Inner-city schools: A multiple-variable discussion

Phi Delta Kappan

Volumn 81, Issue 4, 1999, Pages 291-297

  Van Horn, Royal ^a  

^a UNIVERSITY OF NORTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0043282022     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (38)

1. Harold Hodgkinson, "Reform Versus Reality," Phi Delta Kappan, September 1991, pp. 9-16.
2. David C. Berliner, "Allocated Time, Engaged Time, and Academic Learning Time in Elementary School Mathematics Instruction," paper presented at the annual meeting of the National Council of Teachers of Mathematics, April 1978 (ERIC ED 171 539).
3. Wayne K. Hoy, C. John Tarter, and Robert B. Kottkamp, Open Schools/ Healthy Schools (Newbury Park, Calif.: Sage, 1991), pp. 168-70.
4. Bruce Joyce and Michael McKibbin, "Teacher Growth States and School Environments," Educational Leadership, November 1982, pp. 36-41.
5. David Dwyer, "Apple Classrooms of Tomorrow: What We've Learned," Educational Leadership, April 1994, pp. 4-10.
6. Noel McInnis, You Are an Environment (Evanston, Ill.: Center for Curriculum Design, 1973), p. 10.
7. William Julius Wilson, The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy (Chicago: University of Chicago Press, 1987), pp. 57-58. See also idem, When Work Disappears: The World of the New Urban Poor (New York: Knopf, 1996); and Paul A. Jargowsky, Poverty and Place: Ghettos, Barrios, and the American City (New York: Russell Sage Foundation, 1997).
8. William Julius Wilson, The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy (Chicago: University of Chicago Press, 1987), pp. 57-58. See also idem, When Work Disappears: The World of the New Urban Poor (New York: Knopf, 1996); and Paul A. Jargowsky, Poverty and Place: Ghettos, Barrios, and the American City (New York: Russell Sage Foundation, 1997).
9. William Julius Wilson, The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy (Chicago: University of Chicago Press, 1987), pp. 57-58. See also idem, When Work Disappears: The World of the New Urban Poor (New York: Knopf, 1996); and Paul A. Jargowsky, Poverty and Place: Ghettos, Barrios, and the American City (New York: Russell Sage Foundation, 1997).
10. Paul M. Lantz et al., "Socioeconomic Factors, Health Behaviors, and Mortality," Journal of the American Medical Association, 3 June 1998, pp. 1703-8.
11. Phillip Kasinitz and Jan Rosenberg, "Why Enterprise Zones Will Not Work," City Journal, Autumn 1993, pp. 63-69.
12. Ellen Brantlinger, "Social Class in School: Students' Perspectives," Research Bulletin, No. 14, Phi Delta Kappa Center for Evaluation, Development, and Research, March 1995.
13. Jeannie Oakes, "Can Tracking Research Inform Practice? Technical, Normative, and Political Considerations," Educational Researcher, May 1992, p. 12.
14. C. Thomas Holmes and Kenneth M. Mathews, "The Effects of Nonpromotion on Elementary and Junior High School Pupils: A Meta-analysis," Review of Educational Research, vol. 54, 1984, pp. 225-36.
15. "What We Believe: Positions of the Association for Supervision and Curriculum Development: Ability Grouping and Tracking," available from the ASCD website, http://www.ascd.org/today/position.html.
16. Jack Frymier et al., Values on Which We Agree (Bloomington, Ind.: Phi Delta Kappa, 1995), p. 12. See also idem, "The Naysayers Among Us," unpublished paper, Phi Delta Kappa, 1998.
17. Jack Frymier et al., Values on Which We Agree (Bloomington, Ind.: Phi Delta Kappa, 1995), p. 12. See also idem, "The Naysayers Among Us," unpublished paper, Phi Delta Kappa, 1998.
18. Quality Counts '98(Bethesda, Md.: Editorial Projects in Education, 1998), p. 1.
19. Ibid.
