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| doctorate in urban education: The Praeger Handbook of Urban Education Philip M. Anderson, Kecia Hayes, Joe Kincheloe, Karel Rose, 2006-03-30 Maintaining that urban teaching and learning is characterized by many contradictions, this work proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge urban educators must possess in order to engage in effective and transformative practice. It is necessary for those teaching in urban schools to be scholar-practitioners, rather than bureaucrats who can only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today. |
| doctorate in urban education: Education, Space and Urban Planning Angela Million, Anna Juliane Heinrich, Thomas Coelen, 2016-07-26 This book examines a range of practical developments that are happening in education as conducted in urban settings across different scales. It contains insights that draw upon the fields of urban planning/urbanism, geography, architecture, education and pedagogy. It brings together current thinking and practical experience from German and international perspectives. This discussion is organised in four segments: schools and the neighbourhood; education and the neighbourhood; education and the city and finally, education and the region. Contributors cover a wide range of contemporary and significant socio-political aspects of education over the last decade. They reinforce emergent thinking that space and its urban context are important dimensions of education. This book also underscores the need for more research in the relationships between education and urban development itself. Current urban planning does not fully connect our understanding in education with what we know in the spatial and planning sciences. Accordingly, this release is an early attempt to bring together a growing body of integrated and interdisciplinary reflection on education theory and practice. |
| doctorate in urban education: Handbook of Urban Educational Leadership Muhammad Khalifa, Noelle Witherspoon Arnold, Azadeh F. Osanloo, Cosette M. Grant, 2015-06-01 This authoritative handbook examines the community, district, and teacher leadership roles that affect urban schools. It will serve as a foundation for pedagogical and educational leadership practices that foster social justice, equity, and advocacy for those who have been traditionally and historically underserved in education. The handbook’s ten sections cover topics as diverse as curriculum, instruction, and educational outcomes; gender, race, and class; higher education; and leadership preparation and support. Its twenty-nine chapters offer both American and international perspectives. |
| doctorate in urban education: Urban Education Joe L. Kincheloe, 2007 Maintaining that urban teaching and learning is characterized by numerous contradictions, this book proposes that there is a wide range of social, cultural, psychological, and pedagogical knowledge that urban educators must possess in order to engage in effective and transformative practice. It is necessary for teachers in urban schools to be scholar-practitioners, as opposed to bureaucrats who only follow rather than analyze, understand, and create. Ten major sections cover the myriad issues of urban education as it exists today: context of urban education, race and ethnicity, social justice, teaching and pedagogy, power and urban education, language issues, cultural issues of urban schools as seen in the media, research in city schools, aesthetics and the proximity of cultural institutions, and education policy. Sixty one essays written by specialists in teacher education; public policy; sociology; psychology; applied linguistics; forestry; urban studies; school administration; cultural studies; evaluation; and linguistics, provide a blueprint for scholars, teachers, parents, urban politicians, school administrators, policy professionals, and others seeking to understand the situation of urban schools across America today. |
| doctorate in urban education: Urban Education Karen Symms Gallagher, Rodney Goodyear, Dominic Brewer, Robert Rueda, 2013-03-19 Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of urban education and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others. |
| doctorate in urban education: Handbook of Urban Educational Leadership Rene O. Guillaume, Noelle Witherspoon Arnold, Azadeh F. Osanloo, 2021-10-15 This book is the second edition of the highly successful Handbook of Urban Educational Leadership. This book examines the uniqueness of the urban school and those in leadership roles that affect urban students and schools. It examines community, district, school, and teacher leadership influencing urban schools. This edition examines conceptualizations of urban ecologies as well as other critical geographies and how these shape understandings in educational contexts. Contributions for this edition focused on areas that examined social, technological, international and other processes with intersections of issues of race, class, and gender, power, politics, and capital and how they influence urban educational leadership. We also included place and space-based theories and discourses that influence urban realities, which include (but were not limited to): networks, assemblages, safe/brave space, placemaking, flow, thirdspace, homeplace, and urbanormativity. |
| doctorate in urban education: Planning Urban Education Dennis L. Roberts, 1972 |
| doctorate in urban education: Meaningful Urban Education Reform Kathryn M. Borman, 2005-02-24 Summarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami. |
| doctorate in urban education: Handbook of Urban Education H. Richard Milner IV, Kofi Lomotey, 2013-11-20 This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform. |
| doctorate in urban education: Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform Elizabeth B. Kozleski, Kathleen King Thorius, 2013 This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners. To strengthen relationships between research and practice, chapters are coauthored by a practitioner/researcher team and include a case study of an authentic urban reform situation. This volume will help practitioners, reformers, and researchers make use of emerging knowledge and culturally responsive pedagogy to implement reforms that are more congruent with the strengths and needs of urban education contexts. |
