EDUCATION 168: URBAN EDUCATION (Seminar)

 

Spring, 2001                                                                                                    Eva Travers

Thursday, 1:15- 4:00 PM                                            Office hours: Monday 4:00-5:30

                                                                                                            Friday 3-5

 

Notes on Readings: All assigned readings can be found on General Reserve, McCabe Library, in Education 68 binders and/or in books. In addition, binders of Education 68 readings and most of the books assigned in the course are in the Educational Materials Center (Pearson 204), located on a shelf marked Urban Education. These are not to be removed from the Education Office Area. The Materials Center is open from 8:00AM-5:30PM and 7:30PM-9:30PM Monday-Thursday and Sunday evenings.

 

McCabe Reserve:

 

*Books or journal issues, shelved by author or journal title in McCabe on Reserve.

**Xeroxed articles or reprints, collected in black binders by week, shelved under                   Education 68.

***Readings available both in books or journals and in black binders.        

 

WEEK I: (January 25) Introduction: What Are the Challenges for Urban Education

 

*Kozol, Savage Inequalities, Crown Publishers, 1991. Introduction, Chaps. 1, 3 & 6.

*Anyon, Ghetto Schooling: A Political Economy of Urban Education, Teacher's College

       Press, 1997, Chapter 1. (See below, additional chapters.)          

*Rose, Possible Lives, Houghton Mifflin, 1995, Chapter 3 Baltimore Md.          

 

Seminar

*Tobier, “Schooling in New York City: The Socioeconomic Context,” in Ravitch and Viteritti, Lessons From New York City Schools, Johns Hopkins, Press, 2000, Chapter l.

*Firestone, Goertz and Natriello, The Struggle for Fiscal Reform and Educational

Change in New Jersey, Teachers College Press, 1997, Chapter l (pp. 1-12.) Chapter 3

(pp. 42-54). Chapter 4 (Conclusion, pp 82-85), Chapter 5 (Conclusion, pp. 120-122), Chapter 7 (pp. 140-145 and Conclusion, p. 154), Chap. 8.

*Anyon, Ghetto Schooling: A Political Economy of Urban Education, Teacher's College Press, Chapters 2, 6 (pp. 110-128), 7 and 8 (pp. 154-164).

 

WEEK II: (Feb. 1) Children "At Risk" for School Failure: Some Theoretical Perspectives

 

**Deutsch, "The Disadvantaged Child and the Learning Process," in Passow, Education in Depressed Areas, Teachers College, 1963.

***Ogbu, "Literacy and Schooling in Subordinate Cultures," In Lomotey, Going to School: The African American Experience, State University of New York Press, 1990.

*Nieto, Affirming Diversity, Longman, 1996. Chapter 7,

***Swadener and Lubeck, Children and Families at Promise, State University of New York Press, 1995, Intro pp l-6.

***MacLeod, Ain’t No Making It, Westview Press, l987, Chapter 2.

 

Seminar

***Tabachnick and Bloch, "Learning In and Out of School: Critical Perspectives on the

Theory of Cultural Compatibility," in Swadener and Lubeck, Children and Families at.

Promise, l995, Chapter 8

***Swadener, " Children and Families "at Promise": Deconstructing the Discourse of Risk," in Swadener and Lubeck, Children and Families at Promise, State University of New York Press, l995, Chapter 1.

***Boykin, "The Triple Quandary and the Schooling of Afro-American Children," In Neisser, School Achievement of Minority Children, Erlbaum, 1986, (pp. 57-83 only).

 

 

WEEK III: (February 8) Measures of Performance, Learning Styles and Implications for

Curriculum and Placement

 

*Nieto, Affirming Diversity, Longman, 1996, Chapter 5.

***Jencks and Phillips, The Black-White Test Score Gap, Brookings Institution Press, 1997,

     Introduction (pp. 1-36 and 43-47).

***Hale-Benson, Black Children: Their Roots, Culture and Learning Styles, Johns

Hopkins University Press, 1986. Chapter 2.

**Garcia, E. E., et. al. "Authentic Literacy Assessment (ALA) Development: An Instruction Based Assessment that is Responsive to Linguistic and Cultural Diversity," Educators for Urban Minorities, Long Island University Press, Vol I, l. Fall 1999.

