Education and Urban Society

Papers
(The TQCC of Education and Urban Society is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide18
“I Do Not Speak as Freely”: Gendered Views on Campus Carry at a Research University16
Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher’s Educational Self-Efficacy14
Does the Expert-based Collective Advising Mechanism Promote Educational Equity? Experience from China13
Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment13
Expressions of Authentic Voice: Urban High School Students’ Perceptions of Teaching as a Career Choice While Participating in a Pipeline Program for Aspiring Teachers of Color12
Enhancing School Appeal: How Experiential Marketing Influences Perceived School Attractiveness in the Urban Context12
“It Doesn’t Matter Who Sees Them”: A Case Study of an Effective White Educator Working in a Multicultural Urban High School12
The Role of Adolescent Anxious Mood, Marijuana Use, and Locus of Control in the School to Prison Pipeline10
A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects9
Book Review: Frown Upside Down, a Book Review of Black Boy Smile9
Five Important Parental Involvement Variables that Affect Young Children’s Mathematical Achievements: A Comparative Study8
Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce8
Urban Literacy Leadership: Examining One Principal’s Vision and Practice8
Has Secondary Science Program Become an Elite Urban Education Product in the Former Colonized Nation?7
Looking Back to Move Forward: Exploring Urban Secondary Education Teacher Perceptions of Culturally Relevant Pedagogy6
Conceptualizing Education for Sustainable Development in Urban Secondary Schools6
Educational Value Priorities of Chinese Parents in a Global City: A Mixed-Methods Study in Hong Kong6
CORRIGENDUM to When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change6
Ethnic Studies, Fugivity, and Retention of K–12 Educators of Color6
Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education5
Not Another School Shooting: Media, Race, and Gun Violence in K-12 Schools5
Restorative Justice in a No Excuses Charter School5
Swimming Between the Rocks: Navigating Equity Detours in Diverse-by-Design Schools5
Recovering Lost Learning Due to COVID 19: Expanding Enrichment Opportunities in an Urban School District5
COVID-19 and Urban Schools: The Public Health Issue of Our Time5
Nuance in “No Excuses”: Unexpected Progressive Pedagogy and Policy5
The Transformative Capacity of Baltimore’s Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities4
How Can Schools Increase Students’ Hopefulness Following the Pandemic?4
Revisiting the Multi-Tiered System of Supports Framework: An Important Mechanism for Realizing Equitable Education in Urban Schools4
“Equity Work is Messy”: Exploring a Family and Community Partnership in One School District4
A Study on the Impact of Professional Development of Urban Primary School’s Science Teachers on Interdisciplinary Teaching in China4
Socio-Spatial Differentiation of Chinese Shadow Education Activities During its Peak Period: A Case Study of Dalian Urban Area4
A Meta-Analysis: The Association Between Relational Parental Involvement and Student and Parent Outcome Variables4
Diversifying Neighborhoods, Diversifying Schools? The Relationship Between Neighborhood Racial Change and School Segregation in New York City4
When Day Comes We Ask Ourselves, Where Can We Find Light in This Never-Ending Shade? An Introduction to Time for Change3
A Meta-Analysis of the Relationship between Cannabis, Opiates, Cocaine, Heroin, or other Illegal Drug Use and Student Academic and Behavioral Outcomes3
What We Now Know About Parental Engagement, Which Will Guide the Future3
Urban Principal Autonomy and the Goldilocks Dilemma: Considering the Nature and Limits of Principal Power in New York City3
“We’ve Been Forgotten”: First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools3
Exploring the Impact of School Factors on Expectations to Complete Post Secondary Education Among Black Girls3
The Unintended Consequences of VAM: Excluding Latinx Social Studies Topics3
The Impact of Star Teacher Characteristics on Teacher Selection and Retention in Urban High Poverty Schools: A Qualitative Analysis3
Satisfaction Levels, Communication Situations, and Difficulties Encountered by University Students Regarding Distance Education3
Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review3
Perspective and Suitable Research Area in Public Research—Patent Analysis of the Czech Public Universities3
School Choice and Neighborhood Relationships in Urban Areas: An Exploratory Study in Arizona3
Successes and Failures of the University-Community Partnership: A Case Study of Imbali Semi-Rural Settlement3
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