Search results for: Urban education
Page 1/2 15 items
“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education–professional development (CRE-PD) activities, and transcripts of six group interviews, the authors examine these educators’ work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students’ college and career readiness.
Updated: May. 26, 2019
This study aimed to examine the specific problems of beginning teachers in Dutch urban primary schools. The findings reveal that beginning teachers encounter several challenges in urban primary schools. The authors found that most prominent challenges were common problems that teacher encounter at schools, such as a high workload, stress and inadequate guidance and support. The participants also mentioned that they had difficulties handling with parental involvement. They had Interactions with highly educated and critical parents as well as interactions with parents from cultural minority groups. They found both types of interactions as difficult to handle.
Updated: Nov. 25, 2018
Navigating the Journey to Culturally Responsive Teaching: Lessons from the Success and Struggles of One First-Year, Black Female Teacher of Black Students in an Urban School
This study explores the experiences of one first-year, Black female English language arts teacher and her Advanced Placement Language and Composition students. The findings reveal that the participant faced challenges when finding balance in her classroom management style, encountered cultural dissonance, developed teacher-student relationships, and struggled with how White, middle-class values may have shaped her classroom interactions with her students.
Updated: Jul. 08, 2018
This study examined the support, instruction, coursework, discussions, field and clinical experiences, and critical reflection that took place within a precollegiate Urban Teaching Academy (UTA) magnet program located in a southeastern school district. Two major themes emerged with sub-themes undergirding each. The first theme of disparate program-based experiences highlighted the three unique structures each teacher implemented to expose their students to the realities of teaching, which included their emphasis—or lack thereof—on coursework and field and clinical experiences. The second theme of student reactions to their learning experiences expressed the three differentiated curricular experiences students encountered.
Updated: Aug. 13, 2017
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Updated: Jun. 11, 2017
“Why Do You Make Me Hate Myself?”: Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education
This article employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this article examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This “abuse” is projected onto urban students of color and, more broadly, people of color.
Updated: Jan. 11, 2017
Community-Based Placements As Contexts for Disciplinary Learning: A Study of Literacy Teacher Education Outside of School
This study is an investigation of field placements in after-school community-based organizations (CBOs) within one teacher education program. The author examined literacy-related activity and learning opportunities available to preservice teachers in two CBO field placements, one serving mainly Latino children and another serving mainly Muslim Somali children. The placements examined in this study brought candidates into contact and shared activity with communities previously unfamiliar to them, and with mediating elements from the CBOs and ELTEP courses shaping their activity, these candidates demonstrated promising conceptual and pedagogical development related to literacy. The findings suggest CBO placements hold potential for preparing literacy teachers for urban schools.
Updated: Feb. 21, 2016
This case study aimed to examine the construction of teaching practices of a first-year science teacher in an urban school setting to illustrate the non-linear nature of teaching activity. The author contends that by examining the conflux of elements present in the settings where new teachers teach and the ways those elements work together to shape practice, teacher education researchers will help advance the field’s understanding of teacher learning as continually transforming in relation to the teacher’s own experiences, her students, the classroom and school context, and the broader state and federal policies that bear down on her teaching. The author concludes that non-linear conceptual and methodological frameworks turn the attention to the processes through which outcomes are produced.
Updated: Feb. 08, 2016
From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program
This study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision.
Updated: Aug. 03, 2015
This research aimed to understand how today’s teachers, operating in an exploratory context, experience the teaching profession over time. The findings reveal that these three teachers' experiences highlight the ways in which they continue to use their instructional skills for the benefit of others. After leaving the classroom, all three of these former teachers found that a career transition out of education was not as seamless as anticipated. These teachers each found that their detours through the classroom had concrete professional, financial, and emotional costs in the form of delayed entry into new careers, tuition costs, and daily struggles. The author concludes that this study identifies concerns about the costs for the teachers themselves while also recognizing the transformative potential of former educators applying their skills throughout society in a myriad of ways.
Updated: Feb. 11, 2015