| doctorate in urban education: Critical Mentoring Torie Weiston-Serdan, 2023-07-03 This book introduces the concept of critical mentoring, presenting its theoretical and empirical foundations, and providing telling examples of what it looks like in practice, and what it can achieve. At this juncture when the demographics of our schools and colleges are rapidly changing, critical mentoring provides mentors with a new and essential transformational practice that challenges deficit-based notions of protégés, questions their forced adaptation to dominant ideology, counters the marginalization and minoritization of young people of color, and endows them with voice, power and choice to achieve in society while validating their culture and values.Critical mentoring places youth at the center of the process, challenging norms of adult and institutional authority and notions of saviorism to create collaborative partnerships with youth and communities that recognize there are multiple sources of expertise and knowledge. Torie Weiston-Serdan outlines the underlying foundations of critical race theory, cultural competence and intersectionality, describes how collaborative mentoring works in practice in terms of dispositions and structures, and addresses the implications of rethinking about the purposes and delivery of mentoring services, both for mentors themselves and the organizations for which they work. Each chapter ends with a set of salient questions to ask and key actions to take. These are meant to move the reader from thought to action and provide a basis for discussion.This book offers strategies that are immediately applicable and will create a process that is participatory, emancipatory and transformative. |
| doctorate in urban education: Second International Handbook of Urban Education William T. Pink, George W. Noblit, 2017-01-06 This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools. |
| doctorate in urban education: Peterson's Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work 2012 Peterson's, 2012-05-15 Peterson's Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work 2012 contains a wealth of info on accredited institutions offering graduate degrees in these fields. Up-to-date info, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable data on degree offerings, professional accreditation, jointly offered degrees, part-time & evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. Also find valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies. |
| doctorate in urban education: Urban Teaching Lois Weiner, 2006 This bestselling guide to urban teaching has been updated and revised to reflect today's challenges, including testing pressures, inclusive classrooms, and helping second language learners. Lois Weiner, a highly regarded teacher with years of experience supervising new teachers in urban and suburban schools, provides invaluable insider recommendations for thriving in culturally diverse classrooms and coping with school realities ranging from overcrowded classes and a lack of appropriate materials to frustrating bureaucracy and school violence. This guide is an invaluable resource for teacher educators and essential reading for teachers at all grade levels. |
| doctorate in urban education: Going Public with Our Teaching Madeleine Fuchs Holzer, Scott Noppe-Brandon, 2005 Presents a collection of articles, narratives, book chapters, opinion pieces, and excerpts from multimedia works that describe the practice of teaching. |
| doctorate in urban education: Urban Education for the 21st Century Festus E. Obiakor, Floyd D. Beachum, 2005 This timely book exposes the complexities and realities facing urbanness and urban schools that are inadequately funded and denigrated, along with students who continue to be misidentified, misassessed, miscategorized, misplaced, and misinstructed by illprepared and unprepared educators and service providers. The text very successfully demonstrates the comprehensive nature and connectedness of problems and prospects in urban education. This book will be an added resource to researchers, scholars, educators, and service providers. It should be an excellent required text for graduate and undergraduate courses in all branches of education. Addition-ally, the book will be of interest to education administrators at all levels, public school teachers, policy makers, and change agents. The thirteen chapters discuss and explore the following primary topics:• Urban education and the quest for democracy, equity, and excellence• Educating urban learners with and without special needs• Personnel preparation and urban schools• Teaching and learning in urban schools• Educational leadership in urban schools• Insights into educational psychology and what urban practitioners must know• Managing violence in urban schools• Financing urban schools• Reducing the power of “whiteness” in urban schools• Promises and challenges of building and the future perspectives of urban education. |
| doctorate in urban education: The IMPACT of the Scholarly Practitioner Doctorate Stephanie Smith Budhai, Deanna Hill, 2024-03-11 The IMPACT of the Scholarly Practitioner Doctorate: Developing Socially-Just Leaders to Make Equitable Change is a collection of shared counternarratives between EdD alums and their supervising professor mentors, detailing their dissertation in practice (DiP) journeys as scholarly practitioners and the impact of the scholarly practitioner doctorate on their paths from doctoral students to socially-just leaders in a wide range of educational fields. The IMPACT of the Scholarly Practitioner Doctorate posits these relationships as the catalyst in bringing theory learned in course work to scholarly research that is positioned within practice, focused on contributing to equity-centered work. The book serves as an exemplar learning companion to a wide audience and diverse EdD programs looking to modify, develop, or redesign their programs to align with The Carnegie Project on the Education Doctorate (CPED) concepts including signature pedagogy, laboratories of practice, inquiry as practice and mentoring and advising. The IMPACT of the Scholarly Practitioner Doctorate demonstrates how change in education, community, and organizations have been impacted in efficacious ways. EdD students and their supervising professors, faculty, and administrators will be able to use this book’s content as their own catalyst for building socially-just leadership knowledge, skills, and dispositions while preparing their EdD students to exhibit equitable change in the professional practice areas they are in. Perfect for courses such as: Introduction to Educational Research; Social Justice Education Foundations; Leadership for Equity and Social Change; Transformative Leadership; Foundations of Inquiry for Social Justice; Qualitative Inquiry for Social Justice; Critical Perspectives for Equity in Education; Engaging in Critical Social Theories for Designing Research for Equity and Social Justice; Reform and Change for Social Justice; Educational Leadership Development |