***Valencia and Arbuto, "The Uses and Abuses of Educational Testing: Chicanos as a Case in Point," in Valencia, Chicano School Failure and Success, Falmer Press, 1991, 203-221, 230-233, 236-241.

**Articles from Rethinking Schools, Summer 2000,

       Peterson, “Is There Value in Value-Added Testing?” pp. l, 14-15;

   Ladson-Billings, “Teaching in Dangerous Times,” pp.1,18-19,

        McNeil, “The Educational Costs of Standardization,” pp .8-9, l3.

 

Review Wechsler IQ test items (Educational Materials Center)

 

Seminar

***Koretz, “Using Student Assessments for Accountability,” in Hanushek and Jorgenson, Improving America’s Schools, National Academy Press, l996, Chap. 9.

*Balfanz, “Why Do So Many Urban Public School Students Demonstrate So Little Academic Achievement?” in Sanders, Schooling Students Placed at Risk, Lawrence Erlbaum, 2000, Chap. 3.

*Grissmer, Flanagan and Williamson, “Why Did the Black-White Score Gap Narrow in the 1970s and l980s?” in Jencks and Phillips, The Black-White Test Score Gap, Brookings Institution Press, 1998.

 

WEEK IV: (February 15) Language and Communication in the Classroom: Implications for Teaching Methods and Curriculum

 

*Delpit, Other People's Children, The New Press, 1995, Part I, pp. 48-69 (Language Diversity and Learning), Part III. pp. 152-166 (Politics of Teaching Literate Discourse)

***Articles from Rethinking Schools, Fall, l997, "The Real Ebonics Debate: Power, Language and the Education of African-American Children Note: Articles both in binders and in book by Perry and Delpit, The Real Ebonics Debate (page numbers differ in book)

           Perry, “I’on Know Why They Be Trippin, pp. 3-5

           Smitherman, “Black English/Ebonics: Wha it Be Like?” pp. 8-9

           Smith, “What is Black English: What is Ebonics?” pp.14-15

           Secret, “Embracing Ebonics and Teaching Standard English,” pp. l8-19 and 34

“The Oakland Ebonics Resolution," p. 25;

          "Recommendations of the Task Force on Educating African-American Students, p. 26.

***Gumperz and Hernandez-Chavez, "Bilingualism, Bidialectalism and Classroom Interaction," in Cazden, Functions of Language in the Classroom, McGraw Hill Publishers, 1972.

*Foster, Ribbin', Jivin', and Playin' the Dozens, Ballinger Publishers, 1990 Chapter 6, pp. 177-195, 213-219, and 227-234.

***Tran, “Behind the Smiles: The True Heart of Southeast Asian American Children,” In

Pang and Cheng, Struggling to be Heard: The Unmet Needs of Asian Pacific American

Children, SUNY Press, l998, Chapter 3.

 

 

 

 

Seminar

***Kochman, "Black American Speech Events and a Language Program for the Classroom," in Cazden, Functions of Language in the Classroom, McGraw.

*Villegas, "School Failure and Cultural Mismatch," In Kretovics, Transforming Urban Education, Allyn and Bacon, 1994. pp. 347-359.

*Park and Chi, Asian-American Education: Prospects and Challenges, Bergin and Garvey,

          1999, Chapter 10 (English Instruction for High Achievement in the 21^st C: A Vietnamese-American Perspective) and Chapter 12 (Mong Linguistic Awareness for Teachers).

 

E-Reserves Begin Here for ** and *** Readings!!

 

WEEK V: (February 22) Multicultural Education: Theory and Strategies

 

*Nieto, Affirming Diversity, Longman, 1996, Chapter 9 + pp. 352-359.

***Duarte and Smith, Foundational Perspectives in Multicultural Education, Longman, 2000, Introduction, pp. 1-23.

***Banks, Multiethnic Education, Allyn and Bacon, l994, Chapter ll.          

***Wong, “Promises, Pitfalls, and Principles of Text Selection in Curricular Diversification, " in Freedom's Plough, Routledge, 1993. pp. 109-120.

