Search results for: Urban schools
Page 5/6 54 items
This descriptive study examined urban elementary school teachers’ perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. The study also examined teachers’ perceptions of organizational supports and barriers associated with teaching science to nonmainstream students. 221 third- through fifth-grade teachers from 15 urban elementary schools in a large school district participated in this study.
Updated: Jul. 08, 2009
This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The article focuses in the experiences of 8 teachers engaged in this process of professional growth, including their changes in practices and beliefs.
Updated: Jun. 15, 2009
Using Common Formative Assessments as A Source of Professional Development in An Urban American Elementary School
By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement. Furthermore, using this system, the teachers facilitated their own professional development.
Updated: Jun. 08, 2009
The purpose of the present study was to identify and explore critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Based on their study, the authors suggest recommendations for teacher educators on how education for ethically sensitive teaching can be promoted.
Updated: Jun. 01, 2009
The paper takes the history of teacher research in one large urban school district over a period of 20 years as a telling case of the intensely local character of this work. The authors begin with an overview of the variations and different conceptions of teacher research in the USA. They argue that teacher research is continually being invented and reinvented by participants in the movement and is strongly informed by local conditions, agendas and epistemologies.
Updated: May. 14, 2009
A Model of School Change for Culturally and Linguistically Diverse Students in New Zealand: A Summary and Evidence from Systematic Replication
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching practice; ect. A three-stage model has been tested across three clusters of schools: two groups of urban schools serving Māori and Pasifika children from low socio-economic status communities. The third group comprising all the primary schools in a rural and remote region of New Zealand.
Updated: Apr. 27, 2009
An Urban Schools-University Partnership that Prepares and Retains Quality Teachers for “High Need” Schools
This paper describes a full-time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. The program results indicated, among other things, that there was a 100% retention rate of interns in the teaching profession. Furthermore, there were significant growth in teaching interns' confidence, readiness, and self-efficacy regarding their abilities to teach successfully.
Updated: Mar. 11, 2009
The Differential Influence of Instructional Context on the Academic Engagement of Students with Behavior Problems
The authors observed teacher–student interactions in urban elementary schools. The participants were 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems.
Updated: Jan. 28, 2009
Social Competence as An Educational Goal: The Role of The Ethnic Composition and The Urban Environment of The School
This article concerns the relationship between social–educational goals and the school context. The authors used a questionnaire to map the educational goals of teachers in pre-vocational education in the field of social competence, and investigated whether these goals were related to the percentage of students from ethnic-minority groups and to the urban environment of the school. The results show that all teachers, regardless of the school context, value promoting the social development of their students as an educational goal.
Updated: Jan. 21, 2009
Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform
This study builds upon research on teacher professional communities and high school restructuring reforms. It employs a conceptual framework that draws upon theories of “community of practice” and “community of learners.” The study analyzes how teachers’ professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. The findings demonstrate how the enactment of design choices holds particular consequences for the nature and quality of teacher learning and school improvement.
Updated: Dec. 15, 2008