| doctorate in urban education: Doing Educational Research , 2006-01-01 Doing Educational Research explores a variety of important issues and methods in educational research. Contributors include some of the most important voices in educational research. In the handbook these scholars provide detailed insights into one dimension of the research process that engages both students as well as experienced researchers with key concepts and recent innovations in the domain. |
| doctorate in urban education: Higher Education and Human Capital: Re/thinking the Doctorate in America David M. Callejo Pérez, Stephen M. Fain, Judith J. Slater, 2011-10-21 This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a “good doctoral” experience fosters active engagement in reflection on all elements of our work—the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that “good doctoral” experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars. |
| doctorate in urban education: Urban School Principal Leadership Preparation James David Smith, 2008 |
| doctorate in urban education: Cases on Academic Program Redesign for Greater Racial and Social Justice Ebony Cain, Robert A. Filback, Jenifer Crawford, 2021-11-15 This volume will offer various contributed chapters on lessons that call attention and provide examples about what it means to advance diversity, equity, inclusion, and justice through a range of curricular practices across the academia-- |
| doctorate in urban education: School Leadership for Authentic Family and Community Partnerships Susan Auerbach, 2012-05-22 School leaders are increasingly called upon to pursue meaningful partnerships with families and community groups, yet many leaders are unprepared to meet the challenges of partnerships, to cross cultural boundaries, or to be accountable to the community. Alliances are needed among educators, families, and community groups that value relationship building, dialogue, and power-sharing as part of socially just, democratic schools. This book brings together research perspectives that intersect the fields of leadership and partnerships to inform and inspire more authentic collaboration. Contributors from the fields of educational leadership, family engagement, school-community partnerships, and education for social justice come together to examine the role of educational leaders in promoting partnerships as a dimension of leadership for social justice. The volume offers a mix of empirical, conceptual, and reflective chapters with research representing qualitative, quantitative, and mixed methods approaches in urban, suburban, and rural schools. The chapter, Conversations with Community-Oriented Leaders, includes candid advice from district and school-level administrators on this under-documented aspect of leadership. Situating leadership for partnerships within the leadership literature, this book proposes a model for addressing tensions embedded in home-school relations and leading schools toward more authentic relationships with stakeholders. This collection of original scholarly articles will be a unique resource for new and aspiring administrators and for researchers in both the fields of leadership and school-family-community partnerships. |
| doctorate in urban education: A Different View of Urban Schools Kitty Kelly Epstein, 2006 Textbook |
| doctorate in urban education: Every Child, Every Classroom, Every Day Robert Peterkin, Deborah Jewell-Sherman, Laura Kelley, Leslie Boozer, 2011-03-21 Urban school superintendents face unprecedented challenges. They must ensure that all students achieve a high level of performance despite a lack of resources, the intractable problems of race and poverty, a chaotic governance structure, and the often conflicting demands of teachers, parents, unions, and the community. This important book, edited by the co-directors of the prestigious Harvard Urban Superintendents Program (USP), explores the ways in which superintendents can make a difference in the lives of each child, every day, by being knowledgeable about and driven by what happens in the classroom. The editors and distinguished contributors cover a wide range of vital topics that superintendents face from the day they are hired to the day they retire, such as how superintendents can most effectively communicate their vision, plan strategically, institute instructional reform, engage the community, and allocate resources. The book is filled with illustrative examples of well-known superintendents who are trailblazing new means to achieve educational fairness for all children and are changing the landscape of urban school systems today. In addition, Every Child, Every Classroom, Every Day highlights the Urban Superintendents Program's Leadership Framework, which is designed to aid administrators and educators in decision making and achieving equity. An ancillary CD containing teaching notes and exhibits is also included (in the print edition only) as an aid to teachers who wish to scaffold material discussed in the text. Note: CD-ROM/DVD and other supplementary materials are not included as part of eBook file. These materials will be made available for download upon purchase of the digital edition Co-published with Education Week and the American Association of School Administrators. |
