Research in Urban Educational Settings

Lessons Learned and Implications for Future Practice

Nonfiction, Reference & Language, Education & Teaching, History, Teaching, Teaching Methods
Cover of the book Research in Urban Educational Settings by Kimberly A. Scott, Wanda J. Blanchett, Information Age Publishing
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Kimberly A. Scott, Wanda J. Blanchett ISBN: 9781617352089
Publisher: Information Age Publishing Publication: March 1, 2010
Imprint: Information Age Publishing Language: English
Author: Kimberly A. Scott, Wanda J. Blanchett
ISBN: 9781617352089
Publisher: Information Age Publishing
Publication: March 1, 2010
Imprint: Information Age Publishing
Language: English
Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students' experiences and how the surrounding communities affect the entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersecting elements shaping the contours of urban school life therefore its documentation. Little has been written about how researchers of urban schools and their constituencies effectively navigate these complex elements, design a culturally sensitive and responsive project, and acquire meaningful data. What are some of the critically important issues a researcher should consider when working with urban schools? What should be a researcher's commitment to the urban communities in which they conduct research? How can a researcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These and other inquiries shape the contours of this edited volume. As educators and policy makers take a closer examination at urban schools and their successes, research of these unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within these environments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guide this manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with a professed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and has not worked for individuals conducting both shortterm and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and reallife field experiences of researchers working in urban settings; and 4) To broaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urban educators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students, parents, and community members.
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Results from quantitative and qualitative research studies have painted countless images of the unique features shaping urban schools including students' experiences and how the surrounding communities affect the entire system. Race, ethnicity, social class, language, power, politics, and public image operate as intersecting elements shaping the contours of urban school life therefore its documentation. Little has been written about how researchers of urban schools and their constituencies effectively navigate these complex elements, design a culturally sensitive and responsive project, and acquire meaningful data. What are some of the critically important issues a researcher should consider when working with urban schools? What should be a researcher's commitment to the urban communities in which they conduct research? How can a researcher develop a trusting relationship in an environment justifiably distrustful of outsiders? These and other inquiries shape the contours of this edited volume. As educators and policy makers take a closer examination at urban schools and their successes, research of these unique settings assumes a more prominent role. For academics, both novice and experienced, establishing and maintaining rapport within these environments often require greater attention than qualitative or quantitative research books accord. Authors in this compilation share lessons learned about power, privilege, and their meanings as they pertain to conducting research in and with urban settings. To this end, four primary objectives guide this manuscript: 1) To expand the conversation of urban school research to include multiple voices of culturally responsible, caring scholars with a professed commitment to using research as an empowering tool for urban educational contexts; 2) To provide practical accounts of what has and has not worked for individuals conducting both shortterm and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and reallife field experiences of researchers working in urban settings; and 4) To broaden discussions of reflexivity by analyzing the complex journey qualitative and quantitative sociologists, anthropologists, teacher educators, urban educators, and special educators experience while negotiating and creating collaborative relationships with urban educators, administrators, students, parents, and community members.

More books from Information Age Publishing

Cover of the book Transforming Education for Peace by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Social Reconstruction by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book The SoJo Journal by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Beliefs and Mathematics by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Prominent Dutch American Entrepreneurs by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book A FiveYear Study of the First Edition of the CorePlus Mathematics Curriculum by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Mathematics Education within the Postmodern by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book African American Males and Education by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Teaching Adolescents Religious Literacy in a Post9/11 World by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Improving Student Achievement by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book World Language Teacher Education by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Rethinking Social Studies by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Literature Reviews in Support of the Middle Level Education Research Agenda by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Contemporary Perspectives on Science and Technology in Early Childhood Education by Kimberly A. Scott, Wanda J. Blanchett
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy