This article explores what happens when school mentors and university faculty co-facilitate a cycle of action research with pre-service science teacher residents in an urban teacher residency. The voices of all three constituents describe the process of doing action research together in community and its impact on their practice. The pre-service…

The purpose of this qualitative case study was to understand how an urban teachers' residency cohort program in Ohio, formed a partnership with an urban school district located in Ohio, and how and why the partners defined distinct and differing ideas of teacher quality for high-poverty schools and their disadvantaged students. Investigations of…

This study examines the experiences of educators teaching in and through the arts as they participate in various arts-centered forms of professional development. In particular, the study asks how arts-centered practices promote educator confidence, competence and resilience for teaching in large urban districts. Drawing on the work of Ellsworth…

An integral part of a teacher learning continuum ranging from preservice education to professional development for experienced educators, new teacher induction holds particular potential to effect change in urban education. Accordingly, this article offers recommendations for induction-related policy and programming capable of supporting beginning…

The development of one's teaching identity is a dynamic and multi-layered process, which becomes more immediate when one enters the profession through an alternative route, such as Teach For America (TFA). This grounded theory study examines how participation in three interrelated institutions--the urban school, the university, and TFA--directly…

This study presents the perspectives of a group of pre-service teacher candidates with a commitment to teach in urban public schools. Nineteen new teachers participated in this study and 14 of them identified as new teachers of Color. Their reflections on entering the teaching profession, teaching in urban schools, and qualities of good teaching…

A commitment to quality urban education means preparing successful teachers who are ready to meet those demands. This research examines factors that support and challenge a group of teacher candidates whose demographics are similar to students in urban schools--primarily of color, and/or from lower socioeconomic households. Our findings indicate…

This report shares findings from three longitudinal studies of the Urban Teacher Residency (UTR) Project, a partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education. From 2009 to 2014, with funding from the US Department of Education's Teacher Quality Partnership (TQP) Program, UTR placed…

Teacher educators wonder how to prepare student teachers for urban teaching. Beginning teachers in urban environments experience multiple challenges, such as responding appropriately to language differences and cultural diversity. This study aims to provide insight into how Dutch teachers are prepared for teaching in urban schools. A multiple case…

Urban education systems serve nearly 16 million students and employ almost one million teachers in the United States. The preparation of teachers for urban settings must attend to the unique and complex historical and sociocultural context of urban communities. This includes disrupting dominant stereotypes, particularly of urban communities of…

Drawing on a teacher concerns framework, alongside notions of critical consciousness, this article examines the extent to which teacher candidates' (TCs') concerns are related in any way to the critical scholarship they have engaged with throughout their teacher education coursework. Utilizing teacher candidates' written dilemmas of practice…

The "Urban Teaching Barriers" survey was created to assess barriers to urban teaching careers. Pre-service teachers (N = 377) completed this instrument, along with questionnaires that assessed urban teaching intentions and urban teaching self-efficacy. Six barrier domains were identified that tapped concerns over (a) lack of resources,…

This book advances a new framework for learning to teach, using in-depth case studies to show how learning to teach--in any type of program--can best be understood as a recursive and dynamic process, wherein teachers differentially access programmatic, relational, experiential, disciplinary, and dispositional resources. In the last twenty years,…

Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This…

Urban educational contexts are increasingly complex, both in terms of what count as "urban" communities, and in regard to the increasing diversity of schools in these settings. Given that school-based learning experiences are a core element of nearly all teacher education, it is critical that we develop a better sense of how early career…