| doctorate in urban education: American Universities and Colleges Praeger Publishers, 2010-04-16 For well over a half century, American Universities and Colleges has been the most comprehensive and highly respected directory of four-year institutions of higher education in the United States. A two-volume set that Choice magazine hailed as a most important resource in its November 2006 issue, this revised edition features the most up-to-date statistical data available to guide students in making a smart yet practical decision in choosing the university or college of their dreams. In addition, the set serves as an indispensable reference source for parents, college advisors, educators, and public, academic, and high school librarians. These two volumes provide extensive information on 1,900 institutions of higher education, including all accredited colleges and universities that offer at least the baccalaureate degree. This essential resource offers pertinent, statistical data on such topics as tuition, room and board; admission requirements; financial aid; enrollments; student life; library holdings; accelerated and study abroad programs; departments and teaching staff; buildings and grounds; and degrees conferred. Volume two of the set provides four indexes, including an institutional Index, a subject accreditation index, a levels of degrees offered index, and a tabular index of summary data by state. These helpful indexes allow readers to find information easily and to make comparisons among institutions effectively. Also contained within the text are charts and tables that provide easy access to comparative data on relevant topics. |
| doctorate in urban education: Including Families and Communities in Urban Education Catherine Hands, Lea Hubbard, 2011-04-01 The work of school, family and community partnerships is complex and messy and demands a thoughtful and deep investigation. Currently, parent and community involvement does not draw on school reform and educational change literature and conversely the school change literature often ignores the crucial role that communities play in educational reform. This edited volume focuses on structural considerations regarding education and the school communities, school-level and family culture, and the interrelationships between the agency and actions of school personnel, family members, community citizens and students. This book extends the dialogue on school reform by looking at parent and community engagement initiatives as part of the school reform literature. The contributors illustrate the negative impact on students and their education when assumptions made by school personnel regarding the organization of education, the nature of families, and the contributions they should make to their children’s education are not challenged. |
| doctorate in urban education: Repositioning Educational Leadership James H. Lytle, Susan L. Lytle, Michael C. Johanek, Kathy J. Rho, 2018 This groundbreaking volume encourages today’s educational leaders to reposition the way they think about leadership and its challenges. Experienced school and district leaders reveal how they conceptualize their roles, how they learn by posing and solving problems of practice, and how they cope with increasing expectations and complexity in their work. This compilation of compelling narratives demonstrates the power and efficacy of what can happen when school, district, and other educational leaders position themselves as inquirers, bringing forth broader social justice and equity implications. Readers see how leadership can illuminate and improve many aspects of institutional life and create intellectually demanding and rich learning environments for both adults and children. At its heart, Repositioning Educational Leadership is an invitation to practitioners and scholars to make space for new critical questions and perspectives. This book nurtures an expanded discourse about leadership, generated by leaders themselves, and arising from some of the most vexing and often invisible aspects of their important work. “This book unpacks a smorgasbord of real-life work situations that will allow the reader to reflect on these experiences and extract the best practices of leadership.” —Daniel A. Domenech, executive director, AASA “Provides invaluable insights into what the complex work of leading from an inquiry stance looks like in different contexts.” —Irma Zardoya, NYC Leadership Academy “This book is a key contribution to the reinvention of the field of educational leadership, and it is crucial for preparing future leaders.” —Michael A. Copland, deputy superintendent, Bellingham (WA) Public Schools |
| doctorate in urban education: Research in Education , 1971 |
| doctorate in urban education: Resources in Education , 1994 |
| doctorate in urban education: Handbook of Research on Trends in European Higher Education Convergence Dima, Alina Mihaela, 2014-04-30 With an increase in global competition among universities and national higher education systems, educational programs desire to offer compatible content without losing their competitive advantage. Because of this balance, the issue of convergence, along with its benefits and limits, has emerged. Handbook of Research on Trends in European Higher Education Convergence aims to identify the indicators that meet the consensus of the academic community and higher education management experts. Analyzing the recognized trends within the publication and concluding which measures should be taken to improve convergence pace and avoid potential pitfalls; this reference book is a useful resource for academics and students, as well as specialists, policy makers, and professionals connected with the educational sector. |
| doctorate in urban education: Beyond Stereotypes , 2010-01-01 In an era of ever increasing anti-immigrant sentiment and in the face of the worst economic recession since the great depression, this book presents a timely, compassionate and often moving glimpse into the lives of second generation children of immigrants in urban schools. |
| doctorate in urban education: Revitalization of Urban Education for Urban Youth , 1982 |
| doctorate in urban education: Language, Culture, and Community in Teacher Education Maria Estela Brisk, 2013-09-13 Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that are culturally and linguistically specific. It is directed to the preparation of ALL teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org. |
| doctorate in urban education: From Equity Talk to Equity Walk Tia Brown McNair, Estela Mara Bensimon, Lindsey Malcom-Piqueux, 2020-01-22 A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education. |
