Rowman & Littlefield Publishers / American Educational Research Association
Pages: 564
•
Trim: 7 x 10¼
978-1-4422-0467-6 • Hardback • February 2012 • $296.00 • (£231.00)
978-1-4422-0468-3 • Paperback • February 2012 • $115.00 • (£88.00)
978-1-4422-0469-0 • eBook • February 2012 • $109.00 • (£84.00)
William F. Tate IV is the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences and Chair of the Department of Education at Washington University in St. Louis.
Acknowledgments
Introduction
William F. Tate IV
Part I. Conceptualizing Urban Space
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
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
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
Chapter 8: Adding Geospatial Perspective to Research on Schools, Communities, and Neighborhoods
Mark C. Hogrebe
Part III. Teaching and Learning Research in Social Context
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. Gutiérrez 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
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
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
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
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
Epilogue
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
Chapter 26:Toward Civic Responsibility and Civic Engagement
William F. Tate IV
Professor Tate is to be congratulated for emphasizing the role geography and location can play in research on schools. Issues of racial segregation and inequality are at the forefront here, grounded in theoretical scholarship on place and methodological work on how learning takes place. Issues of health, immigration, culture, and college readiness are studied in a spatially sensitive manner, emphasizing that schools are not isolated islands but offer greater or lesser opportunities depending on where they are located. The book should be required reading for anyone interested in schools, neighborhoods, or communities.— Nancy A. Denton, professor of sociology, University at Albany, SUNY; director of the Lewis Mumford Center for Urban and Regional Research
In Research on Schools, Neighborhoods, and Communities we hear from leading research scientists who study urban education conceived broadly. The findings and perspectives reported herein inform with respect to the status of urban education and also with respect to what education in an urban nation should and can become. This is an important reference.— Edward W. Gordon, John M. Musser Professor of Psychology, Emeritus, Yale University; Richard March Hoe Professor of Psychology and Education, Emeritus, Teachers College, Columbia University