Research Portal

Related Research

 

As part of the University of Rochester, CUES has access to research conducted throughout our community of scholars. We provide this portal to gather and share their work that relates to education reform and best practices in urban education.

Promoting Youth Resilience and A Culture of Health at East (PYRCH) Collaborative 2-Year Summary Report (July, 2018)

The PYRCH project is a collaborative effort between University of Rochester Clinicians and East Lower and Upper school Faculty and Administration  to increase youth resiliency, increase screening for sexually transmitted infections, and to increase consumption of a nutritious breakfast for scholars.  The three year project is being supported through funding from the Greater Rochester Health Foundation and the University of Rochester. As of the end of the 2017-2018 school year, the PYRCH project had met or exceeded outcome goals in all project domains. This report explores those outcomes and the processes used to achieve improvements for scholars and staff at East.

 

Meuwissen, K. W. (2017). “Happy professional development at an unhappy time”: Learning to teach for historical thinking in a high-pressure accountability context. Theory & Research in Social Education, 45(2), 248-285.

In this qualitative case study, two urban social studies educators – one middle-level, one secondary – worked under different sets of conditions in their efforts to enact new strategies for teaching historical investigation, interpretation, and argumentation in their classrooms.  These sets of conditions included: (1) a professional development program designed to help teachers develop aims associated with and shift their practices toward more powerful historical reasoning, discussion, and writing; and (2) school and professional accountability conditions that reinforced the need for teachers to raise students’ scores on standardized tests in order to demonstrate effectiveness and avoid sanction.  What made these conditions uniquely challenging is that the conception of “knowing history” and demonstrating that knowledge on standardized tests did not align well with the conception of “doing history” and participating in historical investigations in the professional development program, leaving program leaders and participating teachers to navigate different (and sometimes oppositional) contextual factors in their efforts to strengthen their teaching.