This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and…

To address the challenges associated with a deficit-oriented teacher socialization into the workplace, process writing can be used to facilitate a well-monitored process of ongoing scrutiny and analysis of prospective teachers' evolving conceptualizations. The expectation is that process writing thus delineated facilitates prospective teachers'…

This article provides an opportunity to extend the discussion about teacher communities as part of complex school reform models, specifically centered on those communities whose membership is drawn on a semi-voluntary basis. Through a sixteen-month long ethnography, I document the activities of an urban teacher professional community (TPC) at a…