Search results for: Appleman Deborah

In this article, the authors examine a group of beginning secondary English teachers who form a cohort in an MA/credential program organized to teach them how to teach in high-poverty, urban settings. The authors follow a cohort of 26 novice teachers through their 5th year after receiving their credential. The authors reconsider the categories traditionally used to determine whether teachers stay or leave and offer ways to track those who stay or leave high-poverty, urban schools. The authors conclude with a discussion of factors that seem to contribute to teachers staying in high-poverty, urban schools and educational settings.