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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story
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Math and Science Academic Success in Three Large, Diverse, Urban High Schools: A Teachers' Story

机译：三所大型多样的城市中学在数学和科学方面的成功：一个老师的故事

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Large, traditional urban high schools are among the most difficult education environments in the United States. These schools, which serve a high percentage of the Black and Latino students in the United States, often have low academic performance, high dropout rates, high teacher and school leader turnover, and inexperienced teachers. They often exist within contexts of high poverty, high family mobility, high unemployment, and low social capital. However, because they serve such a high percentage of students nationally, academic success at these schools is an equity issue with major national economic and social wellbeing implications. As a result, there have been many efforts to reform these urban high schools or whole urban districts. Despite some exceptions, particularly in small schools that serve a small percentage of students, the success of these reforms has been limited.This is the report of a qualitative study of teachers', school leaders', and students' perceptions of three large, traditional urban Texas high schools that were exhibiting the most success in math and science when compared to similar large, traditional urban Texas high schools after statistically controlling for the challenges each school faced. The 3 themes that emerged to describe the similarities among these three schools were leadership, equity orientation, and instructional focus. However, the highlight of the results was long lasting, stable teachers' professional communities composed of diverse, experienced teachers with particularly strong equity orientations.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.560524
机译：大型的传统城市中学是美国最困难的教育环境之一。这些学校为美国黑人和拉丁裔学生中的高比例提供服务，他们的学业成绩低，辍学率高，教师和学校负责人的换手率高以及缺乏经验的老师。它们通常存在于高贫困，高家庭流动，高失业和低社会资本的环境中。但是，由于他们在全国范围内为如此之高的学生提供服务，因此这些学校的学业成功是一个具有重大影响国民经济和社会福祉的公平问题。结果，已经进行了许多努力来改革这些城市高中或整个市区。尽管有一些例外情况，特别是在为学生服务的学生所占比例较小的小型学校中，但这些改革的成功受到限制。这是对教师，学校领导和学生对三种传统的大型传统的看法进行定性研究的报告与统计类似的大型传统德克萨斯市区高级中学相比，得克萨斯州市区高级中学在数学和科学方面取得了最大的成功，在统计上控制了每所学校所面临的挑战之后。描述这三所学校之间相似之处的三个主题是领导力，公平取向和教学重点。但是，结果的亮点是持久的，稳定的教师专业社区，这些社区由经验丰富且具有强烈平等意识的多样化的经验丰富的教师组成。查看全文下载全文，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.560524

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