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Essay / Research Paper Abstract
This 4 page paper considers the specific issues that impact school reform efforts, especially as they relate to parent/teacher interactions in the urban setting. Bibliography lists 4 sources.
Page Count:
4 pages (~225 words per page)
File: MH11_MHEdUrbanRef.rtf
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Unformatted sample text from the term paper:
administrators implement strategic methods for improving student performance outcomes, school reform measures have fallen short of expectations, especially in urban settings (Payne and Kaba, 2001). Researchers have maintained
that there are a variety of factors, including those related to social infrastructure, that have influenced the outcomes of reform measures (Payne and Kaba, 2001). Central to reform measures
implemented under the 2001 No Child Left Behind Act requires a close scrutiny of the factors that have led to resistance to change.
Payne and Kaba (2001) identify a number of social infrastructure issues that can be addressed by professional teachers to improve the interactions that support educational improvement. This corresponds
with the subsequent development of the No Child Left Behind Act, which outlined specific issues related to the role of teachers, parents and administrators in creating effective change. In
particular, Payne and Kaba noted that there are a number of social infrastructure issues that can result in a breakdown of communication and poor parent/teacher interactions that diminish the capacity
of the school for positive growth. These include: 1. distrust and a lack of social comfort; 2. suspicion to outsiders 3. racial or ethnic tensions
that result in patterns of withdrawal 4. lack of honest communications (overuse of "happy talk") 5. poor internal communications; 6. lack of the ability to learn from
experiences 7. teacher ego fragility or lack of emotional resources (Payne and Kaba, 2001, p. 2-3). These factors commonly lead to breakdown in communication with parents, limited
parent participation in educational programming, lack of parental support, incomplete or inaccurate communications about student performance, and poor communications with other academic professionals.
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