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Showing 61 to 75 of 525 results Save | Export
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Behizadeh, Nadia; Neely, Adrian – Equity & Excellence in Education, 2018
In this case study, we examine the consequential validity of using edTPA in a social justice-oriented, urban teacher preparation program. According to the developers of edTPA, a primary purpose is to support teacher candidate learning, yet our analysis suggests that edTPA does not support learning when used during student teaching. Our 16…
Descriptors: Performance Based Assessment, Test Validity, Social Justice, Urban Teaching
Gordon, Molly F.; Jiang, Jennie Y. – University of Chicago Consortium on School Research, 2018
This is UChicago Consortium's first comprehensive brief on student teachers and the student teaching experience in Chicago Public Schools (CPS). It synthesizes findings from research done in partnership with researchers from National Louis University, University of Michigan, and Stanford University, using CPS teacher data, along with surveys of…
Descriptors: Student Teachers, Student Teaching, Public Schools, Urban Teaching
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Ricci, Leila Ansari; Persiani, Kimberly; Williams, A. Dee – International Journal of Whole Schooling, 2019
Urban teacher residencies (UTRs) have emerged as an innovative alternative to recruiting and preparing high quality teachers for traditionally underserved, urban schools. UTRs offer opportunities for teacher candidates and mentors to use co-teaching models to differentiate instruction, particularly as schools adopt more inclusive practices…
Descriptors: Team Teaching, Mathematics Teachers, Science Teachers, Special Education Teachers
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Gatti, Lauren – Urban Education, 2019
In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban…
Descriptors: Urban Schools, Urban Areas, Supervision, Classroom Techniques
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Walcott, John R. – AILACTE Journal, 2019
The current narrative surrounding urban education, while incomplete, often focuses on concerns related to student achievement, failing schools, and teacher quality. This article targets teacher preparation as one response to these challenges and investigates the extent to which liberal arts colleges and universities are involved in this work. The…
Descriptors: Urban Education, Urban Teaching, Preservice Teacher Education, Liberal Arts
An, Yang; Koedel, Cory – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2020
We examine how teachers from two alternative preparation programs--Teach for America (TFA) and Kansas City Teacher Residency (KCTR)--contribute to the teacher labor market in and around Kansas City, Missouri. We show that TFA and KCTR teachers are more likely than other teachers to work in charter schools, and more broadly, in schools with high…
Descriptors: Alternative Teacher Certification, Urban Teaching, Urban Schools, Charter Schools
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Marsh, L. Trenton S. – Urban Education, 2021
This paper explores the ways in which success in school is constructed by a majority White teaching staff during day-to-day classroom practices and schoolwide policies, such as the disciplinary systems at a "no-excuses" charter school in one of the largest urban districts in the U.S. Stakeholders were assessed by interviews and…
Descriptors: Teacher Expectations of Students, Teacher Attitudes, Academic Achievement, Success
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Leonard, Jacqueline; Evans, Brian R. – Journal of Urban Mathematics Education, 2018
It has been a decade since the article "Math Links: Building Learning Communities in Urban Settings" (referenced throughout as Math Links) was published in the inaugural issue of the "Journal of Urban Mathematics Education" ("JUME"; Leonard & Evans, 2008). The Math Links study, as reported in that article,…
Descriptors: Urban Teaching, Teacher Interns, Teacher Attitudes, Communities of Practice
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Brown, Christopher P.; Mowry, Brian – Early Childhood Education Journal, 2017
Policymakers' demands for standardization and improved student achievement increasingly define what early childhood educators working in publicly funded programs teach. Doing so has made it difficult for educators to engage in practices with children that incorporate their sociocultural worlds into their instruction. To begin to address this…
Descriptors: Early Childhood Education, Preschool Teachers, Faculty Development, Culturally Relevant Education
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Yu, SeonYeong – Journal of Early Intervention, 2019
The purpose of this article is to share findings about Head Start teachers' attitudes and perceived competence toward inclusion based on data gathered from 41 instructional professionals in 18 Head Start classrooms using surveys and interviews. Results showed that all of the participating teachers agreed with inclusion and identified several…
Descriptors: Preschool Teachers, Teacher Attitudes, Self Efficacy, Teacher Effectiveness
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Brown, Bryan A.; Boda, Phillip; Lemmi, Catherine; Monroe, Xavier – Urban Education, 2019
This article reports on urban elementary teachers' understandings of cultural relevancy and the practices they enacted after a professional development on culturally relevant education (CRE) and cognitive apprenticeship. Focus group interviews support that participating teachers understood some principles of CRE but did not always match the theory…
Descriptors: Culturally Relevant Education, Urban Teaching, Urban Education, Elementary School Teachers
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Pizarro, Marcos; Kohli, Rita – Urban Education, 2020
Racial battle fatigue (RBF) has been operationalized as the psychological, emotional, and physiological toll of confronting racism. In this article, RBF is used to analyze the toll of racism on teachers of Color who work within a predominantly White profession. We present counterstories of justice-oriented, urban, teachers of Color who demonstrate…
Descriptors: Racial Bias, Minority Group Teachers, Teaching Conditions, Social Justice
Moore, LaSonya; Rosenblatt, Kara; Badgett, Kevin; Eldridge, James – Online Submission, 2018
Teacher turnover in urban high-poverty schools is detrimental to students' achievement. In fact, one of the most prevalent social justice issues today is the unequal distribution of experienced teachers to urban high-poverty schools. Researchers suggest that experienced teachers are more effective at raising student performance than new or early…
Descriptors: Urban Teaching, Teacher Persistence, Tenure, Beginning Teachers
Michie, Gregory; Alexander-Tanner, Ryan – Teachers College Press, 2019
This graphic memoir of teaching in urban America is a brilliant reimagining of the classic text by Gregory Michie, "Holler If You Hear Me: The Education of a Teacher and His Students." Michie is joined by illustrator Ryan Alexander-Tanner and 10 artists--most of them young people of color--to bring a fresh, vibrant energy to the original…
Descriptors: Social Justice, Urban Teaching, Racial Bias, Cartoons
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Farinde-Wu, Abiola; Glover, Crystal P.; Williams, Nakeshia N. – Urban Review: Issues and Ideas in Public Education, 2017
With an increasingly diverse, K-12 public school student population, adequately teaching and instructing all student demographic groups is a pertinent educational issue. As such, there has been an ensuing need for teachers to develop the knowledge, dispositions, and pedagogical skills and competencies necessary to teach children from diverse…
Descriptors: Culturally Relevant Education, Public Schools, Urban Teaching, Qualitative Research
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