| doctorate in urban education: Professional Education at Historically Black Colleges and Universities Tiffany Fountaine Boykin, Adriel A. Hilton, Robert T. Palmer, 2017-08-07 This book focuses on the significant role that professional education programs play at historically Black colleges and universities (HBCUs) and these programs’ impact on society. Chapter authors discuss the contexts and experiences of students who have attended these programs, including their relationships with faculty, research opportunities, professional growth, personal enrichment, and institutional support. Taking into account social supports, identity development, and doctoral student socialization patterns, this book sheds light on what development and status of such professional education programs mean for future research and practice, while emphasizing issues of race, oppression, and marginalization. |
| doctorate in urban education: Complete Book of Graduate Programs in the Arts and Sciences Princeton Review (Firm), 2004-09 Our Best 357 Colleges is the best-selling college guide on the market because it is the voice of the students. Now we let graduate students speak for themselves, too, in these brand-new guides for selecting the ideal business, law, medical, or arts and humanities graduate school. It includes detailed profiles; rankings based on student surveys, like those made popular by our Best 357 Colleges guide; as well as student quotes about classes, professors, the social scene, and more. Plus we cover the ins and outs of admissions and financial aid. Each guide also includes an index of all schools with the most pertinent facts, such as contact information. And we've topped it all off with our school-says section where participating schools can talk back by providing their own profiles. It's a whole new way to find the perfect match in a graduate school. |
| doctorate in urban education: The Voice of Hispanic Higher Education , 1998 |
| doctorate in urban education: People of Color in the United States Kofi Lomotey, Pamela Braboy Jackson, Muna Adem, Paulina X. Ruf, Valire Carr Copeland, Alvaro Huerta, Norma Iglesias-Prieto, Donathan L. Brown, 2016-10-17 This expansive, four-volume ready-reference work offers critical coverage of contemporary issues that impact people of color in the United States, ranging from education and employment to health and wellness and immigration. People of Color in the United States: Contemporary Issues in Education, Work, Communities, Health, and Immigration examines a wide range of issues that affect people of color in America today, covering education, employment, health, and immigration. Edited by experts in the field, this set supplies current information that meets a variety of course standards in four volumes. Volume 1 covers education grades K–12 and higher education; volume 2 addresses employment, housing, family, and community; volume 3 examines health and wellness; and volume 4 covers immigration. The content will enable students to better understand the experiences of racial and ethnic minorities as well as current social issues and policy. The content is written to be accessible to a wide range of readers and to provide ready-reference content for courses in history, sociology, psychology, geography, and economics, as well as curricula that address immigration, urbanization and industrialization, and contemporary American society. |
| doctorate in urban education: Immigrant Children and Youth Alberto M. Bursztyn Ph.D., Carol Korn-Bursztyn, 2015-07-14 Immigrants now comprise one-fourth of the 75 million children in the United States. The ability of today's immigrant children to become productively engaged adults hinges on their internal resources and mental health. This book ascertains their psychological challenges and their often misunderstood needs. This book is intended to inform both the general public and professionals working with immigrant children and adolescents about the importance and complexity of addressing their psychological issues and experiential challenges. The work covers the topic of immigrant children's mental health from multiple perspectives while maintaining a focus on developmental needs and identifying the specific problems posed by linguistic and cultural transition. The chapters present case studies and vignettes that serve to illustrate the topics, providing vivid depictions of mental health issues and highlighting the importance of specific interventions. As new immigrant groups continue to settle in the United States, the social and emotional well-being of their children has far-reaching implications for the future of our society, making this volume of critical significance to therapists, educators, policymakers, child advocates, and other audiences. |
| doctorate in urban education: Urban School Reform Frederick M. Hess, 2005-01-01 An indispensable book for administrators, policymakers, scholars, and practitioners, Urban School Reform presents a revealing portrait of reform efforts while identifying the full range of issues that education reformers will need to address in districts across the country in the years ahead. Today's urban school reformers face a bewildering array of challenges. Urgent problems pertaining to governance, management, labor relations, classroom instruction, and numerous other areas face those who wish to reform and improve urban schools. Having undergone one of the nation's most comprehensive school reform efforts in recent years, San Diego has been a site of nationwide interest--one that is uncommonly well suited to learning about the challenges facing all reformers. This timely book addresses the full range of critical issues pertaining to urban school reform by looking closely at the recent reform efforts in San Diego. In essays by an impressive gathering of scholars and practitioners from across the country, the book considers crucial dimensions of reform efforts in the San Diego schools, including performance, governance, the external environment, central leadership and management, district infrastructure, support services, and school-level instructional efforts. The result is a full-scale assessment of San Diego's reform efforts--a record of unmistakable relevance and value to other urban reform movements throughout the United States. |
Doctorate - Wikipedia
A doctorate (from Latin doctor, meaning "teacher") or doctoral degree is a postgraduate academic degree awarded by universities and some other educational institutions, derived from the …
What is the Difference Between a PhD and a Doctorate?