20. Donald J. Veldman, "Comprehensive Personal Assessment System for Teacher Education Programs," College of Education, University of Texas, Austin, 1973, p. 15 (ERIC ED 078 089). See also Robert E. Peck and Donald J. Veldman, "Personal Characteristics Associated with Effective Teaching," paper presented at the annual meeting of the American Educational Research Association, New Orleans, 1973 (ERIC ED 078 038).
21. Donald J. Veldman, "Comprehensive Personal Assessment System for Teacher Education Programs," College of Education, University of Texas, Austin, 1973, p. 15 (ERIC ED 078 089). See also Robert E. Peck and Donald J. Veldman, "Personal Characteristics Associated with Effective Teaching," paper presented at the annual meeting of the American Educational Research Association, New Orleans, 1973 (ERIC ED 078 038).
22. Martin Haberman, "Selecting 'Star' Teachers for Children and Youth in Urban Poverty," Phi Delta Kappan, June 1995, p. 777.
23. Jack Frymier, "Children Who Hurt, Children Who Fail," Phi Delta Kappan, November 1992, pp. 257-59; and Bonnie Benard, "Fostering Resiliency in Kids," Educational Leadership, November 1993, pp. 44-48.
24. Jack Frymier, "Children Who Hurt, Children Who Fail," Phi Delta Kappan, November 1992, pp. 257-59; and Bonnie Benard, "Fostering Resiliency in Kids," Educational Leadership, November 1993, pp. 44-48.
25. Hoy, Tarter, and Kottkamp, pp. 1-2.
26. Ibid., pp. 169-70.
27. Kenneth T. Wilburn, Barbara K. Deckman, and Lynn Osterloh, An Organizational Culture and Climate Analysis of _ Elementary School (Jacksonville: First Coast Alliance Academy, University of North Florida, 1994). This report was completed for each of the six elementary schools.
28. Joyce and McKibbin, pp. 37, 39.
29. Ibid., p. 41.
30. Marilyn Jaeger Adams, Beginning To Read (Cambridge, Mass.: MIT Press, 1990), pp. 82-91.
31. Shirley Brice Heath, Ways with Words: Language, Life, and Work in Communities and Classrooms (Cambridge: Cambridge University Press, 1983).
32. Dina Feitelson and Zahava Goldstein, "Patterns of Book Ownership and Reading to Young Children in Israeli School-Oriented and Nonschool-Oriented Families," Reading Teacher, vol. 39, 1986, p. 924.
33. William Teale, "Home Background and Young Children's Literacy Development," in idem and Elizabeth Sulzby, eds., Emergent Literacy: Writing and Reading (Norwood, N.J.: Ablex, 1986), p. 173.
34. Morag Maclean, Peter Bryant, and Lynette Bradley, "Rhymes, Nursery Rhymes, and Reading in Early Childhood," Merrill-Palmer Quarterly: The Journal of Developmental Psychology, July 1987, p. 255.
35. Tom Luster, "Beyond Social Address: Linking Socioeconomic Status to Family Functioning," paper presented at the annual meeting of the American Psychological Association, Washington, D.C., August 1986 (ERIC ED 276 535).
36. Dustin Heuston, "Evaluating School Improvement Models (Draft)," unpublished paper, Waterford Institute, 1590 East 9400 S., Sandy, UT 84093, p. 20.
37. Dustin Heuston, "An Introduction to the Waterford Institute," Phi Delta Kappan, June 1996, pp. 706-7.
38. At the end of an article such as this, it is customary to point out the limitations of the present work. I did not consider important teacher characteristics, such as training, certification, and age; policy and funding variables at the local, state, and national levels; the literature on instruction; variables from the fields of developmental, educational, and cognitive psychology; variables from educational leadership and supervision; curricular variables; and variables from several other important disciplines. In addition, I ignored variables from such distant fields as environmental psychology - the study of the relationship between the physical environment and human behavior. On this last point, see Royal Van Horn, "Environmental Psychology: Hints of a New Technology?," Phi Delta Kappan, June 1980, pp. 696-97.