Search results for: Urban schools
Page 4/6 54 items
This article describes a university-school partnership which was formed to develop a community-based model (CBM) of teacher preparation that placed pre-service teachers in urban schools for a full year. The authors wished to explore the sustainability of the CBM of teacher preparation. Data were collected through surveying faculty and both pre-service and new teachers who graduated from the CBM-based teacher preparation program. The article considers the common concerns and disparate roles that the three groups considered paramount in preparing new teachers for urban schools.
Updated: Oct. 12, 2010
The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye
This article discusses the challenge of retaining teachers in hard-to-staff schools. Hence, the paper examines how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that the authors studied expressed high motivation to serve as teachers or leaders in their particular schools and communities.
Updated: Aug. 17, 2010
This article describes the Boston Teacher Residency (BTR), a comprehensive teacher recruitment, preparation, and induction program created by and housed in an urban school district, the Boston Public Schools (BPS). The article argues for several core principles in the creation of such a program: a) the program serves the school district, b) the program is structured to blend theory and practice, c) the program emphasizes the selection, recruitment and support of the mentor teacher and treats the mentors as teacher educators, d) the program creates an aligned set of induction supports which extend for the first three years of the new teacher’s career, e) the program treats student achievement as its ultimate outcome.
Updated: Mar. 02, 2010
This study examined eleven K-8 interns’ perceptions of their mathematics mentoring support provided to first-year teacher interns and factors that influenced their ability to teach mathematics. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson.
Updated: Feb. 21, 2010
This article discusses access and use of information and communication technologies among urban high school students from low-income families. This study explored trends in Internet use among students from low-income families compared to national trends. The authors discuss findings and implications for teachers seeking to understand similar students' Internet access, use, and capacity and suggest implications for digital literacy instruction, technology policy, and teacher education.
Updated: Feb. 21, 2010
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Updated: Jan. 12, 2010
This article examines the implementation of a participatory action research study as a parent involvement strategy in one urban, Colorado middle school thought to have low parental involvement. Findings revealed that parent participants perceive themselves to be significantly involved in their children's lives at home in ways that are not recognized under traditional definitions of parent involvement.
Updated: Nov. 25, 2009
Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers
In this article, the authors examine the effectiveness of the ACT program over a 6-year period in providing qualified teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Overall, graduates reported satisfaction with their preparation and teaching careers.
Updated: Nov. 18, 2009
In this article, the authors argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools. However, they also note the major challenges these schools face. The authors suggest that these strengths and challenges must be considered together. They also recommend that the administration must focus on the elements of effective schooling for all children.
Updated: Sep. 08, 2009
This study describes a paid field experience designed to investigate teacher candidates' willingness to teach in urban schools. 73 undergraduate and graduate students enrolled in a teacher preparation program were recruited for participation in the SITC program. Data from pre and post surveys indicated no significant difference as the number of previous field hours increased, from the beginning to the conclusion of field experience, on ratings of field experience and willingness, and between ethnic and SES groups.
Updated: Jul. 22, 2009