打印

作者

Amy E. Stich Kristin Cipollone

来源

URBAN EDUCATION,Vol.56,Issue3,P.484–510

语言

英文

关键字

作者单位

1Northern Illinois University, DeKalb, IL, USA;2Ball State University, Muncie, IN, USA

摘要

The purpose of this article is to bring attention to the illustrative power and capacity of qualitative longitudinal research within the context of the urban educational “reform churn.” In this article, we draw upon longitudinal ethnographic data collected over 3 years in four low-performing, urban secondary schools in Buffalo, New York, to illuminate the power of the methodology behind our findings. Our research provides an example of the ways in which qualitative longitudinal research can reveal the temporal mechanisms of stabilization and destabilization that develop within urban schools and districts in and through time.