Education 68: Urban Education

Ed 681

EDUCATION 68: URBAN EDUCATION

Spring 2005Eva Travers

Monday 1:15- 4:00 PMOffice Hours:

Kohlberg 115 Weds. 3-5:30

McCabe Reserve:

*Books available in Bookstore, or on General Reserve in McCabe and often on Ed 68 shelf in

Educational MaterialsCenter, Pearson 220.

**Readings on Blackboard. (Often, if these are chapters from a book, they will beon Ed 68 shelf

in Educational MaterialsCenter, Pearson 220.)

***Reading at journal web-site (address on syllabus)

Ed 68 books are located on the white bookcase on the right of the EMC. The MaterialsCenter is open from 8:00AM-5:30PM and 7:30PM-9:30PM Monday-Thursday and Sunday 1-5 and 7:30-9:30.

The following books are available in the College Bookstore. (You will read most or all of each.)

Mitchie, Holler If You Hear Me

Orfield and Eaton, Dismantling Desegregation

Kozol, Savage Inequalities

Nieto, Affirming Diversity

Fine, Framing Dropouts

Lipman, High Stakes Education

Weiner, Urban Teaching

WEEK I: (January l7: ) Introduction: The Challenges for Urban Education

*Kozol, Savage Inequalities, Crown Publishers, 1991. Introduction, Chaps. 3, 4 & 6.

**Rose, Possible Lives, Houghton Mifflin, 1995, Chapter 3 BaltimoreMd.

WEEK II: (January 24) Children "At Risk" for School Failure: Some Theoretical Perspectives

**Deutsch, "The Disadvantaged Child and the Learning Process," in Passow, Education in Depressed Areas, Teachers College, 1963.

**Ogbu, “Variability in Minority School Performance: A Problem in Search of an Explanation,”Anthropology and Education Quarterly, Vol. 18, l987.

*Nieto, Affirming Diversity, Longman, 1996, Chapter 7,

**Swadener and Lubeck, Children and Families at Promise, StateUniversity of New York Press, 1995, Intro (pp l-6), Chapter 1.

**Flores-Gonzales, School Kids/Street Kids,.Teachers College Press, 2002. Chapter 1.

WEEK III: (January 31 ) Measures of Performance, Learning Styles and Implications for

Curriculum and High Stakes Assessments

*Nieto, Affirming Diversity, Longman, 1996, Chapter 5.

**Hale-Benson, Black Children: Their Roots, Culture and Learning Styles, Johns

HopkinsUniversity Press, 1986, Chapter 2.

**Garcia, E. E., et. al. "Authentic Literacy Assessment (ALA) Development: An Instruction Based Assessment that is Responsive to Linguistic and Cultural Diversity," Educators for Urban Minorities, Long Island University Press, Vol I, l. Fall 1999.

**Valencia and Arbuto, "The Uses and Abuses of Educational Testing: Chicanos as a Case in Point," in Valencia, ChicanoSchool Failure and Success, Falmer Press, 1991, pp. 203-221, 236-241 only.

**Heubert and Hauser, High Stakes, National Academy Press, l999, Chapter 2, pp. 29-40 only

***Berlak, “Race and the Achievement Gap,” Rethinking Schools, Summer 2001, pp. 10-11.

Something about NCLB, AYP

WEEK IV: (February 7) Language and Communication in the Classroom: Implications for Teaching Methods and Curriculum

**Delpit, Other People's Children, The New Press, 1995, Part I, pp. 48-69 (Language Diversity and Learning), Part III. pp. 152-166 (Politics of Teaching Literate Discourse)

**Articles from Rethinking Schools, Fall, l997 and reprinted in The Real Ebonics Debate: Power, Language and the Education of African-American Children, Beacon Press, l998.

Perry, “I’on Know Why They Be Trippin”

Smitherman, “Black English/Ebonics: What It Be Like?”

Smith, “What is Black English: What is Ebonics?”

Secret, “Embracing Ebonics and Teaching Standard English”

“The Oakland Ebonics Resolution"

"Recommendations of the Task Force on Educating African-American Students”

**Foster, Ribbin', Jivin', and Playin' the Dozens, Ballinger Publishers, 1990 Chapter 6, pp. 177-187, and 229-234 only.

**Tran, “Behind the Smiles: The True Heart of Southeast Asian American Children,”in

Pang and Cheng, Struggling to be Heard: The Unmet Needs of Asian Pacific American

Children, SUNY Press, l998, Chapter 3.

