Pub Date : 2025-08-10DOI: 10.1177/00131245251363204
Suh-Ruu Ou, Sangok Yoo, Arthur J Reynolds
Early childhood education (ECE) is linked to improved school achievement and certain adult outcomes; however, its connection with civic engagement has not been thoroughly examined. In the present study, we investigated the relation between the Child-Parent Center (CPC) program, an ECE program, and civic engagement in midlife. The sample was drawn from the Chicago Longitudinal Study (CLS, N = 1,098, 93.6% black; 54.5% women), a cohort of urban youth of color. Regression analyses revealed that CPC preschool is significantly associated with higher civic participation, electoral activities, and the Civic Engagement Index (CEI). Participants who attended both CPC preschool and school-age programs (PK-3) reported significantly higher electoral activities and a higher CEI. Males benefited more from PK-3 participation in civic participation. Educational attainment and juvenile arrest mediated the significant associations between CPC participation and civic engagement. Findings suggest that early childhood education programs may promote civic engagement in midlife among urban youth of color in high-poverty neighborhoods.
幼儿教育（ECE）与提高学习成绩和某些成人成就有关；然而，它与公民参与的关系还没有得到彻底的研究。在本研究中，我们调查了亲子中心（CPC）计划、幼儿教育计划与中年公民参与的关系。样本来自芝加哥纵向研究（CLS, N = 1098，黑人93.6%，女性54.5%），一个有色人种的城市青年队列。回归分析显示，CPC学前教育与较高的公民参与、选举活动和公民参与指数（CEI）显著相关。同时参加中国共产党学前和学龄课程（PK-3）的参与者报告了更高的选举活动和更高的CEI。男性在公民参与中受益更多。受教育程度和青少年被捕在中共参与与公民参与之间起中介作用。研究结果表明，早期儿童教育项目可能会促进高贫困社区有色人种城市青年的中年公民参与。
{"title":"Can early childhood education cultivate more engaged citizens in midlife? Findings from urban youth of color.","authors":"Suh-Ruu Ou, Sangok Yoo, Arthur J Reynolds","doi":"10.1177/00131245251363204","DOIUrl":"10.1177/00131245251363204","url":null,"abstract":"<p><p>Early childhood education (ECE) is linked to improved school achievement and certain adult outcomes; however, its connection with civic engagement has not been thoroughly examined. In the present study, we investigated the relation between the Child-Parent Center (CPC) program, an ECE program, and civic engagement in midlife. The sample was drawn from the Chicago Longitudinal Study (CLS, <i>N</i> = 1,098, 93.6% black; 54.5% women), a cohort of urban youth of color. Regression analyses revealed that CPC preschool is significantly associated with higher civic participation, electoral activities, and the Civic Engagement Index (CEI). Participants who attended both CPC preschool and school-age programs (PK-3) reported significantly higher electoral activities and a higher CEI. Males benefited more from PK-3 participation in civic participation. Educational attainment and juvenile arrest mediated the significant associations between CPC participation and civic engagement. Findings suggest that early childhood education programs may promote civic engagement in midlife among urban youth of color in high-poverty neighborhoods.</p>","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12714313/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-17DOI: 10.1177/00131245241278673
Qin Mou, Hakan Dursun, Orhan Agirdag
As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.
{"title":"A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?","authors":"Qin Mou, Hakan Dursun, Orhan Agirdag","doi":"10.1177/00131245241278673","DOIUrl":"https://doi.org/10.1177/00131245241278673","url":null,"abstract":"As the student population continues to become more culturally diverse, it is imperative for teachers to cultivate greater self-efficacy in their instructional practices. To gain a clearer picture of the association between teacher education and multicultural self-efficacy, we conducted a multilevel modeling analysis on data from TALIS 2018. Our study revealed a strong correlation between teachers’ self-efficacy in general and their multicultural self-efficacy while highlighting significant differences between the two constructs. We also found that teachers who received multicultural education during their initial teacher education and professional development demonstrated higher levels of multicultural self-efficacy. However, the impact of initial teacher education and professional development was relatively modest. The practical implications for teacher training and policymaking as well as for future research are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"141 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142262304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-21DOI: 10.1177/00131245241275154
{"title":"CORRIGENDUM to When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change","authors":"","doi":"10.1177/00131245241275154","DOIUrl":"https://doi.org/10.1177/00131245241275154","url":null,"abstract":"","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"7 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/00131245241261088
Erik Kormos
This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.