**Gonzalez, "Spanish as a Second Language," in Reinventing Urban Education, IUME Press, 1994 . Chapter 10,

**Tatum, “Talking about Race, Learning about Racism,” Harvard Educational Review,

       Vol. 62, No. 1, Spring 1992    

***Murrell, "Afrocentric Immersion," in Perry and Fraser Freedom's Plough, Routledge, 1993. pp 231-258.

 

Seminar

**Sleeter, Keepers of the American Dream, Falmer Press, 1992, Chapters 1 and 7.              

**Lee, Lomotey, and Shujaa, "How Shall We Sing Our Sacred Song in a Strange Land? The

Dilemma of Double Consciousness and the Complexities of an African-Centered

Pedagogy," in Shapiro and Purpel, Critical Issues in American Education, Longman, l993.

*Freedman et.al., Inside City Schools: Investigating Literacy in Multicultural

Classroms, Teachers College Press, l999, Chapter 6 (A Question of Fairness: Using

Writing and Literature to Expand Ethnic Identity and Understand Marginality) and

Chapter 8 (Diversifying Curriculum in Multicultural Classrooms”)

 

WEEK VI: (March 1) The Urban Teacher: Issues of Expectations, Preparation, Recruitment

and Retention and Personal Reflections on Teaching in Urban Schools

 

***Chunn, "Sorting Black Students for Success and Failure," in Smith and Chunn, Black Education: A Quest for Equity and Excellence, Transaction Publishers, 1991.

***Haberman, "The Pedagogy of Poverty Versus Good Teaching," In Kretovics, Transforming Urban Education, Allyn and Bacon, 1994. pp. 305-314.

*Weis, Urban Teaching, Teachers College Press, l997.

***Ladson-Billings, “Preparing Teachers for Diversity,” In Darling Hammond and

Sykes, Teaching as the Learning Profession, Jossey-Bass, l999, Chapter 4.

***Brumberg, “The Teacher Crisis and Educational Standards,” in Ravitch and Viteritti, Lessons from New York City Schools, Johns Hopkins Press, 2000

 

Seminar

*Ballou, “Contractual Constraints on School Management: Principals’ Perspectives on the Teachers Contract, ,” in Ravitch and Viteritti, Lessons from New York City Schools, Johns Hopkins University Press, 2000*Mitchell, “African-American Teachers and the Roles they Play,” in Sanders, Schooling Students Placed at Risk, Lawrence Erlbaum, 2000

For Week VI and VII

*Michie, Holler If You Hear Me, Teachers College Press, l999.

Note: Read the whole book, but skip the case studies in between the regular chapters

unless you want to read them. They add another dimension about the students

that might be interesting in light of issues in Week VIII.

 

WEEK VII: (March 8) Responding to Issues of Conflict and Control in Urban Schools

 

***Futrell, "Violence in the Classroom, in Hoffman, Schools, Violence and Society, Praeger, 1996, Chapter 1.

**Anderson, “Code of the Streets,” Atlantic Monthly, May, l994.

*Foster, Ribbin', Jivin', and Playin' the Dozens, Ballinger, 1986. Chapter 7, pp. 245-276.

***Carlson Teachers and Crisis, Chapter 6, "Classroom Management in an Era of Basic

    Skills Reform," Routledge, 1992.

***Elliott, Hamburg and Willliams, Violence in American Schools, Cambridge University

    Press, 1998, Chapter l, pp. 3-12.

***Ima and Nidorf, “Charactersitics of Southeast Asian Delinquents: Toward an

   Understanding,” In Pang and Cheng, Struggling To Be Heard, SUNY Press, l998.

***Lantieri, DeLong and Dutrey, "Waging Peace in Our Schools,” in Hoffman, Schools, Violence and Society, Praeger, 1996, Chap. 15.

 

Seminar

*Hawkins, Farrington and Catalano, “Reducing Violence Through the Schools,” In

      Elliott, Hamburg and Willliams, Violence in American Schools, Cambridge University

Press, 1998, Chapter 7.

*Keiser,”Battlin’ Nihilism at an Urban School,” in McClafferty et.al. Challenges of

Urban Education, SUNY Press, 2000.

**Noguera, “Preventing and Producing Violence: A Critical Analysis of Responses to

Student Violence,” Harvard Educational Review, Summer l995, Vol. 65, 2.

