending two high schools in Chicago and the adults charged with providing educational services are presented here. The theme of Policy Awareness and Accountability emerged from the school observations and narratives of the youth and adult experiences. Participant experiences and insight indicate the need to increase school/community awareness and accountability of McKinney-Vento. Last, the author provides reflections on the complexities and fragility of navigating the research process.
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Bristol, Travis J. "To Be Alone or in a Group: An Exploration Into How the School-Based Experiences Differ for Black Male Teachers Across One Urban School District." Urban Education 53, no. 3 (2017): 334–54. http://dx.doi.org/10.1177/0042085917697200.

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One urban district administered the Black Male Teacher Environment Survey (BMTES) to each of its Black male teachers to measure their school-based experiences. This article highlights descriptive statistics from the 86 Black male teacher respondents. Findings suggest that participants’ background characteristics and school-based experiences varied by the number of Black men on the faculty. Loners, schools with one Black male teacher on the faculty, reported different experiences when compared with Groupers, schools with four or more Black male teachers on the faculty. Specifically, Loners were more likely to receive alternative certification, reported that their White colleagues had greater influence on school policy than teachers of color, believed that being Black caused people to fear them in their schools, and reported having a greater desire to leave their schools than Groupers.
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Whipp, Joan L., and Lara Geronime. "Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools." Urban Education 52, no. 7 (2015): 799–828. http://dx.doi.org/10.1177/0042085915574531.

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Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that urban commitment strongly predicted first job location and retention.
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Netshitangani, Tshilidzi. "School mangers’ experiences on strategies to reduce school violence : a South African urban schools perspective." African Renaissance SI, no. 1 (2018): 159–77. http://dx.doi.org/10.31920/2516-5305/2018/sin1a9.

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Wang, Tao. "Marginality of Rural Migrant Students in Eleven Chinese High Schools." Journal of Ethnic and Cultural Studies 2, no. 2 (2015): 21. http://dx.doi.org/10.29333/ejecs/30.

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Since Chinese economic reform in the 1980s that prompted increased urbanization, gap between rural and urban places continually widen, and obvious cultural differences are observed. Rural populations migrate to heterogeneous urban environments and meet problems of marginality. Most rural students enter the city when receiving senior high school education in urban high schools. Perceiving the differences in urban life, these students begin to acquire urbanite and urban cultural personalities. Meanwhile, because of their original lower socioeconomic status, they are caught between rural culture and urban culture, and experience marginality in different ways. Based on insights derived from visiting 11 urban high schools and talking to 55 students, this paper details their marginal experiences in study adaption, life experience, social interaction, relationships, and value are described.
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Hébert, Thomas P. "Gifted Black Males in an Urban High School: Factors That Influence Achievement and Underachievement." Journal for the Education of the Gifted 21, no. 4 (1998): 385–414. http://dx.doi.org/10.1177/016235329802100402.

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Many gifted African American males educated in large, urban high schools do not achieve at a level commensurate with their ability. The case studies reported in this article describe the experiences of two gifted African American males in an urban high school. Through a qualitative approach, the stories of Wallace, an achiever, and John, an under achiever, are told; and the factors that distinguished the school-life experiences of the two gifted Black young men are identified. The implications for fostering academic achievement in urban high schools are discussed, and recommendations are offered for educators and parents to encourage success in the lives of gifted African American young men.
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Ellison, Scott, and Ariel M. Aloe. "Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice." Educational Policy 33, no. 7 (2018): 1135–70. http://dx.doi.org/10.1177/0895904818755470.

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The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools.
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Schaefer, Mary Beth, and Lourdes M. Rivera. "Educational Experiences That Matter to Seniors Graduating From an Urban Early College High School." Urban Education 55, no. 3 (2016): 448–75. http://dx.doi.org/10.1177/0042085916654526.

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Preparing underrepresented students in urban settings for college and career is the focus of this study: Nine students graduating from a diverse, urban early college high school describe their experiences. Using narrative inquiry methods, conversations from nine students are examined to uncover crucial points of convergence: all nine engaged in self-awareness, developed relationships with people, looked toward the future, embraced school as a place of learning, and experienced school as “family.” Powerful experiences unique to each student are also highlighted. From students themselves, researchers and educators can learn what it takes to graduate high school ready for college and career.
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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.

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Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.
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Dissertations / Theses on the topic "Urban School Experiences"

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Killen, Andrew. "Democratic experiences for children in an urban primary school?" Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3377/.

