Meaningful Urban Education Reform

Kathryn M. Borman

Description

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.

Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture.
List of Illustrations
List of Tables
Preface
Acknowledgments
List of Abbreviations

1. Historical Context: How National Science Foundation Reforms Build on Earlier Reforms

Systemic Reform
School Culture—A Possible 7th Driver
The Current Crisis: Closing the Persistent Achievement Gap
Assessing the Impact of the Urban Systemic Initiatives
The School Districts and Cities
Research on Systemic Reform

2. The Importance of District and School Leadership

District and School Administrator Participants
Barriers to Reform
Influence of Assessments
Conclusion

3. Building Relationships to Sustain Reform

Engaging Stakeholders
School-Level Reports of Increasing Stakeholder Involvement
Community Stakeholders' View of USI Impact on Their Involvement
Conclusion

4. Professional Development in Systemic Reform

Professional Development and Standards-Based Practices
Implications for Practice and Policy
Conclusion

5. Instructional Practices in Mathematics and Science Classrooms

Instructional Practices
Understanding Instructional Practices: Our Measurement Tools
Looking at Instructional Practices
Combining Perspectives on Instructional Practices Using Cluster Analysis
Conclusion

6. Student Engagement in Mathematics and Science

Experience Sampling Method
Conclusion

7. Closing the Achievement Gap

Development of the Model
Miami-Dade Initiative
Chicago Initiative
Summary
Conclusion

8. School Culture: The Missing Lever in Improving Student Outcomes and Achieving Sustainable Reform

School Culture
Influence of School Culture on Classroom Practices
Measuring School Culture, Professional Development, and Classroom Practices
Measuring Student Achievement, Professional Development, and Classroom Practices across Sites
Conclusion

9. What Have We Learned? A Summary of Key Findings

What Matters at the District Level
What Matters at the School Level
What Matters at the Classroom Level

Appendix A: Instrumentation

Appendix B: Survey of Classroom Practices

Notes
Works Cited
List of Contributors
Index

Sujets

• Education

Informations

• Publié par: State University of New York Press
• Date de parution: 01 février 2012
• Nombre de lectures: 0
• EAN13: 9780791483879
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

MEANINGFUL URBAN EDUCATION REFORM

SUNY series, Power, Social Identity, and Education Lois Weis, editor

MEANINGFUL URBAN EDUCATION REFORM

Confronting the Learning Crisis in Mathematics and Science

by Kathryn M. Borman and Associates Gladis Kersaint

Bridget Cotner

Reginald Lee

Theodore Boydston

Kazuaki Uekawa

Jeffrey D. Kromrey

William Katzenmeyer

M. Yvette Baber

Jessica Barber

State University of New York Press

Published by State University of New York Press, Albany

© 2005 State University of New York

All rights reserved

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Marilyn P. Semerad Marketing by Susan M. Petrie

Library of Congress Cataloging-in-Publication Data

Borman, Kathryn M. Meaningful urban education reform : confronting the learning crisis in mathematics and science / by Kathryn M. Borman and associates. p. cm.— (SUNY series, power, social identity, and education) Includes bibliographical references and index. ISBN 0-7914-6329-X (hc. : alk. paper) — ISBN 0-7914-6330-3 (pbk. : alk. paper) 1. Mathematics—Study and teaching—United States. 2. Science—Study and teaching—United States. 3. Curriculum change—United States. I. Title. II. Series.

QA13.B67 2005 510.71073—dc22

10 9 8 7 6 5 4 3 2 1

2004045256

Contents

List of Illustrations List of Tables Preface Acknowledgments List of Abbreviations

Chapter 1.

Historical Context: How National Science Foundation Reforms Build on Earlier Reforms

Systemic Reform 3 School Culture—A Possible 7th Driver 7 The Current Crisis: Closing the Persistent Achievement Gap 8 Assessing the Impact of the Urban Systemic Initiatives 10 The School Districts and Cities 12 Research on Systemic Reform 26

Chapter 2. The Importance of District and School Leadership District and School Administrator Participants 29 Barriers to Reform 43 Influence of Assessments 44 Conclusion 45

v

vii ix xi xiii xv

1

27

vi

MEANINGFUL URBAN EDUCATION REFORM

Chapter 3. Building Relationships to Sustain Reform Engaging Stakeholders 48 School-Level Reports of Increasing Stakeholder Involvement 52 Community Stakeholders’ View of USI Impact on Their Involvement 56 Conclusion 65 Chapter 4. Professional Development in Systemic Reform Professional Development and Standards-Based Practices 69 Implications for Practice and Policy 84 Conclusion 86 Chapter 5. Instructional Practices in Mathematics and Science Classrooms Instructional Practices 89 Understanding Instructional Practices: Our Measurement Tools 92 Looking at Instruc- tional Practices 95 Combining Perspectives on Instructional Practices Using Cluster Analysis 114 Conclusion 129 Chapter 6. Student Engagement in Mathematics and Science Experience Sampling Method 137 Conclusion 152 Chapter 7. Closing the Achievement Gap Development of the Model 157 Miami-Dade Initiative 158 Chicago Initiative 172 Summary 190 Conclusion 195 Chapter 8. School Culture: The Missing Lever in Improving Student Outcomes and Achieving Sustainable Reform School Culture 198 Influence of School Culture on Class- room Practices 201 Measuring School Culture, Professional Development, and Classroom Practices 203 Measuring Student Achievement, Professional Development, and Class- room Practices across Sites 206 Conclusion 213 Chapter 9. What Have We Learned? A Summary of Key Findings What Matters at the District Level 216 What Matters at the School Level 218 What Matters at the Classroom Level 219 Appendix A: Instrumentation Appendix B: Survey of Classroom Practices Notes Works Cited List of Contributors Index

47

67

87

135

155

196

215

223 253 269 271 279 283

Figure 7.1.

Figure 7.2.

Figure 8.1.

Illustrations

NSF Six-Driver Model of Urban Systemic Reform for Miami-Dade NSF Six-Driver Model for Urban Systemic Reform for Chicago Standardized Math Mean Scores for USI and Non-USI Schools

vii

157

186

205

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Table 1.1. Table 1.2. Table 1.3. Table 1.4. Table 2.1. Table 2.2. Table 3.1.

Table 4.1.

Table 4.2.

Table 5.1. Table 5.2. Table 5.3.

Table 5.4. Table 5.5. Table 5.6.

Table 6.1. Table 6.2.

Tables

National Science Foundation USI Sites NSF’s Six-Driver Model Characteristics of Participating Teachers Data Sources and Analysis Procedures District Administrator and Principal Demographics Principals’ Perceptions of Their Role in Reform Stakeholder Perceptions of the Impact of Involvement on Student Outcomes Mathematics and Science Teacher Opinions about Student Learning and School Support Time Spent in Professional Development and Impact on Teaching Practice Description of Student Participants in Four Sites Checklist of Observed Standards-Based Practices by Site Instructional Practices in Elementary, Middle, and High Schools How Teachers and Students View Classroom Practices Teachers’ Views of Policy Impact on Instruction Mathematics Achievement and Teacher and Student Reports of Instructional Practices by Cluster Effects of Class Configuration on Student Engagement Impact of Teacher Professional Development Activities on Student Perceptions of Lesson Relevance

ix

5 6 24 25 30 44

56

72

76 95 97

98 109 113

116 139

149