Jun 4, 2021 · Doctorate, or doctoral, is an umbrella term for many degrees — PhD among them — at the height of the academic ladder. Doctorate degrees fall under two categories, and here …
What Is a Doctorate or a Doctoral Degree? - U.S. News & World …
Sep 22, 2023 · A doctorate is the type of graduate degree that is usually required for tenure-track faculty positions. Learn more about this degree from industry experts here.
Find Online Doctoral Programs From Top Universities - BestColleges
Sep 17, 2024 · With a doctorate, you can become an expert in your field and qualify for leadership roles in academia, research, professional settings, and the government sector.
What Is a Doctorate? - Coursera
Feb 21, 2025 · An academic doctorate, often called a PhD (short for Doctor of Philosophy), is a research degree that typically requires completing a dissertation. Students enrolled in a PhD …
What is a Doctorate: Everything You Need to Know - Franklin …
The doctorate is the most advanced academic degree you can earn, symbolizing that you have mastered a specific academic discipline or field of profession. Doctorate degrees require a …
What Is a Doctorate? (And How To Get One in 3 Steps)
Mar 26, 2025 · In this article, we discuss what a doctorate is and the different types that exist, explore how to get a doctorate degree, discover its benefits and review the answers to some …
Doctorate Degree: What Is a Doctoral Degree? - National University
A doctorate degree — also called a doctoral degree — is the most rigorous and advanced type of degree that a student can earn in any field of study. Regardless of which academic area is …
Doctorate Degrees and PhD Programs - GradSchools.com
A Doctorate, or Doctoral Degree, is the highest level of academic degree awarded by a university. A doctorate typically signifies that the individual is qualified to teach at the post secondary …
Types of Doctorate Degree Programs: What to Consider | TUI
May 2, 2025 · There are two general types of doctorate degrees: research doctorates and professional, or applied, doctorates. A Doctor of Philosophy (PhD) is a research-based …
Doctoral Program in Mathematics Education - Portland State …
areas, teaching, the use of technologies in teaching mathematics, the application of mathematics education in an urban setting, and research in mathematics education. I. A. Required Courses …
EUROPEAN DOCTORATE IN TEACHER EDUCATION
European Doctorate in Teacher Education – Researching Policy and Practice Edited by: Michael Schratz, Hana Červinková, Gábor Halász, Milan Pol, Luís Tinoca Assistant Editors: Ondřej …
SHAUN R. HARPER - University of Southern California
HONORARY DOCTORATE 2017 Doctor of Humane Letters, Honoris Causa Governors State University ... Urban Education, 50(2), 139-169. 2015 Harris III, F., & Harper, S. R. Matriculating …
AGENDA - urban.org
Urban formed a working group to develop a concise but comprehensive set of evidence-based metrics to track progress on mobility at the local level. The insights from the working group and …
Announcements With Special Focus on Rural and Urban …
work doctorate programs likely exist but are not members of GADE, it is important to note that ... existing research compares differences between social work programs or higher education insti …
EDUCATION - هيئة التدريس جامعة الملك سعود
EDUCATION Doctorate of Philosophy in Urban Planning and Environmental Policy (PhD) 2014 College of Public Affairs (SPA), School of Urban Planning & Environmental Policy (UPEP), …
Who Goes to Graduate School and Who Succeeds? - Urban …
Sandy Baum, Ph.D., is a senior fellow in the Income and Benefits Policy Center at the Urban Institute. Patricia Steele, Ph.D., is founder and principal consultant of the research and …
Doctorate of Education (EdD) Leadership for Educational …
Doctorate of Education (EdD) Leadership for Educational Equity Student Handbook Cohort #12 Summer 2021 DISCLAIMER: This handbook applies only to the admitted doctoral cohort …
A-024 [SUP-449]: Politics and Education Policy in the U.S.
