urban education
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2021 ◽  
Vol Volume II (December 2021) ◽  
pp. 103-127
Author(s):  
Sergio Paez

Education is an investment in improving the quality of life for individuals, and therefore benefiting society in general. Education in the United States of America exemplifies a correlation between the level of an individual's education, their salary level due to those academic qualifications, and the impact they generate within themselves, their families, society, and within the nation. This contemporary study of education in the U.S. shows how a community in an urban center of Massachusetts made fundamental changes to transform the education of its students who historically experienced school failure. This exceptional case of leadership and altruism was accomplished with intensive influence from the State Government. This case can be the basis for educational initiatives that can have relevance and social impact anywhere in the world. At a global level, we can see that a society with high levels of education, based on knowledge and academic training, stands out for the multiple opportunities that arise to obtain a higher quality of life. The outcomes of a good education are beneficial to the growth of an entire society. Societies benefit from advances in technological and economic fields, health systems, construction and accessible housing, industry, commerce, and even social security.


2021 ◽  
Vol 9 ◽  
Author(s):  
Dongsheng Yu ◽  
Xiaoping Li ◽  
Juanjuan Yu ◽  
Xunpeng Shi ◽  
Pei Liu ◽  
...  

The outbreak of the COVID-19 epidemic has triggered adiscussion of the relationship between urbanization and the spread of infectious diseases. Namely, whether urbanization will exacerbate the spread of infectious diseases. Based on 31 provincial data from 2002 to 2018 in China, the impact of urbanization on the spread of infectious diseases from the dimensions of “population” and “land” is analyzed in this paper by using the GMM (generalized method of moments) model. The empirical study shows that the population increase brought by urbanization does not aggravate the spread of infectious diseases. On the contrary, urban education, employment and entrepreneurship, housing, medical and health care, and other basic public services brought by population urbanization can help reduce the risk of the spread of infectious diseases. The increasing density of buildings caused by land urbanization increases the risk of the spread of infectious diseases. Moreover, the impact of urbanization on the spread of infectious diseases has regional heterogeneity. Therefore, the prevention and control of disease play a crucial role.


2021 ◽  
Author(s):  
John A. Williams ◽  
Marlon James ◽  
Ana Carolina Díaz Beltrán ◽  
Jemimah Young ◽  
Mónica Vásquez Neshyba ◽  
...  

2021 ◽  
pp. 004208592110513
Author(s):  
Juliana E. Karras ◽  
Guadalupe L. Hernández ◽  
Patricia Cabral ◽  
Stephanie Nguyen ◽  
Carola Suárez-Orozco

Inspired by a “whole child” framing, the current study takes a “whole classroom” perspective to consider classroom practice. Study aims included: (1) presenting a systematic video-based observational coding strategy to concurrently consider practice domains that have implications for learning—cognitive instruction, classroom management, and teacher–student relational interactions; (2) identifying distinct and interrelated classroom typologies based upon this coding strategy. The framework was developed through coding and analysis of 58 purposively sampled urban 4th–9th grade classrooms from the Measures of Effective Teaching study. Analyses revealed three overarching typologies: task-focused (52%), low stimulation (43%), and optimal (5%). We conclude by discussing implications for urban education.


2021 ◽  
pp. 105345122110510
Author(s):  
Joseph John Morgan

Urban education is often defined as education provided to diverse students in communities with large populations, both in raw number of residents and in population density. Educational professionals often associate deficit-oriented perspectives about urban education. These perspectives are often developed due to systemic inequities that exist within urban environments and a narrative around the underachievement and lack of resources found within schools. However, schools in urban environments often have access to a wide variety of supports and opportunities that can expand and enhance the education provided to diverse students. A reframing of this deficit perspective can support special education teachers in identifying assets that exist within their community that can be integrated in culturally sustaining ways. This special issue features articles that focus on reconceptualizing urban education for students with disabilities in an assets-oriented way through teacher education, design of culturally sustaining intervention and instruction, and engagement of community stakeholders.


2021 ◽  
pp. 105345122110510
Author(s):  
Kamilah Akilah Bywaters ◽  
Acie T. Russell ◽  
Joseph Simmons ◽  
Joseph John Morgan ◽  
Tracy Griffin Spies

It is important for special educators in urban environments to have a deep understanding of the values, beliefs, and practices of diverse students with disabilities and their families. Research indicates, however, that educators are often underprepared to understand the perspectives of members of their school community and often center their own perspectives in curricular decisions in urban environments. Therefore, it is important for special educators to engage in knowledge generation that both provides them information about the assets and beliefs of their urban school community while also challenging their mindsets so that they can better center the perspectives of their students when making decisions. This column provides recommendations for special educators to prepare themselves by developing a deep understanding of their school community that they can use to subsequently link to the implementation of culturally-sustaining practices.


2021 ◽  
Vol 10 (S1) ◽  
pp. 1
Author(s):  
Fuyong Tong

For the sake of rural revitalization, on the basis of making efforts to the construction of rural teaching staff, innovative training mode of rural teachers, and the system of teacher workshops, 123 teacher workshops have been established in batches in Hangzhou in 2017. The essence of the workshop is the community of teacher professional development and the practice forms of a good community of rural-urban education, which effectively promoted the balance of rural-urban education. The establishment of the workshop follows the contemporary social background; hence it is not only the innovation of local policy and the practical experience but also the heritage and implementation of “system of training teaches as their friends” (Xingzhi Tao’s teacher education theory) in the new era. The workshops in Hangzhou formed the relatively complete construction mechanism through five aspects, including the system construction, activity form, training method, development guarantee, and the evaluation of the efforts. Three years since the establishment, lots of core teachers have been cultivated by the workshop, continue to expand the radiation effects of top teachers from point to area, so as to driving the education integrative development, constructing school cultural features, and promoting the rural revitalization.


2021 ◽  
pp. 001312452110273
Author(s):  
Craig Peck ◽  
Tiffanie Lewis-Durham

Some contemporary urban educational reformers believe that empowering principals with increased school-based autonomy will help them lead educational improvement more effectively. We consider this popular reform idea by examining how principals experienced and exerted autonomy in different forms in two distinct eras in New York City. Our findings suggest that principal autonomy as a centrally planned reform strategy for urban education encounters a Goldilocks dilemma: principal power is almost inevitably too hot or too cold, but never just right. However, principals can and do assert self-sourced autonomy in which they recognize and exercise whatever power they may have within prevailing organizational constraints, conditions, and restrictions. We conclude by examining implications.


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