The disconnect of poor-urban education: Equal access and a pedagogy of risk taking

Psychology in the Schools

Volumn 42, Issue 8, 2005, Pages 855-863

  Belfiore, Phillip J ^a   Auld, Ruth ^a   Lee, David L ^b  

^a MERCYHURST COLLEGE   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 30544437343     PISSN: 00333085     EISSN: None     Source Type: Journal    
DOI: 10.1002/pits.20116     Document Type: Article

References (28)

1. Belfiore, P.J., & Agramonte, V. (2002). Using mnemonics to increase early literacy skills in at-risk, urban kindergarten students. Journal of Behavioral Education, 11, 181-190.
2. Black, M.M., & Krishmakumar, A. (1998). Children in low income urban settings: Interventions to promote mental health and well-being. American Psychologist, 53, 635-646.
3. Campbell-Whatley, G.D., & Comer, J. (2000). Self-concept and African-American student achievement: Related issues of ethics, power and privilege. Teacher Education and Special Education, 23, 19-31.
4. Cuban, L. (2004). Meeting challenges in urban schools. Educational Leadership, 81, 64-69.
5. Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, D.M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.
6. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. New York: Rowan & Littlefield.
7. Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 290-294.
8. Haycock, K. (2000). No more settling for less. Thinking K-16, 4, 3-12.
9. Haycock, K., Jerald, C., & Huang, S. (2001). Closing the gap: Done in a decade. Thinking K-16, 5, 3-22.
10. Hilliard, A. (2003). No mystery: Closing the achievement gap between Africans and excellence. In T. Perry, C. Steele, & A. Hilliard (Eds.), Young, gifted and black: Promoting high achievement among African-American students (pp. 131-166). Boston: Beacon Press.
11. Hutchinson, J.M., & Belfiore, P.J. (1998). Adding a sequence of high-preference mathematic problems to increase low-preference mathematics problems performance. Proven Practices, 1, 12-16.
12. Jerald, C.D. (2002). All talk, no action: Putting an end to out-of-field teaching. Washington, D.C.: The Education Trust.
13. Keppel, G. (1991). Design & analysis: A researcher's handbook (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
14. Kunjufu, K. (1984). Developing positive self-images and discipline in black children. Chicago: African American Images.
15. Lutkus, A.D., Weiner, A.W., Daane, M.C., & Jin, Y. (2003). The nation's report card: Reading 2002, trial urban district assessment. Washington, DC: Institute of Educational Science, National Center for Educational Statistics.
16. McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. New York: Rowman & Littlefield.
17. Nevin, J.A. (1992). An integrative model for the study of behavioral momentum. Journal of the Experimental Analysis of Behavior, 57, 301-316.
18. Perry, T. (2003). Up from the parched earth: Towards a theory of African-American achievement. In T. Perry, C. Steele, & A. Hilliard (Eds.), Young, gifted and black: Promoting high achievement among African-American students (pp. 1-10). Boston: Beacon Press.
19. PhonicsQ System. (2000). Retrieved December 12, 2003, from http://www.phonicsq.com
20. Ramey, C.T., & Ramey, S.L. (1998). Early intervention and early experience. American Psychologist, 52, 109-120.
21. Rist, R.C. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411-451.
22. Roller, C. (2000). The International Reading Association responds to a highly charged policy environment. The Reading Teacher, 53, 626-639.
23. Sener, U., & Belfiore, P.J. (2005). Mnemonic strategy development in EFL: Improving phonemic awareness in Turkish students at-risk for failure in EFL settings. Journal of Behavioral Education.
24. Simmons, D.C., & Kameenui, E.J. (1998). What reading research tells us about children with diverse learning needs. Mahwah, NJ: Erlbaum.
25. U.S. Department of Education. (2004). 2003 trial urban district reading assessment. Washington, DC: Institute of Educational Sciences, National Center for Educational Statistics, National Assessment of Educational Progress.
26. U.S. Department of Education. (2004). A guide to education and No Child Left Behind. Washington, D.C.: Office of Public Affairs.
27. Warren, S.R. (2002, Spring). Stories from the classrooms: How expectations and efficacy of diverse teachers affect the academic performance of children in poor urban schools. Educational Horizons, 80, 109-115.
28. Woodcock, R.W. (1998). Woodcock Reading Mastery Test-Revised/NU. Circle Pines, MN: American Guidance Service.