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 Schools by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Models of Success by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Case Studies and Activities in Adult Education and Human Resource Development by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Electronic Learning Communities Issues and Practices by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Third Place Learning by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book New Perspectives on Women Entrepreneurs by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Untold Narratives by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Indigenous Peoples by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Internationalisation in Secondary Education in Europe by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Mentoring in Formal and Informal Contexts by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book The Status of Social Studies by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Theorizing Women & Leadership by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Human Capital Management Research by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Putting it into Practice by Kimberly A. Scott, Wanda J. Blanchett
Cover of the book Spirituality, Religion, and Peace 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