Books in the Palgrave Studies in Urban Education series

Kate Phillippo evaluates the practice of having teachers also serve as advisors, tasked with providing social-emotional support to students. Through an in-depth survey of teacher-advisors at three different urban high schools, she examines the different ways in which advisors interpret and carry out the role and the outcomes for students.

Through a case study of the Los Angeles city school district from the 1950s through the 1970s, Judith Kafka explores the intersection of race, politics, and the bureaucratic organization of schooling.

From 1996-2000, thirty minority teenagers (African American, Chinese American, Puerto Rican American, and Dominican American) were interviewed every year for four years to investigate how their experiences in high school shaped their social relationships.

This book examines differing classroom pedagogies in two early childhood programs serving vulnerable populations in Chicago, one program Reggio Emilia-inspired, while the other uses a more didactic pedagogy. The structure of classroom pedagogies is defined using Basil Bernstein's theories of visible and invisible pedagogy.

Based on research conducted in a three year, mixed-method, multi-site National Science Foundation, Science, Technology, Engineering and Mathematics Talent Expansion Program Project, this book offers a comprehensive look into how engineering department culture and climate impacts the successful retention of female and minority college students.

Based on research conducted in a three year, mixed-method, multi-site National Science Foundation, Science, Technology, Engineering and Mathematics Talent Expansion Program Project, this book offers a comprehensive look into how engineering department culture and climate impacts the successful retention of female and minority college students.

Boston s schools in 2006 won the Eli Broad Prize for the Most Improved Urban School System in America. The contributions of universities, corporations and political leaders to restore academic achievement are evaluated by one who observed Boston schools for forty years.

Winner of the 2016 AESA Critics' Choice Book Award Molly Makris uses an interdisciplinary approach to urban education policy to examine the formal education and physical environment of young people from low-income backgrounds and demonstrate how gentrification shapes these circumstances.

Inequality in Gifted and Talented Programs examines the relationship between gifted and talented (G&T) education, school choice, and racialized tracking within New York City elementary schools. Roda examines parental attitudes around placing their children in a racially diverse elementary school with segregated G&T and General Education programs.

This book begins with the claims of policymakers and explores charter schools at each stage of the policymaking process, from legislation to implementation.

This book investigates the impact of integrating culturally relevant and pedagogically dynamic classroom management strategies into the curriculum of an urban secondary education pre-service methods course.

This book features ten high academically achieving, low-income, inner city students from Newark, New Jersey, who graduated from public high schools at or near the top of their class and continued to excel in college.

This book examines how industry-desired employability skills-or "soft skills"-are taught and learned in high school career and technical education (CTE) engineering and engineering technology programs.