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Structure
The
main decision-making body CUE is the council, composed of UC Berkeley
faculty and graduate students, as well as some community members.
The
next level of involvement is to become an affiliate of CUE. Affiliates
are typically people or organizations who regularly attend our forums
and colloquia. These groups fall into three main categories: university
based researchers in and beyond the GSE; urban school-based research and
reform efforts, including policy-makers and practitioners; and non-profit
and community-based educational research and reform organizations. Affiliate
members have some input into the direction of CUE and help to decide which
projects CUE takes on; CUE attempts to support the various activities
of its affiliate groups by providing access to university resources and
research. Spencer-funded graduate students with the GSE have the opportunity
to do research on real-world problems by linking with one of our affiliate
members.
Groups or individuals who are interested in the Center for Urban Education
and want to know more about our events and activities can join our mailing
list. To join or for more details, please e-mail urbanedcenter@uclink4.berkeley.edu.
Center
for Urban Education (CUE) COUNCIL
Faculty
Members:
Jabari
Mahiri
CUE convenor
Professor,
Education in Literacy, Language and Culture, GSE
Mentor/Role
Models: "I Have A Dream" Project PROGRAM VISION/GOALS/MISSION This project
completed the second year of a 10 year intervention with 60 focal students
who have now finished the 5th grade at Prescott Elementary School in
the Oakland Unified School District (OUSD). The project collaborators
(Jabari Mahiri, P.I. and Associate Professor, UCB Graduate School of
Education; David Stark, Director, Stiles Hall; and Martha Cook, President,
I Have a Dream Foundation - Oakland) intended to accomplish five specific
goals with these students using the Berkeley Pledge Grant and other
funding for the 1998-99 academic year. These five specific goals are
aligned with four long-term goals. Click
here for full article
Pedro
Noguera
Professor,
Social and Cultural Studies in Education, GSE
Robert
Ogilvie
Professor,
Department of City and Regional Planning, UCB
Dan Perlstein
Professor,
Policy, Organization, Measurement, and Evaluation, GSE
Herb
Simons
Professor,
Education in Literacy, Language and Culture, GSE
Richard
Sterling
Director,
National Writing Project
Adjunct Professor, Education in Literacy, Language and Culture, GSE
Dan Zimmerlin
Academic
Coordinator, MACSME Teacher Preparation Program, GSE
Community
Member:
Leslie
Butler, M.S. Ed., Curriculum, and Professional Development K-12
Graduate Student Members:
Eric
Demeulenaere, Social and Cultural Studies in Education, GSE
Lizbet Simmons, Social and Cultural Studies in Education, GSE
Indigo
Esmonde, Cognition and Development, GSE
Pharmicia
Mosely, Social and Cultural Studies in Education, GSE
Coordinator:
Erin Conner
econner17@hotmail.com
CUE
AFFILIATES
University-Based Research
Josie Arce
Professor,
Elementary Education
San Francisco State University
Maureen Chang
Coordinator,
VISION - Vision to Improve Schools in Oakland Now, UCB reenreen@uclink4.berkeley.edu
Norton Grubb
Professor,
David Gardner Chair in Higher Education, POME
Urban
Leadership Program, GSE
http://principals.berkeley.edu
Susan Katz
Professor,
Chair of Teacher Education
School
of Education, University of San Francisco
Anita Madrid
Coordinator,
Berkeley Pledge
200 California Hall #1500
ajmadrid@uclink4.berkeley.edu
http://www.chance.berkeley.edu/bpledge/
Pharmicia Mosely
Graduate
student, GSE
Judy Pace
Professor,
School of Education
University
of San Francisco
(415) 422 5189
pace@usfca.edu
David
Sul
Graduate
student, GSE
Barrie Thorne
Professor,
Sociology and Women÷s Studies
Co-director, UC Berkeley Center for Working Families
bthorne@socrates.berkeley.edu
http://workingfamilies.berkeley.edu
The Center
for Working Families at the University of California, Berkeley is devoted
to three goals. Our first goal is to conduct innovative, theory-generating
research which sheds light on the experience of two-job families. In
particular, we want to explore the impact of "cultures of care" on family
welfare. By "culture of care" we mean the beliefs and practices that
define, guide, and express the care which working families give and
receive from relatives, friends, co-workers, members of society and
public institutions. We encourage research that is collaborative, qualitative
and comparative. Center research is therefore based as much as possible
on rich in-depth interviews and ethnographic observations. We also want
to compare patterns of care across race, ethnic, and social class lines.
