Meaningful Urban Education Reform : Confronting the Learning Crisis in Mathematics and Science

by Borman, Kathryn M.

• ISBN13: 9780791463291
• ISBN10: 079146329X
• Format: Hardcover
• Copyright: 2005-02-03
• Publisher: State Univ of New York Pr

Summary

Based on a three-year study of the National Science Foundation's Urban Systemic Initiative, "Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement.

Author Biography

Kathryn M. Borman is Professor of Anthropology and Associate Director of the David C. Anchin Center at the University of South Florida.

Table of Contents

List of Illustrations	vii
List of Tables	ix
Preface	xi
Acknowledgments	xiii
List of Abbreviations	xv
Chapter 1. Historical Context: How National Science Foundation Reforms Build on Earlier Reforms	1	(26)
Systemic Reform	3	(4)
School Culture-A Possible 7th Driver	7	(1)
The Current Crisis: Closing the Persistent Achievement Gap	8	(2)
Assessing the Impact of the Urban Systemic Initiatives	10	(2)
The School Districts and Cities	12	(14)
Research on Systemic Reform	26	(1)
Chapter 2. The Importance of District and School Leadership	27	(20)
District and School Administrator Participants	29	(14)
Barriers to Reform	43	(1)
Influence of Assessments	44	(1)
Conclusion	45	(2)
Chapter 3. Building Relationships to Sustain Reform	47	(20)
Engaging Stakeholders	48	(4)
School-Level Reports of Increasing Stakeholder Involvement	52	(4)
Community Stakeholders' View of USI Impact on Their Involvement	56	(9)
Conclusion	65	(2)
Chapter 4. Professional Development in Systemic Reform	67	(20)
Professional Development and Standards-Based Practices	69	(15)
Implications for Practice and Policy	84	(2)
Conclusion	86	(1)
Chapter 5. Instructional Practices in Mathematics and Science Classrooms	87	(48)
Instructional Practices	89	(3)
Understanding Instructional Practices: Our Measurement Tools	92	(3)
Looking at Instructional Practices	95	(19)
Combining Perspectives on Instructional Practices Using Cluster Analysis	114	(15)
Conclusion	129	(6)
Chapter 6. Student Engagement in Mathematics and Science	135	(20)
Experience Sampling Method	137	(15)
Conclusion	152	(3)
Chapter 7. Closing the Achievement Gap	155	(41)
Development of the Model	157	(1)
Miami-Dade Initiative	158	(14)
Chicago Initiative	172	(18)
Summary	190	(5)
Conclusion	195	(1)
Chapter 8. School Culture: The Missing Lever in Improving Student Outcomes and Achieving Sustainable Reform	196	(19)
School Culture	198	(3)
Influence of School Culture on Classroom Practices	201	(2)
Measuring School Culture, Professional Development, and Classroom Practices	203	(3)
Measuring Student Achievement, Professional Development, and Classroom Practices across Sites	206	(7)
Conclusion	213	(2)
Chapter 9. What Have We Learned? A Summary of Key Findings	215	(8)
What Matters at the District Level	216	(2)
What Matters at the School Level	218	(1)
What Matters at the Classroom Level	219	(4)
Appendix A: Instrumentation	223	(30)
Appendix B: Survey of Classroom Practices	253	(16)
Notes	269	(2)
Works Cited	271	(8)
List of Contributors	279	(4)
Index	283