References
Battistich, V., & Hom, A. (1997). The relationship between student's sense of their school as a community and their involvement in problem behavior.
American Journal of Public Health, 87(12), 1997-2001.
Baumann, J. F., & Graves, M. F. (2010). What is academic vocabulary? Journal of Adolescent and Adult Literacy, 54(1), 4-12.
Beabout, B. R. (2010). Urban school reform and the strange attractor of low-risk relationships. The School Community Journal, 20(1), 9-30.
Bigelow, R.Z. (1993). U.S. Department of Education, Office of Educational Research and Improvement. Developing and implementing a program to
improve school success for minority students (No. 365007). Washington, DC: Government Printing Office.
Bregman, A., Fredricks, J., & Hackett, K. (2010). Participation in the boys and girls clubs: Motivation and stage environment. Journal of Community
Psychology, (38)3, 369-385.
Brooks, S. M. (2009). A case study of school-community alliances that rebuilt a community. The School Community Journal, 19(2), 59-80.
Brozo, W., & Flynt, E. S. (2008). Motivating students to read in the content classroom: Six evidence-based principles. The Reading Teacher, 62(2),
172-174.
Cangelosi, J. S. (2000). Classroom management strategies: Gaining and maintaining students' cooperation. New York: John Wiley & Sons Inc.
City of Houston (2011). Information About Houston. Retrieved from http://www.houstontx.gov/abouthouston/
City of Houston Department of Health and Human Services (2003). OST/South Union Super Neighborhood Community Health Profile. Retrieved from
http://www.houstontx.gov/health/chs/OST%20South%20Union.pdf
Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Duncan-Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban school. International Journal
of Qualitative Studies in Education, 20(6), 617-638.
English, R. (2009). Selling education through ‘culture’: Responses to the market by new, non-government schools. Australian Educational Researcher, 36(1),
89-104.
Ferguson, R. F. (2003). Teachers' perceptions and expectations and the Black-White test score gap. Urban Education, 38(4), 460-507.
Flynt, E. S., & Brozo, W. G. (2008). Developing academic language: Got words? The Reading Teacher, 61(6), 500-502.
Flynt, E. S., & Brozo, W. G. (2009). It's all about the teacher. The Reading Teacher, 62(6), 536-538.
Ford, D. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special
Education, 32(1), 4-14.
Gehrke, R. (2005). Poor schools, poor students, successful teachers. Kappa Delta Pi Record, 42(1), 14-17.
Gill, S. (1999). Educational expectations and school achievement of urban African American children. Journal of School Psychology, 37(4), 403-424.
Goddard, R.D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents
in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
Goldhaber, D. D. (1999). School choice: An examination of the empirical evidence on achievement, parental decision making, and equity. Educational
Researcher, 28(9), 16-25.
Haberman, M. (2005). Star teachers: The ideology and best practice of effective teachers of diverse children and youth in poverty. West Lafayette, IN:
Haberman Educational Foundation.
Harmon, J. M., & Hedrick, W. B. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading and Writing
Quarterly, 21(3), 261-280.
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-289.
Hill-Brisbane, D., & Easley-Mosby, K. (2006). Exploring issues of support and leadership in the experiences of prospective teachers of color: Retaining
minority students and producing change agents for urban schools. E-Yearbook of Urban Learning, Teaching, and Research, 53-63.
Hord, M. S. (2009). Professional learning communities: Educators work together toward a shared purpose - improved student learning. National Staff
Development Council, 30(1), 40-43.
Houston Independent School District (2010). Facts and Figures about HISD. Retrieved from http://www.houstonisd.org/HISDConnectEnglish/Images
/PDF/FactsFigs10_portal_lowres.pdf
Houston Independent School District School Profiles (2010). Ezekiel Cullen Middle School. Retrieved from http://dept.houstonisd.org/profiles/Cullen_MS.pdf
Howe, N. (2010). A New Parent Generation: Meet Mr. and Mrs. Gen X. Education Digest: Essential Readings Condensed for Quick Review, 75(9), 4-10.