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This dissertation is an autoethnographic study recounting my experience of working in an urban primary school between 2008 and 2010. Over a two year period, during which time I was acting headteacher and then principal teacher, I recorded my experiences in a daily journal. My focus was on children, especially children living in areas of challenging socio-economic conditions. Starting with a concern that their school experiences and interactions with adults are undemocratic and unsatisfactory, my focus in this study was to question how democratic schools are for children. From the numerous themes available, I chose to focus on the experience of children through the interactions and relationships in school structures. I consider pressures on staff and the effects of policy on the profession and the impact of these on developing democracy for children. Over eight chapters, a number of themes permeate the dissertation, including relationships and an assessment of how children are viewed in school and in society generally. Children’s treatment in the school environment has barely changed over many decades. This is in direct contrast with freedoms they enjoy outside of school from, for example, their use of information communication technology. The dissertation looks to highlight the challenges that face the teaching profession and the ways in which the pressures associated with education currently conspire against developing democracy for children. I conclude by anticipating possible changes to the status quo that could, if implemented, increase democratic opportunities in schools. Prospects for change include a reassessment of leadership roles, further engagement with Curriculum for Excellence (CfE) and the adoption of a more radical educational approach.
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Martin, Stuart. "Choice of secondary school : the experiences of eight urban families." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261357.

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Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

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Grubbs, Corey D. "The Lived Experiences of Black Male Principals in Urban Settings." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1620381314626989.

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Casto, Trevor W. P. "Urban Music Education: Alternative Experiences in the Middle School General Music Classroom." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391616004.

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Benner, Aprile Dawn. "Using piecewise growth modeling to understand urban youth's experiences of the transition to high school." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467892101&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Petersen, Jan L. "A narrative inquiry: Eight urban high school students share about their lives and experiences in school." Diss., Wichita State University, 2008. http://hdl.handle.net/10057/1955.

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This qualitative study focused on what eight urban high school students from varying backgrounds had to say about their lives and experiences in school. Discussions with the students involved multifarious topics such as racism, stereotypes, and discrimination and influences in and outside of school that encourage or hinder their education. The theoretical perspectives of critical theory, critical pedagogy, and critical multiculturalism and the narrative inquiry approach to research provided the foundation for this study. Individual narratives and narratives of the student group discussions are shared. The students provided insightful assessments of their schooling experiences and reported they desire greater forums for them to discuss cultures, race, and other issues important to their lives for purposes of influencing much needed change.<br>Thesis (Ph.D.) - Wichita State University, College of Education, Dept. of Educational Leadership
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Petersen, Jan L. Patterson Jean A. "A narrative inquiry : Eight urban high school students share about their lives and experiences in school /." A link to full text of this dissertation in SOAR, 2008. http://hdl.handle.net/10057/1955.

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Cooper, Kristie Lynn. "Urban high school counselors' experiences with students' access to and success in college." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1208272710.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 300-313). Available online via the OhioLINK ETD Center. Also available in print.
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Lackritz, Anne D. "Leadership Coaching| A Multiple-Case Study of Urban Public Charter School Principals' Experiences." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263844.

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<p> This multi-case study seeks to understand the experiences of New York City and Washington, DC public charter school principals who have experienced leadership coaching, a component of leadership development, beyond their novice years. The research questions framing this study address how experienced public charter school principals describe the impact of leadership coaching practices on their leadership development, as well as how they describe their own leader identity construction through the process of coaching.</p><p> The education sector faces a shortage of highly skilled leaders in addition to a leadership retention crisis. Leadership coaching, used for decades in the business sector, is becoming more commonly practiced in the education sector as a way to support and develop school principals. Although research on leadership coaching for traditional public school principals has emerged over the past decade, there is a lack of research on leadership coaching for public charter school principals. In addition, the existing research on leadership coaching for public school principals is focused primarily on novice school principals. Thus, this study extends this body of research beyond traditional public school principals and novice principals to the experienced school principals in public charter schools in order to ensure that their perspectives and experiences of leadership coaching are incorporated into the literature.</p><p> Eight public charter school principals were selected for participation in the study, with data collected through interviews, documents, and artifacts shared by the participants. The findings of the study are presented within the following three main themes: the coaching process, the impact of coaching, and the principal leader identity construction. Interpretation of these findings highlights inconsistency between participants&rsquo; experience of the leadership coaching process and the literature as well as well as consistency with research on the impact of coaching. Furthermore, through artifact analysis and participant reflection, this research offers evidence that leadership coaching supports the process of leader identity construction, thus extending the literature on leadership coaching for school principals.</p>
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Books on the topic "Urban School Experiences"

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Cookson, Peter W. Recent experience with urban school choice plans. ERIC Clearinghouse on Urban Education, 1997.