Feb 22, 2018 · public education typically commands a substantial share of state and local government budgets. It is no surprise, then, that education policy debates are often …
David M. Iwaniec | diwaniec@gsu.edu Urban Studies Institute …
between urban ecological infrastructure and human-environment interactions shape the structure and function of urban ecosystems (Leadership Team, sub-awardee PI; $7,650,000, *in review) …
Dr. Romules Durant – CEO/Superintendent, Toledo Public …
dedication in education. Now in his 11th year at the helm of Ohio's fourth-largest urban school district, Dr. Durant was recently named the Educator of the Year by the Council of Great City …
SURVEY Doctoral education in Europe: current developments …
Table of contents List of figures and tables Figure 1: Number of respondents per country 7 Figure 2: Number of doctoral candidates 8 Figure 3: Number of postdoctoral researchers 9 Figure 4: …
2024–25 Guide - The City University of New York
Education - Early Childhood & Childhood Education Childhood Education MAT: Queens; MSEd: Brooklyn, City, CSI, (Hybrid) Hunter, Lehman Adv. Cert.: Lehman Childhood Education with …
Motives and Aspirations for Doctoral Study: Career, Personal, …
It is not urban myth that a significant number of doctoral students fail in completing their degrees, nor is the stereotype of the lonely dissertation ... ‘To prove myself at the highest level’, using …
May 2011 Volume 3, No. 2 - hssu.edu
education leadership and policy studies at the University of Missouri-St. Louis. He taught graduate-level classes and served as co-director of the Career Transition Certifi cation …
Katherine Drumm is the Director of Strategic Initiatives for …
dissertation and hopes to earn her doctorate in Education-Urban Services Leadership at VCU this year. Author: Sandra S Kallio Created Date: 2/18/2020 7:42:35 AM ...
GOVERNMENT OF THE DISTRICT OF COLUMBIA OFFICE OF …
After earning my doctorate, I worked as an education researcher for the Urban Institute and as Vice President for the National Council for Accreditation of Teacher Education (NCATE). These …
Andrea Bingham CV - California State University Channel Islands
2011 – 2015 Ph.D. Urban Education Policy Rossier School of Education University of Southern California (Los Angeles, CA) Concentration: K-12 Policy and Research Methods; Cognate: …
Ph.D. in Urban Planning and Environmental Policy Program
solve the pressing urban and environmental problems of our city, the region, the na-tion, and the world. Our pro-gram is designed to foster competencies necessary for the critical examination …
DESEU Executive Director Anthony DePrima Receives …
received his Doctorate of Urban Affairs and Public Policy. An audience of over 1,000 guests witnessed a record 321 doctoral degrees awarded, according to UD’s Office of Graduate & …
Doctorate of Education (EdD) Leadership for Educational …
Welcome to the Doctorate in Education (EdD) program in Leadership for Educational Equity in the Higher Education Concentration Area. This Handbook provides students with guidelines to the …
LETTER OF INTENT (LOI) FOR THE DEVELOPMENT OF A
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Hiring Guidelines for Education & Experience Equivalencies …
Hiring Guidelines for Education & Experience Equivalencies Effective September 1, 2020 Introduction Baylor University (the “University”) believes that hiring qualified individuals to fill …
S. Henry Sherwood CV - University of Texas at Austin
Journal of Voices in Urban Education (VUE), Reviewer 2021 - 2023 Inclusivity, Diversity, Belonging, & Equity (IDBE) Steering Committee at NYU Meyers, Member Appointed by Dean …
CLASS OF 2025 Doctoral Commencement
Doctor of Education Candidates and Dissertation Titles Dean’s Medal for Outstanding Doctoral Work 29 University Senior Leadership 30 ... global outreach, use-inspired research, urban …
The Condition of Urban School Finance: Efficient Resource …
education as charter schools and voucher pro-grams. This dissatisfaction suggests it would be useful to look more closely at the way re-sources are allocated in urban schools to as-certain …
Center for Urban Education Profile - DePaul University
Barbara Radner, Ph.D., is the executive director of the Polk Bros. Foundation Center for Urban Education at DePaul University. She brought to this position first-hand experience as a teacher …
Recommendation of Steven Rinella for Honorary Doctorate
roles and obligations of hunters in conservation. As our society becomes increasingly urban and divorced from the natural resources that support it, the work of Steven Rinella is foundationally …
Recognition - ouhsd.granicus.com
Aug 29, 2018 · Counselor, Special Education Coordinator and Teacher also in the Los Angeles Unified School District. She is currently an Adjunct Professor at Azusa Pacifica University. Dr. …
Closing the Achievement Gap Means Transformation - ed
scholarship and practice of school administration and K-12 education. Chris Colgren Neil E. Sappington, Chair Illinois State University ... investments in college access and K-12 schools in …
Engaging Students In STEM Education
doctorate, and in both formal and informal classroom settings (Gonzalez, & Kuenzi, 2012). While scientific inquiry involves the formulation of a ... education is to further develop a STEM literate …
Smart Cities for Urban Planning: A Bibliometric-Conceptual …
Published by Canadian Center of Science and Education 92 Smart Cities for Urban Planning: A Bibliometric-Conceptual Analysis Sandra Medina Benini1, Allan Leon Casemiro da Silva2, …
Department of Urban Studies and Planning - MIT Course …
Planning provides graduate education for men and women who will assume professional roles in public, private, and nonprot agencies, rms, and international institutions, in the United States …
Towards Extended Purposive Conversations: An Exploration of ...