{"title":"Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide","authors":"Erik Kormos","doi":"10.1177/00131245241261088","DOIUrl":"https://doi.org/10.1177/00131245241261088","url":null,"abstract":"This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that participants encountered diverse obstacles, encompassing aspects related to readiness, along with external and internal factors. Educators identified a need for more time for crafting impactful online lessons as the most prominent barrier to preparedness. Respondents selected dependable student access to the internet at home as the primary external factor influencing their capacity to instruct in a virtual setting. The findings offer a specific perspective and an opportunity to stimulate dialogues concerning the provision of resources to enhance preparedness. By cultivating a deeper comprehension of how urban educators perceive their aptitude for online teaching, this study empowers current educators, educational leaders, and teacher preparation faculty to formulate more contemplative curricula. Future research should expand across multiple states to better equip aspiring educators and keep practicing professionals informed about empirically supported best practices.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"21 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142202877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/00131245241265098
Ryan M. Good
In the late-2000s, Washington, DC achieved national notoriety for its embrace of market accountability in public schools and support for a steadily expanding charter sector. At the same time, the DC government pursued a concerted effort to attract new residents and investment to the city, a project that bore fruit in the form of some of the highest levels of gentrification in the country. Most of the research exploring intersections between charterization and gentrification has focused on the school choice decisions of gentrifier parents and school enrollment patterns. This paper illuminates the geography of opening and closing schools in DC—both charter and District-operated—between 1997 and 2017 and describes the intersection of those processes with patterns of gentrification and neighborhood change across the city. A detailed description of how this played out in one gentrifying neighborhood supplements the citywide analysis.
{"title":"Charterization, Gentrification, and the Geography of Opening and Closing Schools in Washington, DC","authors":"Ryan M. Good","doi":"10.1177/00131245241265098","DOIUrl":"https://doi.org/10.1177/00131245241265098","url":null,"abstract":"In the late-2000s, Washington, DC achieved national notoriety for its embrace of market accountability in public schools and support for a steadily expanding charter sector. At the same time, the DC government pursued a concerted effort to attract new residents and investment to the city, a project that bore fruit in the form of some of the highest levels of gentrification in the country. Most of the research exploring intersections between charterization and gentrification has focused on the school choice decisions of gentrifier parents and school enrollment patterns. This paper illuminates the geography of opening and closing schools in DC—both charter and District-operated—between 1997 and 2017 and describes the intersection of those processes with patterns of gentrification and neighborhood change across the city. A detailed description of how this played out in one gentrifying neighborhood supplements the citywide analysis.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"36 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/00131245241261085
Qi Cheng, Liu Zhao, Weijun Li
The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.
{"title":"The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence","authors":"Qi Cheng, Liu Zhao, Weijun Li","doi":"10.1177/00131245241261085","DOIUrl":"https://doi.org/10.1177/00131245241261085","url":null,"abstract":"The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"36 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/00131245241262013
Timothy E. Morse
Before the COVID-19 pandemic, the multi-tiered system of supports (MTSS) framework was established as a comprehensive, equitable approach for addressing urban students’ academic, behavioral, and social-emotional needs. Still, confusion surrounded its implementation. On returning to in-person instruction, urban educators have been challenged to resurrect their school’s MTSS framework while simultaneously confronting many other issues, such as increased student absenteeism, academic achievement deficits, and staffing shortages. Consequently, revisiting this matter is warranted, particularly concerning operating MTSS frameworks in high-poverty urban schools. Accordingly, this paper explains the design and operation of an MTSS and then discusses its historical evolution and current relevance. Next, the article identifies drivers of well-functioning MTSS frameworks while discussing the circumstances surrounding high-poverty urban schools. The paper concludes with a discussion of a core component of an MTSS framework that urban educators have identified as one for which they need more information: intensifying instruction. Properly addressing this component will equip urban educators with the foundational knowledge they need to design and implement an MTSS framework tailored to their unique circumstances.
{"title":"Revisiting the Multi-Tiered System of Supports Framework: An Important Mechanism for Realizing Equitable Education in Urban Schools","authors":"Timothy E. Morse","doi":"10.1177/00131245241262013","DOIUrl":"https://doi.org/10.1177/00131245241262013","url":null,"abstract":"Before the COVID-19 pandemic, the multi-tiered system of supports (MTSS) framework was established as a comprehensive, equitable approach for addressing urban students’ academic, behavioral, and social-emotional needs. Still, confusion surrounded its implementation. On returning to in-person instruction, urban educators have been challenged to resurrect their school’s MTSS framework while simultaneously confronting many other issues, such as increased student absenteeism, academic achievement deficits, and staffing shortages. Consequently, revisiting this matter is warranted, particularly concerning operating MTSS frameworks in high-poverty urban schools. Accordingly, this paper explains the design and operation of an MTSS and then discusses its historical evolution and current relevance. Next, the article identifies drivers of well-functioning MTSS frameworks while discussing the circumstances surrounding high-poverty urban schools. The paper concludes with a discussion of a core component of an MTSS framework that urban educators have identified as one for which they need more information: intensifying instruction. Properly addressing this component will equip urban educators with the foundational knowledge they need to design and implement an MTSS framework tailored to their unique circumstances.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"41 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/00131245241253573
Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina
Bronfenbrenner’s Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district ( n = 18) and an urban school district ( n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters ( p < .001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2).