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Harvey, David. The urban experience. Johns Hopkins University Press, 1989.

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1935-, Harvey David, ed. The urban experience. Johns Hopkins University Press, 1989.

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1935-, Harvey David, ed. The urban experience. B. Blackwell, 1989.

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Consciousness and the urban experience. Blackwell, 1985.

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Diversity and the new teacher: Learning from experience in urban schools. Teachers College Press, 2008.

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Szathmári, Judit. The revolving door: Urban Indian community experience in multicultural America. Debrecen University Press, 2013.

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Schooling the poor: A social inquiry into the American educational experience. Bergin & Garvey, 1994.

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Consciousness and the urban experience: Studies in the history and theory of capitalist urbanization. John Hopkins University Press, 1985.

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Plight of Invisibility: A Community-Based Approach to Understanding the Educational Experiences of Urban Latina/Os. Lang Publishing, Incorporated, Peter, 2015.

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Book chapters on the topic "Urban School Experiences"

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Malinen, Antti, and Tanja Vahtikari. "Feeling the Nation through Exploring the City: Urban Pedagogy and Children’s Lived Experiences in Postwar Helsinki." In Palgrave Studies in the History of Experience. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_13.

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AbstractIn the post-1945 world, Finnish schools were appointed the new task of fostering democratic values and educating peace-loving citizens. By exploring postwar art and environmental education in Helsinki, understood as means to expand children’s emotional competences, Malinen and Vahtikari provide a unique analysis of the ways educators, children and urban space co-produced the nation in everyday (school) practices. Malinen and Vahtikari show the importance of fully acknowledging the spatial, material and sensory aspects of emotions when discussing children’s emotional formation and historical manifestations of everyday nationalism. To illustrate the adult-children co-creation of different ideas, practices and emotions with respect to the national community, the chapter uses two sets of contemporary sources: educators’ writings and children’s drawings.
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Brown, Sherri L. "Science Teacher Educator’s Partnership Experiences Teaching Urban Middle School Students in Multiple Informal Settings." In ASTE Series in Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6763-8_11.

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Plainer, Zsuzsa. "Segregated Schools, “Slow Minds” and “Must Be Done Jobs”: Experiences About Formal Education and Labour Market in a Roma Community in Romania." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_3.

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AbstractBased on a long-term ethnographic fieldwork, this study applies the cultural-ecological theory to understand reasons for making and maintaining a segregated school in a Romanian town, and those community forces which track and maintain Roma children there. As findings indicate, creating and sustaining such an institution reflects the flipsides of Romanian national policies, which due to the financing strategies and centralized curricula—involuntarily—block the chances to provide quality education to marginal groups. Tracking and staying of Roma children into such schools is a result of their parents’ ambivalent experiences with formal economic activities and formal education. Experiences with work and schooling shared by this urban group of Roma reveal that parents have clear expectations towards school: transmission of practical knowledge, good treatment and isolation of the school problems from family life, which not always can be fulfilled by the educational units.
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Clemons, Kristal Moore, Paula Groves Price, and Kawachi A. Clemons. "“Hold Up, Wait a Minute, Let Me Put Some Freedom In It”: Hip-Hop Based Education and the Freedom School Experience." In Second International Handbook of Urban Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_45.

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Huang, Yu, Jian Liu, Jin Wang, and Yan-ni Xie. "How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform." In Research Handbook on Childhoodnature. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-67286-1_42.

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Huang, Yu, Jian Liu, Jin Wang, and Yan-ni Xie. "How Urban Wetland-Based Environmental Education Activate School Children’s Childhoodnature in Anthropocene Times: Experience from Chinese Curriculum Reform." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51949-4_42-1.

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Jackson, Samuel E., and Karen E. S. Phillips. "Constructing Mathematical Knowledge in Urban Schools: Using Cogenerative Dialogue and Coteaching to Transform the Teaching and Learning Experiences of Minority Students." In Cultural Studies of Science Education. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3707-7_17.

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Owens, Delila, Dana Matthews, and Christina Michelle Woloch. "Achievement in Urban Schools." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7319-8.ch001.

