Historical and New Outlooks on Urban Education: Introduction to the Special Issue

Ahmed K. S. (2019). Against the script with edTPA: Preservice teachers utilize performance assessment to teach outside scripted curriculum. Urban Education, 58(4), 614–644. https://doi.org/10.1177/0042085919873689

Beard K. S. (2015). Standing in the gap: Theory and practice impacting educational opportunity and achievement gaps. Urban Education, 53(5), 668–696. https://doi.org/10.1177/0042085915613553

Blanchett W. J. (2009). A retrospective examination of urban education: From Brown to the resegregation of African Americans in special education—It Is Time to “Go for Broke.”. Urban Education, 44(4), 370–388. https://doi.org/10.1177/0042085909338688

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Bryan J. Williams J. M. Kim J. Morrison S. S. Caldwell C. H. (2018). Perceived teacher discrimination and academic achievement among urban Caribbean Black and African American youth: School bonding and family support as protective factors. Urban Education, 57(9), 1487–1510. https://doi.org/10.1177/0042085918806959

Caraballo L. Gomez C. (2025). Talking the walk, walking the talk: Identity and inquiry in critical teacher learning. Urban Education, 0(0). https://doi.org/10.1177/00420859251359257

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Dara Hill K. (2008). A historical analysis of desegregation and racism in a racially polarized region: Implications for the historical construct, a diversity problem, and transforming teacher education toward culturally relevant pedagogy. Urban Education, 44(1), 106–139. https://doi.org/10.1177/0042085907311841

Dixson A. D. (2017). What’s going on?”: A critical race theory perspective on Black lives matter and activism in education. Urban Education, 53(2), 231–247. https://doi.org/10.1177/0042085917747115

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Ferrell A. L. Black R. (2019). Of the coming of John: A contemporary counter-story of race and gifted education. Urban Education, 58(1), 119–144. https://doi.org/10.1177/0042085919842628

Ford D. Y. (2012). Foreword: A long-needed and refreshing book. In Moore J. L. III Lewis C. W. (Eds.), African American students in urban schools: Critical issues and solutions for achievement (pp. XI–XIII). Peter Lang.

Ford D. Y. Grantham T. C. Whiting G. W. (2008). Another look at the achievement gap: Learning from the experiences of gifted Black students. Urban Education, 43(2), 216–239. https://doi.org/10.1177/0042085907312344

Furno O. F. Hendrickson H. C. (1965). Pupil mobility-implications for urban education. Urban Education, 1(3), 134–148. https://doi.org/10.1177/004208596500100303

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Gallant D. J. Moore J. L. III (2008). Assessing ethnicity: Equity for first-grade male students on a curriculum-embedded performance assessment. Urban Education, 43(2), 172–188. https://doi.org/10.1177/0042085907312348

Goldin S. Khasnabis D. Duane A. Robertson K. (2023). Deciphering truth: Teaching about the systemic nature of trauma. Urban Education, 60(3), 792–820. https://doi.org/10.1177/00420859231175678

Gulosino C. Maxwell P. (2018). A comprehensive framework for evaluating Shelby County School District’s voluntary preschool program: The challenges of equity, choice, efficiency, and social cohesion. Urban Education, 57(5), 779–813. https://doi.org/10.1177/0042085918801885

Hines E. M. Moore J. L. III Mayes R. D. Harris P. C. Vega D. Robinson D. V. Gray C. N. Jackson C. E. (2017). Making student achievement a priority: The role of school counselors in turnaround schools. Urban Education, 55(2), 216–237. https://doi.org/10.1177/0042085916685761

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Kumi-Yeboah A. (2016). Educational resilience and academic achievement of immigrant students from Ghana in an urban school environment. Urban Education, 55(5), 753–782. https://doi.org/10.1177/0042085916660347

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Lauen D. L. (2024). New home, same school: Charter schools and residentially mobile students. Thomas B. Fordham Institute.