Huston, T., & Weaver, C. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5-20.
Jones, R. D. (November 2008). Strengthening Student Engagement: International Center for Leadership in Education. Retrived from:
http://www.leadered.com/pdf/Strengthen%20Student%20Engagement%20white%20paper.pdf
Joseph, M., & Feldman, J. (2009). Creating and sustaining successful mixed-income communities conceptualizing the role of schools. Education and Urban
Society, 41(6), 623-649.
Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher,
64(1), 5-14.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press: Sage Publications.
Langdon, J., Meyer, J., Redding, S., & Sheley, P. (2004). The effects of comprehensive parent engagement on student learning outcomes. Paper presented
at the annual convention of the American Educational Research Association, San Diego, CA.
Little, P. (2005). Peer coaching as a support to collaborative teaching. Mentoring and Tutoring, 13(1), 83-94.
Love, A., & Kruger, A. C. (2005). Teacher beliefs and student achievement in urban schools serving African American students. The Journal of Educational
Research, 99(2), 87-99.
Long, Christopher. (n.d.). In Texas State Historical Association online. Retrieved from http://www.tshaonline.org/handbook/online/articles/fcu05
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research based strategies for increasing student achievement.
Alexandria, Virginia: Association for Supervision and Curriculum Development.
May, J. J. (2006). The charter school allure: Can traditional schools measure up? Education and Urban Society, 39(1), 19-45.
Monroe, C. R. (2006). African American boys and the discipline gap: Balancing educators' uneven hand. Educational Horizons, 84(2), 102-111.
Oakland, T., & Rossen, E. (2005). A 21st century model for identifying students for gifted and talented programs in light of national conditions: An
emphasis on race and ethnicity. Gifted Child Today, 28(4), 56-64.
Oplatka, I. (2007). The principal's role in marketing the school: Subjective interpretations and personal influences. Planning and Changing, 38(3/4),
208-221.
Perkins, B. K., Sullivan-DeCarlo, C., & Linehan, E. (2008). Pulling students in. American School Board Journal, 190(8), 17-19.
Reeves, D. (2003). High performance in high poverty schools: 90/90/90 and beyond. Englewood, CO: Center for Performance Assessment.
Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of
Educational Psychology, 76(3), 429-444.
Rumberger, R. W. (2003). The causes and consequences of student mobility. Journal of Negro Education, 72(1), 6-21.
Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(3),
59-70.
Strahan, D. (2008). Successful teachers develop academic momentum with reluctant students. Middle School Journal, 39(5), 4-12.
Suffren, Q., & Wallace, T. J. (2010). Needles in a haystack: Lessons from Ohio's high-performing, high-need urban schools. Columbus, OH: Thomas B.
Fordham Institute.
Sugai, G., & Horner, R. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches.
Exceptionality, 17, 223-237.
Thibodeau, G. (2008). A content literacy collaborative study group: High school teachers take charge of their professional learning. Journal of Adolescent
& Adult Literacy, 52(1), 54-64.
Tyler, K. M., & Boelter, C. M. (2008). Linking Black middle school students' perceptions of teachers' expectations to academic engagement and efficacy.
The Negro Educational Review, 59(1-2), 27-44.
Vanderslice, R. U.S. Department of Education, National Institute of Education. (1998). Hispanic children & giftedness: Why the difficulty in identification?
(NIE Publication No. 308040). Washington, DC: Government Printing Office.
Warren, S. R. (2002). Stories from the classroom: How expectations and efficacy of diverse teachers affect the academic performance of children in poor
urban schools. Educational Horizons, 80(3), 109-116.
Whiting, G. (2009). Gifted Black males: Understanding and decreasing barriers to achievement and identity. Roeper Review, 31(4), 224-233.
Yost, D.S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education
Quarterly, 33(4), 59-76.
American Journal of Public Health, 87(12), 1997-2001.