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The purpose of this chapter is to give the readers a context for which to understand academic achievement in urban schools. The authors also provide an overview of the role of schools, families, and communities in the education of urban school students. This chapter will also highlight recommendations for school counselors and for counselor educators responsible for training school counselors. The authors convey the importance of schools, families, and communities working together to give all students optimal learning experiences.
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Hozien, Wafa. "African American Urban School Principal Servant Leadership." In Advances in Human Resources Management and Organizational Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch007.

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The purpose of this chapter is to investigate the characteristics of African American school principals and the obstacles they experience on their path to the principalship. A secondary purpose, but very important as well, is to analyze critically the experiences of successful African American male principals to help inform the preparation of principals who lead organizations of diverse demographics. Investigating this area also contributes to the much-needed educational discourse of African American principal attitudes, beliefs, and life experiences of principals in education today, and how they are meeting the needs of a growing multicultural population. The principals are the primary units of analysis, and it is the intent of this chapter to delve into the lives of the participants to gain a better understanding of the barriers and obstacles they have to overcome to become principals.
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Gibson, Alexander K. "Urban Education Esports for Equity and Access." In Advances in Game-Based Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch003.

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This chapter dives into the real-world experiences that one educator experienced in his 14-year career teaching and mentoring students. The chapter explores using video games to connect and educate students as well as the use of varsity esports programs to drive student interactions during extracurricular activities. Through the chapter, the author will progress from the start of his career to finding new affiliations to help build a successful esports program within a high school setting. The anecdotal experiences will serve as a case study to help other educators find resources and develop a pathway to create esports opportunities in their own schools.
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Conference papers on the topic "Urban School Experiences"

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Stover, Lee A., Ashlee L. Dere, Ashlee L. Dere, et al. "INTEGRATING RESEARCH EXPERIENCES INTO HIGH SCHOOL ENVIRONMENTAL SCIENCE CLASSROOMS THROUGH TEACHER-RESEARCHER PARTNERSHIPS IN AN URBAN ENVIRONMENT." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-279561.

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Gamez, Jose L. S. "Urban Instrumentality: Pedagogy in an Era of Ecological Design Challenges." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.36.

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In 2014, NASA projected higher than previously predicted irreversible climate changes that will result in sea levels rising 1 to 2 meters worldwide by 2100. Along the way, according to the Lon-don School of Economics’ Urban Age Project, the global population will become 75% urbanized by 2050; much of this urbanization is occurring in developing countries, which will account for approximately 4 out of every 5 city dwellers—often in coastal locations. This combination of rapid urbanization and environmental change requires a reinterpretation of development, architecture, and ecology in which an integration of urban components is essential if the management of the environment and resources is to result in resilient and livable cities. With this in mind, this paper reflects upon two three-year collaborations between our Master of Urban Design program and universities in parts of the world that are undergoing the brunt of this global urbanization: China and Brazil. Through a discussion of a series of summer workshops, fundamental challenges to the integration of ecological strategies into design pedagogies are illustrated through the experiences of students.
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Kõiv, Kristi, and Minni Aia-Utsal. "VICTIMIZED TEACHERS’ EXPERIENCES ABOUT TEACHER-TARGETED BULLYING BY STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact036.

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"The aim of this study was to gain insights into the bullying of teachers by their learners from the perspective of victims of teacher-targeted bullying by learners. This study followed a qualitative and descriptive research design stemming from semi-structured personal interviews with victims of teacher-targeted bullying. A thematic content analysis of the data generated from semi-structured personal interviews with six victimized teachers as a snowball sampling. The sample consisted of male (n=2) and female (n=4) participants from rural (n=3) and urban (n=3) school locations in Estonia. The focus of this study was to determine how the teachers who have experienced bullying by their students describe the nature, influence and reasons attributed to such bullying. The findings indicate that the victims of teacher-targeted bullying by students were exposed repeatedly over long time verbal bullying, ignoring the teacher and other threats and cyber-attacks directed against teachers, whereby line between learners’ misbehavior at classroom and bullying behavior was recognized viewing bullying as group-based phenomenon. Bullying against teachers by pupils had a negative influence on the victims’ teaching and learning, as well as their private lives; and victims perceived the lack of support from educational authorities."
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Greenstreet, Bob. "Pursuing the Urban Mission: The Inner-City Studio Experience." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.70.

