The instructional audit in urban school settings: A descriptive policy analysis of instructional delivery using signal-receptor assessment theory and information referenced testing

1988 ◽  
Vol 20 (2) ◽  
pp. 95-107 ◽  
Author(s):  
James E. Bruno
Keyword(s):  
Policy Analysis ◽  
Instructional Delivery ◽  
Urban School ◽  
School Settings ◽  
Urban School Settings

School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings

2019 ◽  
Vol 13 (3) ◽  
pp. 190-202 ◽  
Author(s):  
Erik M. Hines ◽  
Desiree D. Vega ◽  
Renae Mayes ◽  
Paul C. Harris ◽  
Michelle Mack
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
Urban School ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Content Type ◽  
School Settings ◽  
College And Career ◽  
Urban School Settings

Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

Moral Leadership Discourses in Urban School Settings

1998 ◽  
Vol 33 (3) ◽  
pp. 303-330 ◽  
Author(s):  
Ira E. Bogotch ◽  
Louis F Miron ◽  
Joseph Murry
Keyword(s):  
Urban School ◽  
Moral Leadership ◽  
School Settings ◽  
Leadership Discourses ◽  
Urban School Settings

What Do We Know (and Need to Know) about the Impact of School Choice Reforms on Disadvantaged Students?

2002 ◽  
Vol 72 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Dan Goldhaber ◽  
Eric Eide
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Negative Impact ◽  
Urban School ◽  
Clear Cut ◽  
School Settings ◽  
Traditional Public Schools ◽  
Potential Impact ◽  
Urban School Systems ◽  
The Impact

In this article, Dan Goldhaber and Eric Eide consider what we do and do not know about the impact of school choice, focusing particularly on the potential impact of choice on minority students in urban school settings. They observe that many argue that school choice is a necessary component of any educational reform designed to improve educational outcomes for students. While public pressure has yielded a tremendous expansion of choice options, Goldhaber and Eide contend that the empirical evidence on the academic effects of school choice reforms is mixed. They propose that relatively little evidence exists that these schools are having a clear-cut positive or negative impact on the achievement of either the students who attend them or those who remain in traditional public schools. They conclude that the mixed evidence on choice suggests that choice in and of itself is unlikely to be the solution that revolutionizes urban school systems.

Restorative Instructional Practices

2020 ◽  
pp. 86-111
Author(s):  
Mike D. Revell
Keyword(s):  
Instructional Practices ◽  
School System ◽  
Randomized Study ◽  
Instructional Delivery ◽  
Urban School ◽  
Restorative Practices ◽  
Academic Instruction ◽  
School Suspensions ◽  
Delivery Practices ◽  
Academic Content

Recently a randomized study over two years within a large urban school system has confirmed that restorative practices can positively impact classroom and schoolwide socio-emotional attainments, as evidenced by reduced school suspensions and increased attendance. However, many of the teachers surveyed in this study overwhelmingly reported that having a “lack of time” was the biggest constraint to developing community through restorative practices as this “time” was considered distinctly separate from the “time” needed to deliver instruction. This perceived dichotomy revealed that restorative practices existed as a competing opposite to the design, delivery, and development of academic instruction, as the current routine of planning, preparing, organizing, and executing restorative practices happens either “TO” or “FOR” rather than “THROUGH” core academic content and “WITH” instructional delivery practices.

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