 

Finish Michie Book (from Week VII)

 

WEEK VIII: (March 22) Student Responses: Resistance, Adaptation and Dropping Out

        

***MacLeod, Ain't No Makin' It, Westview Press, 1987.pp.82-87, 91-97,            101-111, and 112-125.

*Fine, Framing Dropouts, State University of New York Press, 1991. Chapters 2, 3, and 5.

**Lee, "Behind the Model-Minority Stereotype: Voices of High and Low Achieving                    Asian American Students, in Anthropology and Education Quarterly, 1994, 25 (4).

***Fordham, "Those Loud Black Girls," in Seller and Weis, Beyond Black and White, State University of New York Press, l997.

***Zanger, "Academic Costs of Marginalization: An Analysis of the Perceptions of

            Latino Students at a Boston High School," in Rivera and Nieto, The Education

***Cross, "Oppositional Identity and African American Youth," in Hawley and Jackson,

        Toward a Common Destiny, Jossey-Bass, 1995.

 

Seminar

*Romo and Falbo, Latino High School Graduation, University of Texas Press, l996. Chap. 4,"Gang Involvement and Educational Attainment."

*Weiler, Codes and Contradictions, SUNY Press, 2000. Chapters 1,2,4,5,6,7, and 10.

 

 

 

 

 

 

WEEK IX: (March 29) School Desegregation: History and Case Examples

 

***Wilkinson, From Brown to Bakke, Oxford University Press, 1979. Chapter l (pp.23-25); Chapter 2, Chapter 3 (pp. 40-49); Chapter 4 (pp. 61-69); Chapter 5 (pp. 78-118) Chapter 6 (pp. 131-150 and 154-160); Chapter 8 (pp. 193-203), Chapter 9 (pp. 216- 229, 242-249).

*Orfield and Eaton, Dismantling Desegregation, The New Press, l996, Chapters 1, Chapter 2 (pp. 49-51), Chapter 3 (pp. 53-64), Chapter 6 (pp. 143-148, 173-178).

***Bell, "The Case for a Separate Black School System," in Smith and Chunn, Black Education, Transaction Publishers, l99l.

 

Seminar

***Tate, Ladson-Billings and Grant, “The Brown Decision Revisited,” in Shuuja, Beyond Desegregation, Corwin, l996.

**Alves and Willie, “Choice, Decentralization and Desegregation: The Boston Controlled Choice Plan, in Clune and Witte, Choice and Control in American Education, Falmer Press, l990.

*Wells, Stepping Over the Color Line, Yale University Press l997, Chapter 2 (pp. 70-75

and 88-105).

WEEK X: (April 5) From Desegregation to Integration: Possibilities and Challenges

 

***Cohen, "Design and Redesign of Desegregated Schools," in Stephan and Feagin, School Desegregation, Plenum, 1980. Chapter 11.

*Orfield and Eaton, Dismantling Desegregation, The New Press, l996, Chapter 4 and 12.

***Wells, " African-American Students' Views of School Choice," in Fuller and Elmore, Who Chooses, Who Loses, Teachers' College Press, l996. Chapter 2.

***Noguera, "Ties that Bind, Forces that Divide: Berkeley High School and the Challenge of Integration," University of San Francisco Law Review, Vol. 29, Spring, l995.

***Schofield, “Promoting Positive Peer Relations in Desegregated Schools,” In Shujaa, Beyond Desegregation, Corwin Press, l996.

 

Seminar.

*Wells, Stepping Over the Color Line, Yale University Press l997, Introduction (to p.l7), Chapter 2 (pp. 70-75, 88-105), Chapter 3 (pp.129-150), Chapter 7 (pp. 25l-261), Chapter 8, Chapter 9 (pp.319-334), and Concluding Remarks pp. 335-345.

*Rossell, The Carrot or the Stick for School Desegregation Policy, Temple University Press, l990, Chapter 1 (pp. 16-28; Chapter 2 (pp. 108-110); and Chapter 6.

 

WEEK XI: (April 12) Movements for Centralization and Decentralization in Urban Systems: Historical and Contemporary Perspectives (New York and Chicago)

 

**Freedman, Small Victories, Harper and Row, 1991, Chapter 4, "Built to Fail.

***Bryk, et. al. Charting Chicago School Reform, Westview Press, l998, Chapter I

(pp. 1-34), Chapter 3, and pp. 250-25l. (See also below)

**Elmore, “School Decentralization: Who Gains, Who Loses, In Hannaway and Carnoy,

Decentralization and School Improvement, Jossey-Bass, l993.

