Education scholarship is unclear about what matters most to novice teachers' enactment of culturally responsive instructional practices. To better understand the factors that contribute to novice teachers' instructional decision-making, the authors used Role Theory as a framework for an in-depth analysis of three first-year urban teachers who…

The purpose of this mixed-method study was to explore preservice teachers' beliefs and preconceptions about teaching for social justice in two pathways to teacher licensure: a traditional, university-based teacher preparation program and an urban teacher residency (UTR) program. Participants were enrolled in a post-baccalaureate education program…

This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this…

Presented in this article is a case study of first-year teachers working in an urban school. Drawing on literature around the early-career experiences of teachers--including a unique vulnerability for emotional turbulence and belief change--this article examines the changing beliefs of brand new urban educators as they progress throughout their…

This mixed-methods study explores the differences in 1st-year urban teachers' classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89…