Policy, Leadership, and Student Achievement

Implications for Urban Communities

C. Kent McGuire|Vivian W. Ikpa

Emerald

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9781593119737

31 July 2008

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31 July 2008

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31 July 2008

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Description
Contents

This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K–16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where individuals interested in scholarly discussions and research directly related to: (1) how data can be utilized to inform policy; (2) examining the urban school context from the perspectives of the polity, school leaders; students; and other related internal and external actors; and (3) identifying strategies for improving student academic achievement can gather. During this week-long Institute, participants examined the structural problems and policy tensions affecting urban communities and student achievement. The Institute’s theme, Meeting the Challenges of Urban Schools is reflected throughout this book. Specifically, this edition explores the interrelated aspects of policy, practice and research and how they affect academic achievement. The five sections in this book examine different challenges facing urban schools and their impact on student performance.

Series Editors' Introduction and Summary; C. Kent McGuire and Vivian Ikpa.

Part I. Urban Challenges: Leadership Structures and Governance.
Chapter 1. Meeting the Challenges of Urban Communities: Funding School Districts; C. Kent McGuire.
Chapter 2. Taking Over: Which School Leadership Structures Generate Success in Restructured Districts? Mark Hoff.
Chapter 3. A Research-Based Profession is Needed to Meet the Challenge of Urban Schools; David M. Gates.
Part II. The Higher Education Context and Student Performance.
Chapter 4. Professional Identity Formation: Socialization and Mentoring of Pre-Service Teachers in Urban Communities; Roselynn U. Obi.
Chapter 5. Caribbean Students' Adjustment to College: Implications for Higher Education Policy; D. Bruce Campbell, Jr.
Chapter 6. Needs of Hispanic Students in K–16 Settings; Jeannette Perez.
Part III. Special Populations and Student Achievement.
Chapter 7. Meeting the Academic Needs of Urban Populations: Homeless Families and Students; Kimberly D. Matthews.
Chapter 8. Wordsworth Academy: Adapting Educational Reform to the Private Alternative School Setting; Roger Cadenhead.
Chapter 9. Student Achievement and School Reform in an Urban School District; Vivian Ikpa.
Chapter 10. Education Policy and Student Achievement in Urban Schools: Assessing the P.A.T.H.S. Program; Diane Bowen-Lipscomb.
Part IV. Education Policy, Reform, and Student Performance.
Chapter 11. Supplemental Educational Services in Pennsylvania: Policy Perspectives, Effects and Challenges; Charlyene C. Pinckney.
Chapter 13. Alternative Certification: Does It Lend Itself as a Form of Viable Policy to Be Included as a Factor in Teacher Preparation and Certification? Debra Johnson.
Chapter 14. Deconstructing Special and Gifted Education Policy and Practice: A Paradigm of Ethical Leadership in Residentially Segregated Schools and Communities; York Williams.
Part V. The K–12 Urban Context: Improving Student Achievement.
Chapter 15. Reforming Urban Schools: Five Years from Despair to Hope; Donald Anticoli.
Chapter 16. Building Capacity and Raising Awareness: Implementing NCLB and Its Impact on World Languages; Oscar Torres, Jr.
Chapter 17. Motivating Students through Meaningful Report Cards; Laurie Zaring.
Chapter 18. Universal Pre-Kindergarten as a Basis of Urban Educational Reform; Greg Kratzer.
About the Contributors.