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This paper describes the structure and purpose of the Inner City Studio, an alternative model for urban Schools of architecture which can help enhance their teaching, research and service missions. It ensures a consistent, high quality level of outreach to communities in a way that strengthens the educational experience of the student, as well as reinforcing the role of a school within its urban context.
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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Ding, Wowo, Ruoyao Li, and Lian Tang. "Evaluation of Generating Mechanism of Residential Building Patterns in Contemporary Cities – Case Study on Xi’an and Nanjing." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5920.

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Ruoyao Li, Lian Tang, Wowo DingNanjing University School of Architecture and Urban Planning, Nanjing University, Nanjing, Jiangsu, 200093, ChinaE-mail: lilyhehua@163.com, tanglian@nju.edu.cn, dww@nju.edu.cnTelephone number:+86 13675149161,+86 13770849401,+86 25 83593020 Keywords: residential building pattern, generating mechanism, living behavior, floor area ratio, sunshine regulations Residential area occupies a large portion of urban land, so it is very important to understand the characteristics of the residential building patterns and how such patterns, normally parallel multi-story and high-rise slab apartments in various cities of China, are formed. The residential building patterns are according to the living behavior, climate consideration, environmental requirement and market demands. Our previous studies have shown that sunshine regulation is by far the most important factor in the generation of the residential building pattern since 1980. This paper attempts to make a comprehensive evaluation to see the generating mechanism of the residential morphological patterns. Ten residential plots from two cities located in different climate zones of Xi’an and Nanjing are evaluated. Five factors, namely, the type of the apartment, plot FAR, land coverage, sunshine regulations and spatial characteristics of plot pattern, will be used as comprehensive evaluation indicators in the comparison. The study reveals how these factors interplay in the generation of the observed plot patterns and which factor is most important in this process. If the sunshine regulations were the key factor, how different the plot patterns in different climate zones and latitudes would have varied. Through evaluating generating mechanism we could find out the key generating factors, which is useful as the references for design. References Standard for Assessment Parameters of Sunlight on Building (GB/T 50947-2014) Code for Design of Residential Buildings (GB 50096-2011) Quan Liu, Wowo Ding(2014) Morphological Study on the Unit of Urban Fabric of Contemporary Residential Plots in Yangtze River Delta, China Lina Zhang, Wowo Ding(2014) Density, Height Limitation, and Plot Pattern: Quantitative Description of the Residential Plots, Nanjing, China Jintang Chen, Sheng Yao, Yinsheng Tian (2014) Experiences from Researches about Residential Areas Employing Conzenian Approach
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Mastrantoni, Claudia, and Martina Mazzarello. "Vegetable gardens for educational purposes: a specific toolkit for didactic contexts." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8194.

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The paper reports on how urban agriculture, as a sharing system, is becoming a way to increase aggregation, grouping, relationships in a local context, which could turn into an educational and emotional resource within the urban context. This paper will examine the design of community gardens within semi-public spaces in didactic context (schools, associations, learning spaces). One of the research objectives is to improve the quality of urban landscapes by answering citizens’ need for social interaction and fostering the role that community plays in it. Through co-design sessions with different communities related to specific schools, the design output aims at the creation of a systemic space made by a vegetable garden and his convivial spaces. This would strengthen internal local connections, and trigger positivity and better learning performances among users. The expected result is a set of design tools and guidelines that allow these realities to deal with the creation of vegetable gardens by defining the layouts, the functions and the experiences.
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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
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Iborra Pallarés, Vicente, and Francisco Zaragoza Saura. "Altea Urban Project: An academic approach to the transformation of a coastal Spanish touristic city based on the improvement of the public space." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5990.

