The Challenge of Improving Instruction in Urban High Schools: Case Studies of the Implementation of the Chicago Academic Standards

2003 ◽  
Vol 78 (3) ◽  
pp. 39-87 ◽  
Author(s):  
Kenneth K. Wong ◽  
Dorothea Anagnostopoulos ◽  
Stacey Rutledge ◽  
Claudia Edwards
Keyword(s):  
High Schools ◽  
Case Studies ◽  
Academic Standards ◽  
Urban High Schools ◽  
Improving Instruction

Initial Evaluation of a Student-Run Fruit and Vegetable Business in Urban High Schools

2012 ◽  
Vol 23 (4) ◽  
pp. 1590-1599 ◽  
Author(s):  
Nicholas I. Sikic ◽  
Nancy Erbstein ◽  
Kearnan Welch ◽  
Ethan Grundberg ◽  
Elizabeth Miller
Keyword(s):  
High Schools ◽  
Initial Evaluation ◽  
Urban High Schools ◽  
Fruit And Vegetable

Learning-Focused Leadership in Urban High Schools: Response to Demanding Environments

2013 ◽  
Vol 23 (2) ◽  
pp. 253-286 ◽  
Author(s):  
Michael S. Knapp ◽  
Susan B. Feldman ◽  
Theresa Ling Yeh
Keyword(s):  
High Schools ◽  
Urban High Schools ◽  
Learning Focused

A Call for Intersectionality in US Schooling: Testimonios of Chicana Students in High School

2020 ◽  
Vol 90 (2) ◽  
pp. 269-281
Author(s):  
NANCY ACEVEDO ◽  
CITLALLI BEJARANO ◽  
NATALIE IBARRA COLLAZO
Keyword(s):  
High School ◽  
High Schools ◽  
Critical Consciousness ◽  
Public High Schools ◽  
Urban High Schools ◽  
Critical Race ◽  
Schooling Experiences ◽  
The World ◽  
Private And Public

Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge the intersectional identities of Chicana students, foster critical consciousness, and provide the opportunity for students to contribute to their education and the world.

Connected literacies of anti-racist youth organizers

2020 ◽  
Vol 19 (3) ◽  
pp. 347-363
Author(s):  
Abigail Rombalski
Keyword(s):  
High Schools ◽  
Design Methodology ◽  
English Education ◽  
Urban High Schools ◽  
Youth Organizing ◽  
Ethnographic Methods ◽  
Content Type ◽  
Critical Teaching ◽  
Activist Groups

Purpose This article aims to share findings from a youth-informed study with interracial anti-racist youth activist groups in two urban high schools. Design/methodology/approach The study used mostly critical ethnographic methods. Findings The findings showed that the agency of youth activists amplified their literacies of love and resistance, organizing, critical teaching, and knowledge. More research is needed in English education related to youth organizing activities across contexts as youth organizing work is largely unknown or underused by educators and schools. Originality/value Overall, this research supports humanizing collectives that amplify the literacies of youth and position youth-centered education for liberation.

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