Urban Sanctuary Schools for Diverse Populations: Examining Curricular Expectations and School Effectiveness for Student Learning

Autor/inn/en	Liou, Daniel D.; Marsh, Tyson E. J.; Antrop-González, René
Titel	Urban Sanctuary Schools for Diverse Populations: Examining Curricular Expectations and School Effectiveness for Student Learning
Quelle	In: Equity & Excellence in Education, 50 (2017) 1, S.68-83 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1250237
Schlagwörter	School Effectiveness; Ethnography; Case Studies; Low Income Students; Minority Group Students; Semi Structured Interviews; Grade 11; Grade 12; Urban Schools; Teacher Expectations of Students; High School Students; Culturally Relevant Education; California + Suchen Sie Ihr Suchwort? Schuleffizienz; Ethnografie; Case study; Fallstudie; Case Study; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
Abstract	This ethnographic case study problematizes the current high stakes accountability efforts that have led many school leaders to inadvertently maintain a school environment in which deficit perspectives and low academic expectations in the classroom persist. Drawing from an urban sanctuary school framework, this study works to center the voices of low-income students of color from an urban high school in California, who have historically faced school alienation and academic challenges, to describe their notions of academic expectations held by their teachers. The centrality of student voices and ethnographic descriptions of the school illuminate a moral dialogue that can assist school leaders in challenging ineffective school structures. These efforts must place deficit thinking and low classroom expectations into question as our nation's biggest obstacles toward schoolwide excellence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01