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Research on Schools, Neighborhoods and Communities Toward Civic Responsibility

"This volume focuses on research and theoretical developments related to the role of place or geography in matters of education, human development, and health. Multiple disciplinary perspectives are presented in order to provide different views of the strengths and problems in our communities. Research presented provides historical, moral, and scientifically based arguments organized to inform understandings of civic problems as well as to present possible solutions"--Provided by publisher.

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  • ""This volume focuses on research and theoretical developments related to the role of place or geography in matters of education, human development, and health. Multiple disciplinary perspectives are presented in order to provide different views of the strengths and problems in our communities. Research presented provides historical, moral, and scientifically based arguments organized to inform understandings of civic problems as well as to present possible solutions"--Provided by publisher."@en
  • ""This volume focuses on research and theoretical developments related to the role of place or geography in matters of education, human development, and health. Multiple disciplinary perspectives are presented in order to provide different views of the strengths and problems in our communities. Research presented provides historical, moral, and scientifically based arguments organized to inform understandings of civic problems as well as to present possible solutions"--Provided by publisher."
  • ""Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility" focuses on research and theoretical developments related to the role of geography in education, human development, and health. William F. Tate iv, the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences at Washington University in St. Louis and former President of the American Educational Research Association, presents a collection of chapters from across disciplines to further understand the strengths of and problems in our communities. Today, many research literatures--E.G., Health, housing, transportation, and education--focus on civic progress, yet rarely are there efforts to interrelate these literatures to better understand urgent problems and promising possibilities in education, wherein social context is central. In this volume, social context--in particular, the unequal opportunities that result from geography--is integral to the arguments, analyses, and case studies presented. Written by more than 40 educational scholars from top universities across the nation, the research presented in this volume provides historical, moral, and scientifically based arguments with the potential to inform understandings of civic problems associated with education, youth, and families, and to guide the actions of responsible citizens and institutions dedicated to advancing the public good. This book is divided into five parts. Part I, Conceptualizing Urban Space, contains the following chapters: Chapter 1: Neighborhood Inequality, Violence, and the Social Infrastructure of the American City (Robert J. Sampson; Chapter 2: Toward a Theory of Place: Social Mobility, Proximity, and Proximal Capital (Odis D. Johnson, Jr.); Chapter 3: Urban Opportunity Structure and Racial/Ethnic Polarization (George C. Galster); and Chapter 4: Racial Segregation in Multiethnic Schools: Adding Immigrants to the Analysis (Ingrid Gould Ellen, Katherine O'Regan, Amy Ellen Schwartz, and Leanaa Stiefel). Part ii, The Growing Complexity of Metropolitan America, contains the following chapters: Chapter 5: Suburbanization and School Segregation (Sean F. Reardon, John T. Yun, and Anna K. Chmielewski); Chapter 6: Schools Matter: Segregation, Unequal Educational Opportunities, and the Achievement Gap in the Boston Region (John R. Logan and Deirdre Oakley); Chapter 7: Still Separate, Still Unequal, but Not Always So "Suburban": The Changing Nature of Suburban School Districts in the New York Metropolitan Area (Amy Stuart Wells, Douglas Ready, Jacquelyn Duran, Courtney Grzesikowski, Kathryn Hill, Allison Roda, Miya Warner, and Terenda White); and Chapter 8: Adding Geospatial Perspective to Research on Schools, Communities, and Neighborhoods (Mark C. Hogrebe). Part iii, Teaching and Learning Research in Social Context, contains the following chapters: Chapter 9: Conceptual and Methodological Challenges to a Cultural and Ecological Framework for Studying Human Learning and Development (Carol D. Lee); Chapter 10: An Ecological and Activity Theoretic Approach to Studying Diasporic and Non-Dominant Communities (Kris D. Gutierrez and Angela E. Arzubiaga); Chapter 11: Reconstructing Education in America (Henry M. Levin); Chapter 12: Can School Improvement Reduce Racial Inequality? (Stephen Raudenbush); Chapter 13: Seeing Our Way Into Learning Science in Informal Environments (Shirley Brice Heath); Chapter 14: No Color Necessary: High School Students' Discourse on College Support Systems and College Readiness (Evellyn Elizondo, Walter R. Allen, and Miguel Ceja); and Chapter 15: Taking Math and Science to Black Parents: Promises and Challenges of a Community-Based Intervention for Educational Change (Roslyn Arlin Mickelson, Linwood Cousins, Anne Valasco, and Brian Williams). Part iv, Research on Human Development, Health, and Human Service Providers in Social Context, contains the following: Chapter 16: Maximizing Cultural and Contextually-Sensitive Assessment Strategies in Developmental and Educational Research (Margaret Beale Spencer, Brian Tinsley, Davido Dupree, and Suzanne Fegley); Chapter 17: Immigrant Children--Hiding in Plain Sight in the Margins of the Urban Infrastructure (Michael A. Olivas); Chapter 18: Delivering High-Quality Public Services to Vulnerable Families and Children in America's Cities: The Lessons from Reforming Child Welfare (Olivia Golden); Chapter 19: Health Disparities among African Americans in Urban Populations (Sheri R. Notaro); Chapter 20: a "Tragic Dichotomy:" a Case Study of Industrial Lead Contamination and Management in a Company Town (Jill McNew-Birren); and Chapter 21: Pandemic Preparedness: Using Geospatial Models to Inform Planning in Systems of Education and Health in Metropolitan American (William F. Tate iv). Part V. Case Studies of Metropolitan Communities, contains the following: Chapter 22: Urban America in Distress: a Case Study Analysis of Gary, Indiana: 1968-1987 (Gail E. Wolfe); Chapter 23: God's Will or Government Policy? Katrina's Unveiling of History and Mass Dispersion of Black People (Jerome E. Morris); Chapter 24: Research Infrastructure for Improving Urban Education (Larry V. Hedges and Nathan Jones); Chapter 25: The White House Office on Urban Affairs: Regionalism, Sustainability, and the Neglect of Social Infrastructure (Ronald Walters); and Chapter 26: Toward Civic Responsibility and Civic Engagement (William F. Tate iv). (The introduction was written by William F. Tate iv.)."@en
  • "This volume focuses on research and theoretical developments related to the role of geography in education, human development, and health. Multiple disciplinary perspectives provide the strengths and problems in our communities. Research in this presidential volume provides historical, moral, and scientifically based arguments to inform understandings of civic problems and possible solutions."@en

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  • "Collected Works - General"@en
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  • "Research on Schools, Neighborhoods and Communities Toward Civic Responsibility"@en
  • "Research on Schools, Neighborhoods and Communities: Toward CivicResponsibility"@en
  • "Research on schools, neighborhoods, and communities : toward civic responsibility"
  • "Research on schools, neighborhoods, and communities toward civic responsibility"
  • "Research on schools, neighborhoods, and communities toward civic responsibility"@en