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Understanding and Improving Urban Secondary Schools: New Perspectives

Understanding and Improving Urban Secondary Schools: New Perspectives

The papers included in this special issue grew out of a small invitational conference on urban secondary schools, held in May 2017 at the University of Minnesota which broadly addressed perspectives on a single question: What are the social contexts within and out of schools that affect achievement and humanization of urban secondary students? The authors’ contributions reflect a common conviction that it is time to move schools (and school leadership) away from a singular focus on improving instruction in order to increase tested student achievement. While instruction and cognitive outcomes and skills are important, the participants concluded that we need a broader perspective that recognizes the role of all stakeholders in shaping the forces within and outside schools that affect student development and learning.

‘I’m supposed to feel like this is my home:’ Testing terms of sociopolitical inclusion in an inner-ring suburban high school ,Broken bridges: a social network perspective on urban high school leadership,Guest Editor's Introduction,Humanizing School Communities: Culturally Responsive Leadership in the Shaping of Curriculum and Instruction,Protests and Possibilities: Reframing the Agenda for Urban Secondary Schools,Re-imagining Turnaround: Families and Communities Leading Educational Justice,Student Voice in Secondary Schools: The Possibility for Deeper Change,Talk it (Racism) Out: Race Talk and Organizational Learning,The Emotional Ecology of School Improvement Culture: Charged Meanings and Common Moral Purpose,What American Urban Secondary Schools Could Be: An International Perspective

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