WEEK V: (February 14) Multicultural and Anti-racist Education: Theory and Strategies

*Nieto, Affirming Diversity, Longman, 1996, Chapter 9 + pp. 352-359.

**Banks, Multiethnic Education, Allyn and Bacon,l994, Chapter ll.

**Wong, “Promises, Pitfalls, and Principles of Text Selection in Curricular Diversification, " in Freedom's Plough, Routledge, 1993. pp. 109-120.

**Gonzalez, "Spanish as a Second Language," in Reinventing Urban Education, IUME Press, 1994 . Chapter 10,

**Tatum, “Talking about Race, Learning about Racism,” Harvard Educational Review,

Vol. 62, No. 1, Spring 1992

**Freedman et.al., Inside City Schools: Investigating Literacy in Multicultural

Classroms, Teachers College Press, l999, Chapter 8.

**Lee, Lomotey, and Shujaa, "How Shall We Sing Our Sacred Song in a Strange Land? The

Dilemma of Double Consciousness and the Complexities of an African-Centered

Pedagogy," in Shapiro and Purpel, Critical Issues in American Education, Longman, l993

WEEK VI: (February 21) The Urban Teacher: Issues of Expectations, Preparation, Recruitment

and Retention and Personal Reflections on Teaching in Urban Schools

*Michie, Holler If You Hear Me, Teachers College Press, 1997, Introduction (XIX-XXII), and

Chapters 1-5 (Second half of book in Week VII).

**Chunn, "Sorting Black Students for Success and Failure," in Smith and Chunn, Black Education: A Quest for Equity and Excellence, Transaction Publishers, 1991, Chap. 10,

( pp 93-98 only)

**Haberman, "The Pedagogy of Poverty Versus Good Teaching," In Kretovics, Transforming Urban Education, Allyn and Bacon, 1994. pp. 305-314.

**Irvine, “They Bring More Than Their Race: Why Teachers of Color are Essential,”in Irvine. Educating for Diversity, Teachers College Press, 2003, Chap. 5

*Weiner, Urban Teaching, Teachers College Press, l999, Chapters 1-6.

WEEK VII: (February 28) Responding to Issues of Conflict and Control in Urban Schools

*Michie, Holler If You Hear Me, Teachers College Press, 1997, Chaps. 6-10.

**Futrell, "Violence in the Classroom, in Hoffman, Schools, Violence and Society, Praeger, 1996, Chapter 1.

** *Anderson, “Code of the Streets,” Atlantic Monthly, May, l994. (

*Foster, Ribbin', Jivin', and Playin' the Dozens, Ballinger, 1986. Chapter 7, pp. 245-276.

* Noguera, CitySchools and the American Dream, Teachers College Press, 2003, Chapter 6.

**Lantieri, DeLong and Dutrey, "Waging Peace in Our Schools,” in Hoffman, Schools,

Violence and Society, Praeger, 1996, Chap. 15.

* Weiner, Urban Teaching, Teachers College Press, l999, Chapter 7.

WEEK VIII: (March 14) Student Responses: Resistance, Adaptation and Dropping Out

**MacLeod, Ain't No Makin' It, Westview Press, 1987.pp.82-87, 91-97, 101-111, and 112-125.

*Fine, Framing Dropouts, StateUniversity of New York Press, 1991. Chapters 2, 3, and 5.

**Lee, "Behind the Model-Minority Stereotype: Voices of High and Low Achieving Asian American Students, in Anthropology and Education Quarterly, 1994, 25 (4).

**Fordham, "Those Loud Black Girls," in Seller and Weis, Beyond Black and White, State University of New York Press, l997.

**Zanger, "Academic Costs of Marginalization: An Analysis of the Perceptions of

Latino Students at a BostonHigh School," in Rivera and Nieto, The Education of Latino

Studentsin Massachusetts, U Mass Press, 1993.

**Wortham, “Gender and School Success in the Latino Diaspora,” in Wortham et.al. Education

in the New Latino Diaspora, Ablex Publishing Co., 2002, Chapter 6.

WEEK IX: (March 21) From School Desegregation to Resegregation: History and Case Examples

**Hochschild, The American Dream and the Public Schools, Oxford Press, 2003, Chapter 2.

*Orfield and Eaton, Dismantling Desegregation, The New Press, l996, Intro. pp. xxi-xxiii. Chapter 1, Chapter 2 (pp. 49-51), Chapter 3 (pp. 53-64), Chapter 6 (pp. 143-148, 173-178).

