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.
|Number of pages||27|
|State||Published - 1 Mar 2008|
- Middle schools
- Urban education