This study examines urban high school teachers' perceptions (N = 50) of their strengths and needs in supporting diverse students in their classrooms. Qualitative analysis of responses revealed the emergence of four thematic categories: enactment of positive teacher dispositions; external challenges affecting student learning; strengths in the…

This case study explores an urban secondary literacy teacher's involvement in communities of inquiry over time. I draw on data from a multiyear study that documented the intellectual work of a community of teacher candidates I worked with as an instructor in a literacy methods course and cofounder of an inquiry community they participated in…

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…