Our second goal is to train young scholars to do research on working
families by participating in research projects with Center Researchers,
by receiving guidance from Core Faculty and Affiliates, and by joining
in Center Workshops and attending Center-sponsored Public Lectures.
(Please see Lectures & Workshops and Announcements & Events.) Our third
goal is to disseminate ideas and information to the scholarly community
and to the public at large through published works, public addresses,
and informal consultation with business, labor, child care, educational
and governmental groups.
Urban
School Policy and Administration
Gwen
Chan
Associate
Superintendent High School Instructional Support and Operations, San
Francisco Unified School District
555 Franklin St.
San Francisco CA 94102
(415) 241 6478
http://www.sfusd.k12.ca.us/
Sheila
Jordan
Alameda
County Superintendent of Schools
313 Winton Ave.
Hayward CA 94544
(510) 670 4140
fax
(510) 670 4101
sheila_jordan@acoe.k12.ca.us
http://www.acoe.k12.ca.us/
Non-Profit
Educational Reform
Zaretta
Hammond
Director
of the Equity Initiative, Bay Area School Reform Collaborative
730 Harrison St.
San Francisco CA 94107
(415) 241 2783
http://basrc.wested.org/basrc/
Kevin
Hufferd
Education
Committee Chair, City of Richmond Economic Development Commission
Local
Leadership Advisory Council, West Contra Costa Unified School District
Steve
Jubb
Executive
Director, Bay Area Coalition of Essential Schools
http://www.bayces.org/
The Mission
of the Bay Area Coalition of Essential Schools is to create a network
of Bay Area schools which demonstrate the 10 Common Principles of the
Coalition of Essential Schools, schools where every student learns to
use his or her mind well. With BayCES member schools demonstrating how
to help every student succeed, BayCES uses the example of its member
schools to challenge the systems, attitudes, and practices which are
barriers to higher and more equitable achievement for all students in
public education. The Bay Area Coalition of Essential Schools is a regional
network of elementary and secondary schools who are committed to increasing
the learning and achievement of every student. These schools do this
by working toward equity defined as equal educational outcomes for all
students regardless of race, ethnicity, language, class, or gender.
Students÷ educational outcomes are often predictable by race and ethnicity;
BayCES is committed to eliminating that predictability and creating
schools where all students are benefiting from good teaching and learning.
To make progress toward those goals, schools engage in a cycle of inquiry-
examining student achievement data, setting equity and achievement goals,
developing a theory of action, and regularly checking their progress
toward their goals.
For information
about current projects such as the
Small Schools Initiative,
High Performance Learning Communities Project, and the Digital
High School contact Tony
Smith at BAYCES.
David
Stark
General
Director, Stiles Hall
2400
Bancroft Way
Berkeley
CA 94704
info@stileshall.org
http://www.stileshall.org
Mentor/Role
Models: "I Have A Dream" Project PROGRAM VISION/GOALS/MISSION This project
completed the second year of a 10 year intervention with 60 focal students
who have now finished the 5th grade at Prescott Elementary School in
the Oakland Unified School District (OUSD). The project collaborators
(Jabari Mahiri, P.I. and Associate Professor, UCB Graduate School of
Education; David Stark, Director, Stiles Hall; and Martha Cook, President,
I Have a Dream Foundation - Oakland) intended to accomplish five specific
goals with these students using the Berkeley Pledge Grant and other
funding for the 1998-99 academic year. These five specific goals are
aligned with four long-term goals. Click
here for full article
Junious
Williams
Chief
Executive Officer, Urban Strategies Council
672 13th St.
Oakland CA 94612
(510) 893 2404
fax (510) 893 6657
juniousw@urbanstrategies.org
http://www.urbanstrategies.org
The Oakland Education
Cabinet has just agreed to become a member of the Education Trust. The
Trust's work focuses on arraying data on student performance from k-16
and identifying strategic places for intervention to close achievement
gaps (between students of color and from low income families and more
well-to-do students) and help students meet performance standards. The
Trust model is research based and driven and focuses on identifying
strategic interventions to improve achievement and close gaps and to
build community consensus around focusing on those selected strategies.
The first phase of the work involves arraying the data and working with
the community to understand the educational outcomes of students in
their community. The Education Cabinet will serve as the local K-16
Council and has determined that the focus in Oakland should be Pre-K-19
to incorporate early childhood education as well as teacher preparation.
The effort provides a rich opportunity for data gathering, analysis
and dissemination, and use of data to inform policy and action.
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