BibTex RIS Kaynak Göster

FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR

Yıl 2011, Cilt: 3 Sayı: 1, 337 - 350, 01.06.2011

Öz

Although the charge to educate all United States students equitably is decades old, the reality of good schools particularly in high poverty urban settings is sporadic and random, born of acts of individual honor rather than norms of consistent excellence. High poverty urban schools present a contextual layering of challenges that coupled with the changes in economics, politics and demographics suggest that alone, schools cannot meet the needs presented by the most vulnerable students and families. However, collaboratively integrating the work of health and human service agencies, businesses and faith-based organizations, the nonacademic barriers to learning students experience can be removed. Using an ecological framework, this paper will examine aspects of two national community school models being used in conjunction with Detroit Public Schools, an urban center which has been characterized as rife with racial division, distrust and deeply-held animosity

Kaynakça

  • Bierman, Karen L., John D. Cole, Kenneth A. Dodge, Mark T. Greenberg, John E. Lochman and Robert J. McMahon (1992), “A Developmental and Clinical Model for the prevention of Conduct Disorder: The FAST-TRACK Program”,
  • Development and Psychopathology, Vol. 4, pp. 509-527. Business and Legal Reports Student Life (2008), Teens and Gangs, http://www.hopefs.org/behavior/TeensandGangs.html, [Accessed 7.29.2008].
  • Center on the Developing Child (2010) “Persistent Fear and Anxiety Can Affect
  • Young Children’s Learning and Development” National Scientific Council on the Developing Child Working Paper 9. Cambridge, MA: Harvard University. Communities http://www.cisdetroit.orgloverviewz.htm#capabilities, [Accessed 9.12.2010]. School (2005), Communities In Schools,
  • Communities In Schools (2010), Newsletter of Communities In Schools of Detroit,
  • Washington, DC: The Urban Institute. Crowe, Timothy (1991), Habitual Offenders: Guidelines for Citizen Action and Public Responses. Washington D.C.: Office of Juvenile Justice and Delinquency Prevention,
  • Department of Justice. U. S. Farmer, Thomas (2000), “The Social Dynamics of Aggressive and Disruptive
  • Behavior in School: Implications for Behavior Consultation”, Journal of Educational and Psychological Consultation, Vol. 11, No. 3&4, pp., 299-321. Kutash, Krista and Albert J. Duchnowski (1997), “Create Comprehensive and Collaborative Systems”, Journal of emotional and Behavioral Disorders, Vol. 5, pp. 66-75.
  • Lessenberry, Jack (2010), Detroit Public School Crisis, Metro Times, http://metrotimes.com/news/story.asp?id=13589, [Accessed 10.8.2010].
  • Lippman, Laura and Shelley Burns (Eds.) (1996), Urban Schools: The Challenge of Location and Poverty, Washington, DC: National Center for Educational Statistics.
  • Martin, Elizabeth Anne (2011), Detroit and the Great Migration 1916-1929,
  • Bentley.umich.edu/research/publications/migration/ch1.php Mayer, G. Roy (1995), “Preventing Antisocial Behavior in the Schools”, Journal of the Applied Behavior Analysis, Vol. 28, pp. 467-478.
  • Mead, Sara and Andrew Rotherham (2007), “A New Deal for Urban Public Schools”, http://www.hlpronline.com/2007/04/rotherham_mead_01.html Law and Policy Review Online
  • Reid, John (1993), “Prevention of Conduct disorder Before and After School
  • Entry: Relating Interventions and Developmental Findings”, Development and Psychopathology, Vol. 5 No. 1 & 2, pp. 243-262. Seelye, Katherine (2011), Detroit Census Confirms a Desertion Like No Other, http://www.nytimes.com/2011/03/23/us/23/detroit, [Accessed7.28.2011].
  • Sprague, Jeffrey and Hill Walker (2000),”Early Identification and Intervention for
  • Youth with Antisocial and Violent Behavior”, Exceptional Children, Vol. 66, No. , online, http://www.thefreelibrary.com/Exceptional&children/2000/March/22- p.520-88 [Accessed 8.6.2011]
  • Sugrue, Thomas (2011), Automobile in American Life and Society, http://www.autolife.umd.umich.edu/Race/R_Overview/r_Overview.htm, Accessed 4.29.2011]
  • Thompson, Heather A. (2001), Whose Detroit? Ithaca, NY: Cornell University Press.
  • United States Bureau of the Census (2010), Census Statistics 2010, http://www.2010.census.gov/2010census/popmap/ [Accessed 8.4.2010]
Yıl 2011, Cilt: 3 Sayı: 1, 337 - 350, 01.06.2011