Lewis C. W. Moore J. L. III (2008). African American students in K-12 urban educational settings. Urban Education, 43(2), 123–126. https://doi.org/10.1177/0042085908314147

Marks B. T. Smith C. Madison J. Junior C. (2016). The psychology of Black males attending urban private colleges and universities. Urban Education, 52(9), 1080–1105. https://doi.org/10.1177/0042085915623348

Mattheis A. Nava L. Beltran M. West E. B. (2020). Theory-practice divides and the persistent challenges of embedding tools for social justice in a STEM Urban Teacher Residency Program. Urban Education, 58(10), 2407–2436. https://doi.org/10.1177/0042085920963623

Milner H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education: Implications for urban education. Urban Education, 41(4), 343–375. https://doi.org/10.1177/0042085906289709

Milner H. R. (2013). Scripted and narrowed curriculum reform in urban schools. Urban Education, 48(2), 163–170. https://doi.org/10.1177/0042085913478022

Moore J. L. III Lewis C. W. (2014). Confronting the dilemmas of urban education: The scope of the book. In Moore J. L. III Lewis C. W. (Eds.), African American students in urban schools: Critical issues and solutions for achievement (pp. 3–9). Peter Lang.

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Owens D. Simmons R. W. Bryant R. M. Henfield M. (2010). Urban African American males’ perceptions of school counseling services. Urban Education, 46(2), 165–177. https://doi.org/10.1177/0042085910377430

Pearman F. A. (2019). Gentrification, geography, and the declining enrollment of neighborhood schools. Urban Education, 55(2), 183–215. https://doi.org/10.1177/0042085919884342

Peters-Hawkins A. L. Reed L. C. Kingsberry F. (2017). Dynamic leadership succession: Strengthening urban principal succession planning. Urban Education, 53(1), 26–54. https://doi.org/10.1177/0042085916682575

Reid M. J. Moore J. L. III (2008). College readiness and academic preparation for postsecondary education: Oral histories of first-generation urban college students. Urban Education, 43(2), 240–261. https://doi.org/10.1177/0042085907312346

Ribeiro N. Malafaia C. Neves T. Menezes I. (2016). Immigration and the ambivalence of the school: Between inclusion and exclusion of migrant youth. Urban Education, 54(9), 1290–1318. https://doi.org/10.1177/0042085916641172

Rogers L. O. Griffin C. Warren C. A. (2020). Race and social emotional learning for Black students in urban schooling contexts. Urban Education, 57(2), 187–190. https://doi.org/10.1177/0042085920933337

Rosentraub M. Cummings S. Young R. (1983). One-way busing and community psychology: School desegregation at minimal costs: School desegregation at minimal costs. Urban Education, 18(3), 317–335. https://doi.org/10.1177/004208598301800304

Sullivan A. L. Artiles A. J. (2011). Theorizing racial inequity in special education: Applying Structural Inequity Theory to disproportionality. Urban Education, 46(6), 1526–1552. https://doi.org/10.1177/0042085911416014

Swanson A. D. (1965). An analysis of the fiscal problems of large city school systems. Urban Education, 1(3), 149–163. https://doi.org/10.1177/004208596500100304

Weber R. N. Waitoller F. R. Drucker J. M. (2022). Disposable spaces: How special education enrollment affects school closures. Urban Education, 60(1), 154–184. https://doi.org/10.1177/00420859221126700

Wiens P. D. Calkins L. Skousen J. D. (2023). Examining teacher leadership in the United States: How do BIPOC teachers and White teachers in urban environments experience shared leadership? Urban Education, 60(8), 2223–2248. https://doi.org/10.1177/00420859231198171

Williamson P. Apedoe X. Thomas C. (2016). Context as content in urban teacher education: Learning to teach in and for San Francisco. Urban Education, 51(10), 1170–1197. https://doi.org/10.1177/0042085915623342

Yoon H. S. Templeton T. N. (2022). Reflecting, representing, and expanding the narrative(s) in early childhood curriculum. Urban Education, 59(8), 2269–2299. https://doi.org/10.1177/00420859221097893