The disconnect of poor-urban education: Equal access and a pedagogy of risk taking

Phillip J. Belfiore, Ruth Auld, David L. Lee

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

In an age of educational accountability and school competition, the gap between current poor-urban school performance and standards of excellence remains glaringly obvious. As poor-urban schools scramble to "close the gap," many abandon sound pedagogy, becoming entrenched in a curriculum where basic-skills worksheets are the primary method of educational delivery resulting in a disconnect between pedagogically sound educational practices and those very students that need it most. Two literacy pilot programs are discussed as applied examples showing that good teaching and accountability result in increases in early reading skills as measured by the Woodcock Reading Mastery Test-Revised (R.W. Woodcock, 1998). Results are discussed in light of raised teacher expectations, assessment-driven small class grouping, and active student learning. In a supportive, challenging environment, the basis for a pedagogy of risk taking emerges.

Original languageEnglish (US)
Pages (from-to)855-863
Number of pages9
JournalPsychology in the Schools
Volume42
Issue number8
DOIs
StatePublished - Nov 1 2005

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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