An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners

Autor/inn/en	Mariage, Troy; Burgener, Joyce; Wolbers, Kim; Shankland, Rebecca; Wasburn-Moses, Leah; Dimling, Lisa; Kosobud, Kathleen; Peters, Susan
Titel	An Exploratory Study of Reading in Urban and Suburban Middle Schools: Implications for At-Risk and Special Education Learners
Quelle	In: Education and Urban Society, 42 (2009) 1, S.42-71 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124509336327
Schlagwörter	Middle Schools; Federal Legislation; Reading Achievement; At Risk Students; Literacy; Reading Instruction; Urban Schools; Suburban Schools; Middle School Students; Reading Skills; Racial Differences; Racial Bias; Teaching Methods; Interviews; Curriculum; State Standards; Special Education; Special Needs Students; Disproportionate Representation; Accountability; White Students; African American Students; Educational Quality + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Bundesrecht; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Middle schools; Student; Students; Schüler; Schülerin; Reading skill; Lesefertigkeit; Rassenunterschied; Racial discrimination; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Curricula; Lehrplan; Rahmenplan; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Verantwortung; African Americans; Afroamerikaner; Studentin; Quality of education; Bildungsqualität
Abstract	Fifty years after "Brown v. Board of Education", school achievement remains segregated by both race and class. Despite an emphasis on reading achievement as required by No Child Left Behind, many students have serious literacy needs, even into the middle and upper grades. The purpose of this study was to ascertain ways in which middle school reading instruction is coordinated to improve academic outcomes for at-risk students. In-depth interviews were conducted with professionals from five urban and five suburban middle schools surrounding five components of reading programming. While both align their curriculum with state expectations, they differ in terms of program continuity and stability. Overall, systemic coherence in schools was a rarity. Implications for literacy programming and systemic reform are presented. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10