Baumann, J. F., & Graves, M. F. (2010). What is academic vocabulary? Journal of Adolescent and Adult Literacy, 54(1), 4-12.
Beabout, B. R. (2010). Urban school reform and the strange attractor of low-risk relationships. The School Community Journal, 20(1), 9-30.
Bigelow, R.Z. (1993). U.S. Department of Education, Office of Educational Research and Improvement. Developing and implementing a program to
improve school success for minority students (No. 365007). Washington, DC: Government Printing Office.
Bregman, A., Fredricks, J., & Hackett, K. (2010). Participation in the boys and girls clubs: Motivation and stage environment. Journal of Community
Psychology, (38)3, 369-385.
Brooks, S. M. (2009). A case study of school-community alliances that rebuilt a community. The School Community Journal, 19(2), 59-80.
Brozo, W., & Flynt, E. S. (2008). Motivating students to read in the content classroom: Six evidence-based principles. The Reading Teacher, 62(2),
172-174.
Cangelosi, J. S. (2000). Classroom management strategies: Gaining and maintaining students' cooperation. New York: John Wiley & Sons Inc.
City of Houston (2011). Information About Houston. Retrieved from http://www.houstontx.gov/abouthouston/
City of Houston Department of Health and Human Services (2003). OST/South Union Super Neighborhood Community Health Profile. Retrieved from
http://www.houstontx.gov/health/chs/OST%20South%20Union.pdf
Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Duncan-Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting effective teachers in urban school. International Journal
of Qualitative Studies in Education, 20(6), 617-638.
English, R. (2009). Selling education through ‘culture’: Responses to the market by new, non-government schools. Australian Educational Researcher, 36(1),
89-104.
Ferguson, R. F. (2003). Teachers' perceptions and expectations and the Black-White test score gap. Urban Education, 38(4), 460-507.
Flynt, E. S., & Brozo, W. G. (2008). Developing academic language: Got words? The Reading Teacher, 61(6), 500-502.
Flynt, E. S., & Brozo, W. G. (2009). It's all about the teacher. The Reading Teacher, 62(6), 536-538.
Ford, D. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. Journal of Special
Education, 32(1), 4-14.
Gehrke, R. (2005). Poor schools, poor students, successful teachers. Kappa Delta Pi Record, 42(1), 14-17.
Gill, S. (1999). Educational expectations and school achievement of urban African American children. Journal of School Psychology, 37(4), 403-424.
Goddard, R.D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents
in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
Goldhaber, D. D. (1999). School choice: An examination of the empirical evidence on achievement, parental decision making, and equity. Educational
Researcher, 28(9), 16-25.
Haberman, M. (2005). Star teachers: The ideology and best practice of effective teachers of diverse children and youth in poverty. West Lafayette, IN:
Haberman Educational Foundation.
Harmon, J. M., & Hedrick, W. B. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading and Writing
Quarterly, 21(3), 261-280.
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-289.
Hill-Brisbane, D., & Easley-Mosby, K. (2006). Exploring issues of support and leadership in the experiences of prospective teachers of color: Retaining
minority students and producing change agents for urban schools. E-Yearbook of Urban Learning, Teaching, and Research, 53-63.
Hord, M. S. (2009). Professional learning communities: Educators work together toward a shared purpose - improved student learning. National Staff
Development Council, 30(1), 40-43.
Houston Independent School District (2010). Facts and Figures about HISD. Retrieved from http://www.houstonisd.org/HISDConnectEnglish/Images
/PDF/FactsFigs10_portal_lowres.pdf
Houston Independent School District School Profiles (2010). Ezekiel Cullen Middle School. Retrieved from http://dept.houstonisd.org/profiles/Cullen_MS.pdf
Howe, N. (2010). A New Parent Generation: Meet Mr. and Mrs. Gen X. Education Digest: Essential Readings Condensed for Quick Review, 75(9), 4-10.
