Carlos R. McCray

Havens of Hope or the Killing Fields: The Paradox of Leadership, Pedagogy, and Relationships in an Urban Middle School

This study focused on the actions and relationships among educators, which promoted an environment of failure or success for African American students. The researchers examined the perspectives of teachers and administrators as related to pedagogy and practice in a Midwestern urban middle school. Specifically, the study employed ethnographic strategies to develop a comprehensive case study. Emergent areas included challenges related to leadership, pedagogy, and relationships within an urban school in an era of heightened accountability.

Leadership in the Eye of the Storm: Challenges at the Intersection of Urban Schools and Cultural Collusion.

The practical reality for far too many urban schools is one that reflects the despair, dire socioeconomic situations, and a complex cultural ethos of numerous neighborhoods and countless youth. Thus, a more rigorous analysis and critical appreciation of youth is necessary because their issues are complex, multifaceted, and delve deeper than what we might see on television or hear in trite superficial conversation. This context creates quite a daunting situation for educational leadership in urban schools. This article has three purposes: (1) to provide insight into urban youth culture, specifically examining Black popular culture; (2) to propose a framework for analysis of youth culture (i.e., cultural collusion); and (3) to present considerations and implications for educational leaders in an era of high?stakes testing, accountability, and No Child Left Behind.

Administering Successful Multicultural Special Education Programs

In schools across the nation, several strategies have proven to yield positive outcomes for multicultural students, especially those with special needs. For example, the responsiveness to intervention program (RTI) was implemented to aid English language learners in California (Boswell, 2005). The RTI program was fueled by the notion that even after implementing the best practices in schools a lot still deserved to be done. Students needed more intervention. Hence, in addition to existing interventions, fourth- and fifth-grade students still struggling spent an extra 45min of instruction with a speech and language pathologist or resource specialist over a nine-week period. As a result of this intervention, these students gained more than a years growth in reading (Boswell, 2005). Furthermore, after the first year of the program, only 4 of the 63 participating students were referred for special education services. According to Boswell, in 2005, this program received the Golden Bell Award by the California School Board Association. In addition to programs like RTI, another intervention is administering effective mentoring and tutoring programs. Mentor programs have proven to be very successful in decreasing absenteeism and increasing academic achievement in students. Gensemer (2000) noted that peer mentor programs in elementary schools can increase the use of critical thinking skills, improve interpersonal skills, and increase the use of conflict resolution skills. Students learning from each other have proved to be very successful. Barone and Taylor (1996) contended that cross-cultural tutoring enhances students’ self-esteem, academic learning time, and sense of responsibility.

Taboo dating in the 21st century at Payton High School

This case is about the clash between traditional community values and multicultural values in the context of same-sex couples at a high school prom. Within this context, a new principal must deal with competing personal and professional values, as well as the competing divergent views of district level administrators, school board members, teachers, staff members, parents, and students. This case addresses issues of First Amendment freedom of expression and association, Fourteenth Amendment due process and equal protection law, harassment, violence, legal liability, institutional policymaking, and ethical leadership.

It Takes a Nation of Millions to Move Us Forward.

Abstract An effective teacher recognizes that their students may have different learning styles, which might call for the teacher to differentiate the lesson. A large reason why hip-hop culture is so attractive is that it appeals to the auditory, visual, and the kinesthetic (movement). It is our assertion that educators must do a better job at learning about hip-hop culture, utilize culturally relevant teaching and leadership approaches, and build strong relationships with these students and their communities in order to better serve and educate. In classrooms, this will require us to transform teaching practices. In school administration, we will have to rethink leadership. In working with the community, we will have to reach out and reach hearts. This article explores the ways in which we can achieve these goals.