Children in Early Childhood Education and Care Settings in Urban Areas Designated As Disadvantaged Geraldine French, B.A., M.A. Doctorate in Education (EdD) St Patrick’s …
EDUCATION - Arizona State University
EDUCATION 2011 Ph.D., Civil and Environmental Engineering, Princeton University ... 2011.09 – 2011.12 Post-doctorate Research Associate, Department of Civil and Environmental …
2023 — 2024 - Southern Baptist Theological Seminary
a comprehensive program of theological education that combines unquestioned academic excellence with practical application. You should know that Southern Seminary is unfailingly …
UNIVERSITY OF CALIFORNIA Los Angeles Centering the Voice …
conducted with twelve Black male students who attended three urban high schools in southern California. Each of the interviews conducted were audio-taped and transcribed and lasted …
FAQs – Doing a doctorate in Germany - mpie.de
different ways of doing a doctorate – depending on sub-ject, research project, type of higher education institu - tion and individual and organisational requirements. Fundamentally, …
PhD Program Handbook - gatech.edu
Doctoral education in City and Regional Planning at Georgia Tech was initiated in 1985. Until 2009, doctoral education in the planning field was managed within the College of ... urban and …
RICHARD WISNIEWSKI DRAKE LECTURER Urban Education at …
where he earned his doctorate in Educational Sociology. He is the recipient of a Fulbright Award to study higher education in Germany and a post-doctoral fellowship from the U.S. Office of …
Staff Handbook - uqu.edu.sa
Doctorate Urban Planning Alexandria University, Egypt and the State University of New Jersey, RUTGERS, USA, Channel Program 1992 ... Sustainability and Methodology of Architectural …
What is Urban Planning - University of California, Irvine
Planning Education AICP-American Institute of Certified Planners PHD- Doctorate in Planning requires 5-6 years of post baccalaureate education. MURP: Masters in Urban and Regional …
Q91 Attachment HELC Commissioner Biographies
visiting professor and led the University of the District of Columbia’s graduate center for urban education. An experienced administrator she served as vice president for research and higher …
Curriculum Vitae - Antalya
4. Education: Degree Field University Year Bachelor Architectural Engineering Anajah National University, Nablus, Palestine 1986 Master Urban design and planning Mackintosh School of …
Carnegie Mellon University Office of International Education …
Doctorate 197 165 166 61 258 76.4% Non-Degree Exchange Students 102 93 97 0 14 100.0% Non-Degree / Summer Students 67 85 111 19 0 TOTALS 2371 2471 2324 533 3378 84.2% …
Evaluating the Return on Investment in Higher Education
URBAN INSTITUTE Source: Urban Institute analysis of National Center for Education Statistics, National Postsecondary Student Aid Study (NPSAS) PowerStats, 2016, …
USCS PELO MUNDO
Architecture, Urban Regeneration, Telecoms, Metallurgical Engineering, Industrial Engineering; Systems Engineering. Founded in 1876, the Universidad Nacional de Ingeniería in Peru has an …
DOCTOR OF HUMANITIES, honoris causa Kay Bolden - Lewis …
her community—with programs in food relief and urban gardening, education, parent and family support, leadership development, recreation, and safety ... Green Sprout Urban Farm was …
UNIVERSITY OF CAMBODIA DOCTORAL DEGREE …
Legal and Ethical Issues in Education 3 Doctorate Courses (9 Credits) FDN701 Research Methodology 3 FDN702 Statistics for Research 3 FDN703 Research Paper Writing 3 Oriented …
Education Equality in the Philippines - UNSD
education o Doctorate level education RA10931, Universal Access to Quality Tertiary Education Act RA10678, Unified Student Financial Assistance System for Tertiary Education (UniFAST) …