**Shipps, Kahne and Smylie, “The Politics of Urban School Reform: Legitimacy

City Growth and School Improvement in Chicago,” Educational Policy, (forthcoming).

 

Seminar

*Bryk et.al. Charting Chicago School Reform, Westview Press, l998, Chapter 2 (pp. 43-79) and Chapter 7 (pp.260-272)

*Stone, Changing Urban Education, University of Kansas Press, l998, Chapters 6 and 12.

**Catalyst. Voices of Chicgo School Reform, February, 2000, pp. 4-29.

 

 

 

 

 

WEEK XII: (April 19) Bilingual-Bicultural Education: History, Issues and Practice

 

*Crawford, Bilingual Education, Bilingual Education Services, Inc. 1991, Chapters 6, 8.

*Nieto, Affirming Diversity, Longman, 1996, Chapter 6.

*Brisk, Bilingual Education: From Compensatory to Quality Schooling, Lawrence Earlbaum, 1998, Chapter 3 (pp. 76-85).

***Orozco, Roos and Suarez-Orozco, “Cultural, Educational and Legal Perspectives on Immigration: Implications for School Reform,” In Heubert, Law and School Reform, Yale U. Press, l999, Chapter 4 (pp. 160-195).

**Articles on Unz Initiative from Education Week

**Cummins, “Empowering Minority Students: A Framework for Intervention” in Garcia and Baker, Policy and Practice in Bilingual Education, Multilingual Matters, 1995

 

Seminar

*Ima, “Educating Asian Newcomer Secondary Students,” in Pang and Cheng, Struggling to be Heard, SUNY Press, l998, Chapter 13.

*Rossell, “Teaching Language Minorities: Theory and Reality,” in Ravitch and Viteritti, Lessons from New York City Schools, Johns Hopkins University Press, 2000.

 

 

WEEK XIII: (April 26) Making Urban Schools Work: Some Alternative Strategies (I)

***Darling-Hammond, "Restructuring Schools for High Performance," in Fuhrman and O'Day, Rewards and Reform, Jossey-Bass, 1996, Chapter 5.

**Eptsein, "School, Family, Community Partnerships," Phi Delta Kappan, Vol. 76, No. 9, 1995, pp. 701-712.

***Rivera,"Barriers to Latino Parent Involvement," in Rivera and Nieto, The Education

of Latino Students in Massachusetts, University of Massachusetts Press, l993.

***Dryfoos, Safe Passage: Making it Through Adolescence in a Risky Society,

Oxford University Press, l998. Chapters 1,4, and 5.

Seminar

**Fine "(Ap)Parent Involvement: Reflections of Parents, Power, and Urban Public Schools," Teachers College Record, Vol. 94, Summer 1993.

*Sanders and Epstein, “Building School-Family-Community Partnerships in Middle and High Schools, in Sanders, Schooling Students Placed at Risk, Lawrence Erlbaum, 2000.

WEEK XIV: (May 3) Making Urban Schools Work: Some Alternative Strategies (II)

 

*Anyon, Ghetto Schooling: A Political Economy of Urban Education, Teachers College Press, 1997, Chapter 8 (pp. 155-186).

**Mintrop, “Toward an Understanding of School Reconstitutuion as a Strategy to Educate Students Placed at Risk, in Sanders, Schooling Students Placed at Risk, Lawrence Erlbaum, 2000, pp. 231-236 and 245-249.

**Articles on charter schools from Catalyst: Voices of Chicago School Reform, pp. 1-16.

**Henig,”The Danger of Market Rhetoric,”in Selling Our Schools, Rethinking Schools, pp. 8-ll.

**Hill, et. al. It Takes a City, Brookings Institution Press, 2000, Chapter l. (See also below)

 

Seminar

**McDermott, “Barriers to Large Scale Successs Models for Urban School Reform,” in Educational Evaluation and Policy Analysis, Spring 2000, pp. 83-90.

**Hill, et. al. It Takes a City, Brookings Institution Press, 2000, Chapter 4.

*Hess, Spinning Wheels: The Politics of Urban School Reform, Brookings Institution Press, 1999, Chapters 1 and 8.