{"title":"Teacher Mobility from “Starter School” to “Forever School”: The Impact on Urban Schools and Students","authors":"Kaitlyn O. Holshouser, T. Scott Holcomb, Adriana L. Medina","doi":"10.1177/00131245241253573","DOIUrl":"https://doi.org/10.1177/00131245241253573","url":null,"abstract":"Bronfenbrenner’s Ecological Framework was utilized to examine the complexity of the teacher turnover problem in regard to structural inequalities within education that need to be dismantled to create equitable outcomes for all students. Hierarchical cluster analysis was implemented to investigate school report card data of elementary schools in a rural school district ( n = 18) and an urban school district ( n = 41) in geographical proximity in the southeastern United States. Clusters were formed using school level variables including the breakdown of student race/ethnicity, percentage of economically disadvantaged students, teacher turnover rates, years of teaching experience, and a school performance measure. Four clusters emerged from the analysis. Across all variables there were significant differences found between clusters ( p < .001) in the school performance measure, teacher turnover rates, student race/ethnicity, and percentage of students receiving free/reduced price lunch. The percentage of teachers with between 4 and 10 years of experience was statistically equivalent across all cluster groups, differences were found in the number of initially licensed teachers (a low of 9.9% in Cluster 2 to a high of 27.0% in Cluster 4) and teachers with 10 or more years experience (ranging from 46.5% in Cluster 4 to 62.2% in Cluster 2).","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.1177/00131245241249980
Wenbo Ma, Ali Junaid Khan, Sana Fayyaz, Samantha Curle, Iza Gigauri
Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.
{"title":"Am I Safe at My Educational Place? Creating Secure and Sustainable Urban Learning Spaces Through Green Infrastructure and Ecological Education","authors":"Wenbo Ma, Ali Junaid Khan, Sana Fayyaz, Samantha Curle, Iza Gigauri","doi":"10.1177/00131245241249980","DOIUrl":"https://doi.org/10.1177/00131245241249980","url":null,"abstract":"Green infrastructure has become a critical part of society for environmental sustainability. Students studying in public urban spaces seem less satisfied with their living standards and environmental conditions. This research aims to determine the impact of perceived danger in urban public spaces, green infrastructure, and ecological education on student satisfaction. Additionally, this study considers the moderating effects of ecological education and green infrastructure. Data were collected from 350 students at public schools and colleges. The Partial Least Squares Structural Equation Modeling (PLS-SEM) method was used for data analysis. The study found a significant direct relationship between perceived danger in urban public spaces, green infrastructure, ecological education, and student satisfaction. Moreover, the moderating effects of green infrastructure and ecological education are significant in increasing student satisfaction. This research is based on a novel idea and contributes a newly developed model to the body of knowledge on student satisfaction and ecological education. The research has both theoretical and practical implications for improving student satisfaction through ecological education and green infrastructure. The limitations of this research are described, along with future directions to guide researchers in their future studies.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"20 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-08DOI: 10.1177/00131245241249987
Michael R. Capawana
Childhood obesity is a pervasive health issue, with multifaceted implications for developmental trajectory. Participants included 5,573 K-5 students enrolled in a high-poverty urban public-school setting. Through an informal yet holistic assessment process, students identified as exhibiting overweight issues were compared to peers not designated as overweight across several relevant categories. Overweight students were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level as perceived by student support staff; and mostly exhibit decreased performance in report card grades, standardized test scores, and academic engagement. Results confirm previously documented disparities in school functioning and consideration for at-risk status; this is especially relevant in an underserved context, in which regular access to services may be limited. Therefore, reliance on initial screening measures becomes necessary as a preventative mechanism to better assist children in need and to facilitate intervention planning.
{"title":"Psychosocial and Educational Vulnerability of Overweight Children from Urban Schools","authors":"Michael R. Capawana","doi":"10.1177/00131245241249987","DOIUrl":"https://doi.org/10.1177/00131245241249987","url":null,"abstract":"Childhood obesity is a pervasive health issue, with multifaceted implications for developmental trajectory. Participants included 5,573 K-5 students enrolled in a high-poverty urban public-school setting. Through an informal yet holistic assessment process, students identified as exhibiting overweight issues were compared to peers not designated as overweight across several relevant categories. Overweight students were more likely to be from lower socioeconomic backgrounds; have a high association with special education service needs; represent a more intensive overall risk level as perceived by student support staff; and mostly exhibit decreased performance in report card grades, standardized test scores, and academic engagement. Results confirm previously documented disparities in school functioning and consideration for at-risk status; this is especially relevant in an underserved context, in which regular access to services may be limited. Therefore, reliance on initial screening measures becomes necessary as a preventative mechanism to better assist children in need and to facilitate intervention planning.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":"44 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140937289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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