**Bell, "The Case for a Separate Black School System," in Smith and Chunn, Black Education, Transaction Publishers, l99l.

**Orfield, “Schools More Separate: Consequences of a Decade of Resegregation,” The Civil

Rights Project, HarvardUniversity, July 2001, pp 1-32

WEEK X: (March 28) From Desegregation to Integration: Possibilities and Challenges

**Cohen, "Design and Redesign of Desegregated Schools," in Stephan and Feagin, School Desegregation, Plenum, 1980. Chapter 11.

*Orfield and Eaton, Dismantling Desegregation, The New Press, l996, Chapter 4 and 12.

**Wells, Stepping Over the Color Line, Yale University Press l997, Introduction (to p.l7)

**Wells, " African-American Students' Views of School Choice," in Fuller and Elmore, Who

Chooses, Who Loses, Teachers College Press, 1996, Chapter 2.

**Noguera, "Ties that Bind, Forces that Divide: BerkeleyHigh School and the Challenge of Integration," University of San Francisco Law Review, Vol. 29, Spring, l995.

WEEK XI: (April 4) Bilingual and Immigrant Education : History, Issues and Practice

**Crawford, Bilingual Education, Bilingual Education Services, Inc. 1991, Chapters 6

*Nieto, Affirming Diversity, Longman, 1996, Chapter 6.

**Ovando and McLaren, The Politics of Multiculturalism and Bilingual Education, McGraw Hill, 2000, Chapter 6 (Crawford, Language Politics in the U.S.)

**Valdes, Learning and Not Learning English, Teachers College Press, 2001, Chapter l (pp. 10- 18)

**Gonzalez et.al., Educating Latino Students, Technomic Publishing Co. 1998, Chapter 15.

**Pang, “Educating the Whole Child,”in Pang and Cheng, Struggling To Be Heard, SUNY

Press, Chapter 15

***Crawford, “Bilingual Education Strike Two,” Rethinking Schools, Winter 2000-01 pp. 3, 8

WEEK XII: (April 11) Governance Reform Strategies for Urban Systems: Centralization, Decentralization and Public/Private Partnerships

**Shipps, Kahne and Smylie, “The Politics of Urban School Reform: Legitimacy

City Growth and School Improvement in Chicago,” Educational Policy XXXXX

** Boyd and Christman, “A Tall Order for Philadelphia’s Approach to School Governance,” in Cuban and Usdan, Powerful Reforms with Shallow Roots, Teachers College Press, 2003.

**Bryk, “Policy Lessons from Chicago’s Experience with Decentralization,”in Brookings

Papers on Education Policy, Brookings Institutions Press, l999.?? Pages

Handed out in class, Bulkey, K. Gold, E. Christman, J. and Useem, B. “Philadelphia’s Joint Venture in School Management, Paper presented at the American Educational Research

Association Meetings, April 2005.

WEEK XIII: (April 18) Making Urban Schools Work: ComprehensiveSchool Reform, and Strategies for Parent Involvement

**Eptsein, "School, Family, Community Partnerships," Phi Delta Kappan, Vol. 76, No. 9, 1995, pp. 701-712..

**Dryfoos, Safe Passage: Making it Through Adolescence in a Risky Society,

Oxford University Press, l998. Chapters 1 and 5.

ComerSchool Development Model

**Comer, et. al. Rallying the WholeVillage, Teachers College Press, 1996, Chapters 1 and 3

Levin, Accelerated Schools Model

**Finnan et. al. Accelerated Schools in Action, Corwin Press, l996, Chapter 1 (pp. 13-23), Resources (pp. 297-303)

**Hopfenbereg and Levin, The Accelerated School Resource Guide, Jossey-Bass, l993, Chapters 3

and 4. (ON EMC Shelf)

Slavin, Success for All Model

**Madden and Slavin. Every Child, Every School: Success for All, Corwin Press, l996, Chapters 1,

2 (pp. 11-61) and 6.

WEEK XIV: (April 25) Making Urban Schools Work: Some “Radical” Solutions, Effects of NCLB, and the Philadelphia Story

**Brady, “Can Failing Schools Be Fixed?” Fordham Foundation, January 2003.

.**Lipman, High Stakes Education, Teachers College Press, ?? 2004, Chapters 3-6.

**Hess, Spinning Wheels: The Politics of Urban School Reform, Brookings Institution Press, l999, Chapter 8.

Articles on Philadelphia School District Under Takeover and NCLB (handed out in class)