Öz

Kaynakça

  • Bierman, Karen L., John D. Cole, Kenneth A. Dodge, Mark T. Greenberg, John E. Lochman and Robert J. McMahon (1992), “A Developmental and Clinical Model for the prevention of Conduct Disorder: The FAST-TRACK Program”,
  • Development and Psychopathology, Vol. 4, pp. 509-527. Business and Legal Reports Student Life (2008), Teens and Gangs, http://www.hopefs.org/behavior/TeensandGangs.html, [Accessed 7.29.2008].
  • Center on the Developing Child (2010) “Persistent Fear and Anxiety Can Affect
  • Young Children’s Learning and Development” National Scientific Council on the Developing Child Working Paper 9. Cambridge, MA: Harvard University. Communities http://www.cisdetroit.orgloverviewz.htm#capabilities, [Accessed 9.12.2010]. School (2005), Communities In Schools,
  • Communities In Schools (2010), Newsletter of Communities In Schools of Detroit,
  • Washington, DC: The Urban Institute. Crowe, Timothy (1991), Habitual Offenders: Guidelines for Citizen Action and Public Responses. Washington D.C.: Office of Juvenile Justice and Delinquency Prevention,
  • Department of Justice. U. S. Farmer, Thomas (2000), “The Social Dynamics of Aggressive and Disruptive
  • Behavior in School: Implications for Behavior Consultation”, Journal of Educational and Psychological Consultation, Vol. 11, No. 3&4, pp., 299-321. Kutash, Krista and Albert J. Duchnowski (1997), “Create Comprehensive and Collaborative Systems”, Journal of emotional and Behavioral Disorders, Vol. 5, pp. 66-75.
  • Lessenberry, Jack (2010), Detroit Public School Crisis, Metro Times, http://metrotimes.com/news/story.asp?id=13589, [Accessed 10.8.2010].
  • Lippman, Laura and Shelley Burns (Eds.) (1996), Urban Schools: The Challenge of Location and Poverty, Washington, DC: National Center for Educational Statistics.
  • Martin, Elizabeth Anne (2011), Detroit and the Great Migration 1916-1929,
  • Bentley.umich.edu/research/publications/migration/ch1.php Mayer, G. Roy (1995), “Preventing Antisocial Behavior in the Schools”, Journal of the Applied Behavior Analysis, Vol. 28, pp. 467-478.
  • Mead, Sara and Andrew Rotherham (2007), “A New Deal for Urban Public Schools”, http://www.hlpronline.com/2007/04/rotherham_mead_01.html Law and Policy Review Online
  • Reid, John (1993), “Prevention of Conduct disorder Before and After School
  • Entry: Relating Interventions and Developmental Findings”, Development and Psychopathology, Vol. 5 No. 1 & 2, pp. 243-262. Seelye, Katherine (2011), Detroit Census Confirms a Desertion Like No Other, http://www.nytimes.com/2011/03/23/us/23/detroit, [Accessed7.28.2011].
  • Sprague, Jeffrey and Hill Walker (2000),”Early Identification and Intervention for
  • Youth with Antisocial and Violent Behavior”, Exceptional Children, Vol. 66, No. , online, http://www.thefreelibrary.com/Exceptional&children/2000/March/22- p.520-88 [Accessed 8.6.2011]
  • Sugrue, Thomas (2011), Automobile in American Life and Society, http://www.autolife.umd.umich.edu/Race/R_Overview/r_Overview.htm, Accessed 4.29.2011]
  • Thompson, Heather A. (2001), Whose Detroit? Ithaca, NY: Cornell University Press.
  • United States Bureau of the Census (2010), Census Statistics 2010, http://www.2010.census.gov/2010census/popmap/ [Accessed 8.4.2010]
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA45YR86JR
Bölüm Makaleler
Yazarlar

Pat Williams-boyd Bu kişi benim

Mary Margaret Sweeten Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 3 Sayı: 1

Kaynak Göster

APA Williams-boyd, P., & Sweeten, M. M. (2011). FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR. International Journal of Social Sciences and Humanity Studies, 3(1), 337-350.
AMA Williams-boyd P, Sweeten MM. FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR. IJ-SSHS. Haziran 2011;3(1):337-350.
Chicago Williams-boyd, Pat, ve Mary Margaret Sweeten. “FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR”. International Journal of Social Sciences and Humanity Studies 3, sy. 1 (Haziran 2011): 337-50.
EndNote Williams-boyd P, Sweeten MM (01 Haziran 2011) FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR. International Journal of Social Sciences and Humanity Studies 3 1 337–350.
IEEE P. Williams-boyd ve M. M. Sweeten, “FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR”, IJ-SSHS, c. 3, sy. 1, ss. 337–350, 2011.
ISNAD Williams-boyd, Pat - Sweeten, Mary Margaret. “FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR”. International Journal of Social Sciences and Humanity Studies 3/1 (Haziran 2011), 337-350.
JAMA Williams-boyd P, Sweeten MM. FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR. IJ-SSHS. 2011;3:337–350.
MLA Williams-boyd, Pat ve Mary Margaret Sweeten. “FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR”. International Journal of Social Sciences and Humanity Studies, c. 3, sy. 1, 2011, ss. 337-50.
Vancouver Williams-boyd P, Sweeten MM. FREEWAY SEGREGATION, COMMUNITY SCHOOLS AND THE URBAN POOR. IJ-SSHS. 2011;3(1):337-50.