About this product

Product Identifiers

PublisherInformation Age Publishing, Incorporated

ISBN-101617352063

ISBN-139781617352065

eBay Product ID (ePID)99631645

Product Key Features

Number of Pages244 Pages

LanguageEnglish

Publication NameResearch in Urban Educational Settings : Lessons Learned and Implications for Future Practice

SubjectEducational Policy & Reform / General, Urban, General, Research

Publication Year2011

TypeTextbook

Subject AreaEducation

AuthorKimberly A. Scott, Wanda J. Blanchett

FormatTrade Paperback

Dimensions

Item Height0.5 in

Item Weight12.3 Oz

Item Length9.2 in

Item Width6.1 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2011-010592

Dewey Edition22

Dewey Decimal370.9173/2

SynopsisThis volume explores the unique features shaping urban schools and the complexities researchers face. It includes lessons on power, privilege, and effective research practices in urban settings. Four objectives guide the manuscript, focusing on culturally responsible research and practical accounts of working in urban educational contexts., 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 short-term and longitudinal research in urban educational institutions and communities; 3) To demonstrate the (dis)connect between classroom discussions of urban education and real-life 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.

LC Classification NumberLC5131.R465 2011