Can Formal-Informal Collaborations Improve Science Literacy in Urban Middle Schools? The Impact of Urban Advantage

2011 ◽  
Author(s):  
Meryle Weinstein ◽  
Emilyn Ruble
Keyword(s):  
Middle Schools ◽  
Science Literacy ◽  
Urban Middle Schools ◽  
The Impact

Integrating Health Education in Core Curriculum Classrooms: Successes, Challenges, and Implications for Urban Middle Schools

2017 ◽  
Vol 87 (12) ◽  
pp. 949-957 ◽  
Author(s):  
Sonali Rajan ◽  
Katherine J. Roberts ◽  
Laura Guerra ◽  
Moira Pirsch ◽  
Ernest Morrell
Keyword(s):  
Health Education ◽  
Middle Schools ◽  
Core Curriculum ◽  
Urban Middle Schools

Student Self‐Reported Positive Purpose Over Two Years in Urban Middle Schools

2020 ◽  
Author(s):  
Danielle R. Hatchimonji ◽  
Anne Gregory ◽  
David Osher ◽  
Edward A. Selby ◽  
Maurice J. Elias
Keyword(s):  
Middle Schools ◽  
Urban Middle Schools

The Discipline Gatekeeper: Assistant Principals’ Experiences With Managing School Discipline in Urban Middle Schools

2020 ◽  
pp. 004208592090891
Author(s):  
John A. Williams ◽  
Chance Lewis ◽  
Tehia Starker Glass ◽  
Bettie R. Butler ◽  
Jae Hoon Lim
Keyword(s):  
African American ◽  
Middle Schools ◽  
Urban Schools ◽  
Assistant Principals ◽  
African American Students ◽  
School Discipline ◽  
Theoretical Framework ◽  
Critical Race ◽  
Urban Middle Schools ◽  
American Students

School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework.

scholarly journals Evaluation of an Intervention to Increase Physical Activity in Low‐Income, Urban Middle Schools

2019 ◽  
Vol 89 (9) ◽  
pp. 705-714 ◽  
Author(s):  
Monique Gill ◽  
Sarah E. Roth ◽  
Alec M. Chan‐Golston ◽  
Lindsay N. Rice ◽  
Catherine M. Crespi ◽  
...  
Keyword(s):  
Physical Activity ◽  
Middle Schools ◽  
Low Income ◽  
Urban Middle Schools

Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3117-3142 ◽  
Author(s):  
Marco Oberti ◽  
Yannick Savina
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Residential Segregation ◽  
Metropolitan Area ◽  
School Achievement ◽  
Social Background ◽  
Contextual Effects ◽  
Individual Characteristics ◽  
School Segregation ◽  
The Impact

In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.

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