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Vicente Iborra Pallarés¹, Francisco Zaragoza Saura2 ¹Building Sciences and Urbanism Department. University of Alicante. Alicante. Politécnica IV, módulo III, 1ª planta. Carretera de San Vicente del Raspeig s/n. 03690 San Vicente del Raspeig ²Concejalía de Urbanismo, Ayuntamiento de Altea. Plaza José María Planelles, 1. 03590 Altea E-mail: vicente.iborra@ua.es, zaragozasaura@gmail.com Keywords (3-5): Public space, historical urban evolution, tourism phenomena, urbanistic project, educational experience Conference topics and scale: City transformations The town of Altea (Alicante, Spain) has an important urban center that has historically been characterized by two contrasting situations: on one hand, the settlements located on the seaside elevations (Bellaguarda and the Renaissance Bastion) linked to the agricultural uses of the fertile valleys of the rivers Algar and els Arcs, and on the other hand the coastal developments, originally fishery, but nowadays with touristic uses on the maritime front. All these elements configure an urban nucleus that, due to its urban, architectural and landscape qualities, gives rise to one of the main tourist attractions of the region. However, the area described nowadays presents an important problem related to the use and habitability of public space, which is invaded by the presence of the private vehicle, even along the seaside, due to its touristic relevance. This article presents the results of an academic experience developed to study different possibilities of urban transformations for the municipality of Altea, taking as a project site the urban vacuum still conserved between the two situations previously described: the historical areas on the coastal elevations (Dalt) and new urban developments parallel to the seaside (Baix). This academic activity, performed by nearly 50 students from the University of Alicante, was developed in the context of the design course Urbanism 5 during the academic year 2015-16, thanks to the agreement signed between the Municipality of Altea and the University of Alicante. References (100 words) Busquets, J. and Correa, F. (2006) Cities X lines: a new lens for the Urbanistic Project (Harvard University Graduate School of Design, Cambridge). Europan Europe (2016) Project and processes (http://www.europan-europe.eu/en/project-and-processes/) accessed January-May 2016. Fernández Per, A. and Mozas, J. (2010) Strategy public (a+t ediciones, Vitoria-Gasteiz). Gehl, J. (2006) La humanización del espacio urbano: la vida social entre los edificios (Reverté, Barcelona). Koolhaas, R. (1995) S, M, L, XL (The Monacelli Press, New York). Lynch, K. (1960) The Image of the City (The Massachusetts Institute of Technology Press, Cambridge). Rebois, D. (ed.) (2014) Europan 12 results. The adaptable city /1 (Europan Europe, Paris).
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Logunova, Elena. "Morphological evolution of the fringe-belts of Krasnoyarsk." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6052.

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Elena Logunova1Master of Urban Planning, Post-graduate student, 1Department of Urban Design and Planning, School of Architecture and Design, Siberian Federal University Address: 79 Svobodny pr., 660041 Krasnoyarsk, Russian Federation E-mail: ikukina@inbox.ru , el.lgnv@yandex.ruScientific adviser: Pd.D., Professor - I. V. Kukina Keywords: fringe-belt, Siberia, urban morphology, fixation lineConference topics and scale: Tools of analysis in urban morphologyThe fringe-belt concept is one of the most important concepts in urban morphology which provides a possibility to analyze existing urban layout. Urban fringe-belt phenomenon in cities of Siberia hitherto was poorly investigated. Thus, it constitutes an extremely broad research area.Phases and processes of formation, transformation and alienation in urban fringe-belts examines at the case of Krasnoyarsk from the 17th to mid 20th centuries. Krasnoyarsk was founded as a military stockaded town in 1628 during the first period of Siberia development and experienced several historical stages in the process of urban growth.Relation of changes in fringe-belts structure and political and socio-economic contexts is evidently at all periods of their physical formation. Natural fixation lines (topographic features, body of big river, and development of small river valley) and man-made fixation lines (city walls, railway corridor) influenced to the formation and evolution processes of fringe-belts and urban fabric generally. Railway was a turning point in the city expansion and contributed to overcoming of the power natural fixation line as the Yenisei river. Unlike the urban core, right bank of Krasnoyarsk formed as a linear city with specific fringe belts.Detailed analysis of Krasnoyarsk city plan indentifies several morphological units separated by fringe-belts. These fringe-belts are characterized by distinctive road network, variety of land-use units and heterogeneous forms in plan. It presents difficulties for reconstruction projects of modern city. An approach for renovation of these territories needs to depend on urban morphology methodology. ReferencesConzen M. P., Kai Gu, Whitehand J. W. R. (2012) ‘Comparing traditional urban form in China and Europe: a fringe-belt approach’ Urban Geography, 33, 1, p. 22–45.Whitehand J.W. R, Morton N. J. (2003) ‘Fringe belts and the recycling of urban land: an academic concept and planning practice’, Environment and Planning B: Planning and Design, volume 30, p.819- 839. Ünlü T. (2013) ‘Thinking about urban fringe belts: a Mediterranean perspective’, Urban Morphology 17 (1), p. 5-20.
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Reports on the topic "Urban School Experiences"

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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.&lt;br&gt; &lt;br&gt; This topic brief is available on Google Docs.
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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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