Huston, T., & Weaver, C. (2008). Peer coaching: Professional development for experienced faculty. Innovative Higher Education, 33(1), 5-20.
Jones, R. D. (November 2008). Strengthening Student Engagement: International Center for Leadership in Education. Retrived from:
http://www.leadered.com/pdf/Strengthen%20Student%20Engagement%20white%20paper.pdf
Joseph, M., & Feldman, J. (2009). Creating and sustaining successful mixed-income communities conceptualizing the role of schools. Education and Urban
Society, 41(6), 623-649.
Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher,
64(1), 5-14.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Corwin Press: Sage Publications.
Langdon, J., Meyer, J., Redding, S., & Sheley, P. (2004). The effects of comprehensive parent engagement on student learning outcomes. Paper presented
at the annual convention of the American Educational Research Association, San Diego, CA.
Little, P. (2005). Peer coaching as a support to collaborative teaching. Mentoring and Tutoring, 13(1), 83-94.
Love, A., & Kruger, A. C. (2005). Teacher beliefs and student achievement in urban schools serving African American students. The Journal of Educational
Research, 99(2), 87-99.
Long, Christopher. (n.d.). In Texas State Historical Association online. Retrieved from http://www.tshaonline.org/handbook/online/articles/fcu05
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research based strategies for increasing student achievement.
Alexandria, Virginia: Association for Supervision and Curriculum Development.
May, J. J. (2006). The charter school allure: Can traditional schools measure up? Education and Urban Society, 39(1), 19-45.
Monroe, C. R. (2006). African American boys and the discipline gap: Balancing educators' uneven hand. Educational Horizons, 84(2), 102-111.
Oakland, T., & Rossen, E. (2005). A 21st century model for identifying students for gifted and talented programs in light of national conditions: An
emphasis on race and ethnicity. Gifted Child Today, 28(4), 56-64.
Oplatka, I. (2007). The principal's role in marketing the school: Subjective interpretations and personal influences. Planning and Changing, 38(3/4),
208-221.
Perkins, B. K., Sullivan-DeCarlo, C., & Linehan, E. (2008). Pulling students in. American School Board Journal, 190(8), 17-19.
Reeves, D. (2003). High performance in high poverty schools: 90/90/90 and beyond. Englewood, CO: Center for Performance Assessment.
Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of
Educational Psychology, 76(3), 429-444.
Rumberger, R. W. (2003). The causes and consequences of student mobility. Journal of Negro Education, 72(1), 6-21.
Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(3),
59-70.
Strahan, D. (2008). Successful teachers develop academic momentum with reluctant students. Middle School Journal, 39(5), 4-12.
Suffren, Q., & Wallace, T. J. (2010). Needles in a haystack: Lessons from Ohio's high-performing, high-need urban schools. Columbus, OH: Thomas B.
Fordham Institute.
Sugai, G., & Horner, R. (2009). Responsiveness-to-intervention and school-wide positive behavior supports: Integration of multi-tiered system approaches.
Exceptionality, 17, 223-237.
Thibodeau, G. (2008). A content literacy collaborative study group: High school teachers take charge of their professional learning. Journal of Adolescent
& Adult Literacy, 52(1), 54-64.
Tyler, K. M., & Boelter, C. M. (2008). Linking Black middle school students' perceptions of teachers' expectations to academic engagement and efficacy.
The Negro Educational Review, 59(1-2), 27-44.
Vanderslice, R. U.S. Department of Education, National Institute of Education. (1998). Hispanic children & giftedness: Why the difficulty in identification?
(NIE Publication No. 308040). Washington, DC: Government Printing Office.
Warren, S. R. (2002). Stories from the classroom: How expectations and efficacy of diverse teachers affect the academic performance of children in poor
urban schools. Educational Horizons, 80(3), 109-116.
Whiting, G. (2009). Gifted Black males: Understanding and decreasing barriers to achievement and identity. Roeper Review, 31(4), 224-233.
Yost, D.S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education
Quarterly, 33(4), 59-76.