Search results for: Urban schools
Page 2/6 56 items
This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master’s degree, and selectivity of undergraduate institution. The results indicate that across the nation, districts hire a large portion of teachers during the second half of summer or once school has already begun. Results indicate no association between the proportion of teachers hired at various time points and the teacher qualifications, including selectivity of teachers’ undergraduate institutions and whether teachers are certified or have master’s degrees.
Updated: Jun. 23, 2014
The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
The purpose of this study was to examine teachers’ reported instructional strategies for promoting science learning while supporting English language development during science instruction with diverse student groups, especially English Language Learners (ELLs), in urban elementary schools. The findings reveal that teachers across three grade levels consistently indicated similar strategies to promote science learning, such as making connections to prior knowledge or real world experiences and engaging in hands-on activities. However, teachers at all three grade levels did not report more sophisticated inquiry-based strategies. Although the reported strategies were similar in frequency across grade levels, there were significant differences among grade level and by years of teacher participation.
Updated: May. 12, 2014
Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools
In this article, the authors are interested to articulate what preservice teacher's account suggests about the struggles of teacher educators to provide sufficient and sufficiently strategic support for PSTs’ field-based learning. The authors conclude that conceiving of student teaching as an activity system requires that they think of student teaching in contextually sensitive ways, set clearer learning goals, and remediate in relation to them so that preservice teachers will be able to do the same for the students they serve.
Updated: Apr. 09, 2014
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Updated: Apr. 08, 2014
This work aims to present an alternative vision of teaching, one that the authors call “Teacher as Civic Agent.” This term marks an important theoretical shift from viewing quality teaching and learning as that which prepares students to succeed economically to that which prepares students to become self-actualized and critically empowered civic agents. The authors explore the “Teacher as Civic Agent” through the analysis of the Council of Youth Research. The study seeks to provide a new rationale for democratic teacher education and a revitalization of the civic purposes of schooling. The authors argue for new paradigm of teacher education in which teachers engage with local communities, become producers of knowledge, and work collectively in solidarity with their students to create social change.
Updated: Mar. 03, 2014
This article describes an urban teacher residency program. The program is the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. The authors detail the ways in which they conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space.
Updated: Dec. 17, 2013
In this article, the author analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher perceptions of support and learning. Results show that teacher-led action research projects as a professional development structure contribute to the development of a supportive professional culture, feelings of context-specific support, and feelings of empowerment and being overwhelmed in an urban school staffed primarily with early career teachers.
Updated: Aug. 27, 2013
The authors examined the degree to which ongoing professional development (PD) for school teachers is associated with more effective teaching practices as measured through teachers’ behaviors in the classroom. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. The implications of this study indicate that high-quality professional development does not always address all domains of teaching.
Updated: Aug. 26, 2013
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This study explores opportunities to learn within and across student teaching placements.The authors analyze the degree to which placement experiences present equitable opportunities for PSTs to build a specialized knowledge base. The authors found that all participants repeatedly praised student teaching for nurturing emerging professional identities and conferring new self-confidence. Specifically, the authors address three core strands of opportunity reportedly experienced by participants. These include opportunities to learn about curriculum and content; opportunities to see and participate in, but usually not plan for, “what’s possible”; and opportunities to struggle with and for youth.
Updated: Jul. 22, 2013
What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers
The author explores the important roles that school leaders and school environment play in supporting or inhibiting teachers’ initial commitments to teaching in urban public, Catholic, and Jewish schools.The study demonstrates that teachers from elite colleges who were recruited and prepared for teaching in a specific school sector might develop powerful commitments to their schools, their students, the community, and to teaching, which could result in longer teaching service.
Updated: Jun. 12, 2013