Poverty and student achievement: a hopeful review / Jane Hannaway -- Poverty and achievement: a response to Jane Hannaway / Rita M. Bean -- The effects of health and social welfare factors on literacy development in urban schools / Joy G. Dryfoos -- The effects of health and social welfare factors on literacy development: implications for teachers and teacher preparation: a response to Joy Dryfoos / MaryEllen Vogt -- Violence as a factor in the lives of urban youth / Douglas Fisher, Jennifer E. Obidah, Mary Helen Pelton, and Jack Campana -- Violence in the lives of urban youth: a response to Douglas Fisher, Jennifer Obidah, Mary Helen Pelton, and Jack Campana / Victoria Chou and Esther Mosak -- School programs family and community involvement in children's reading and literacy development across the grades / Steven B. Sheldon and Joyce L. Epstein -- Family And community involvement in children's reading and literacy development: a response to Steven Sheldon and Joyce Epstein / Jeanne R. Paratore -- Exemplary reading instruction in the elementary school: how reading develops-how students learn and teachers teach / Diane Lapp and James Flood -- Examining exemplary reading instruction in urban settings: implications for teachers and the students they teach: a response to Diane Lapp and James Flood / Doris Walker-Dalhouse -- Exemplary literacy instruction in grades 7-12: what counts and who's counting? / Donna E. Alvermann -- Let's not minimize the "Big L" in adolescent literacy: a response to Donna Alvermann / Richard T. Vacca -- Professional preparation and development of teachers in literacy instruction for urban settings / Virginia Richardson and Patricia L. Anders -- The importance of professional development to unlock the potential of students in urban settings: a response to Virginia Richardson and Patricia Anders / Eric J. Cooper and Yvette Jackson -- Culture and language: bidialectical issues in literacy / Carol D. Lee -- Dialects, society, and schools: a response to Carol Lee / Arnetha F. Ball -- The persistence of inequality: English-language learners and educational reform / Kris D. Gutiérrez -- Culture, context, and diversity: a perspective on urban school reform: a response to Kris Gutiérrez / Robert Rueda -- Overrepresentation of culturally and linguistically diverse students in special education in urban schools: a research synthesis / Cheryl A. Utley, Festus E. Obiakor, and Elizabeth B. Kozleski -- A loss of equity, excellence, and expectations through overrepresentation of culturally and linguistically diverse students in special education: a response to Cheryl Utley, Festus Obiakor, and Elizabeth Kozleski / Victoria J. Risko -- High performance in high-poverty schools: 90/90/90 and beyond / Douglas B. Reeves -- The seduction of simple solutions: a response to Douglas Reeves / Donna Ogle -- A rhetoric for school reform / Charles Taylor Kerchner -- Should We close the book on school reform? A response to Charles Taylor Kerchner / Timothy V. Rasinski -- State policy and its impact on urban reading programs / Virginia Roach -- Delivering strong urban reading programs in the current policy environment: reinvent, circumvent, or just plain vent? A response to Virginia Roach / Cathy M. Roller.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.