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…

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

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…

In the Urban Teacher Fellows (UTF) program, Student Support Specialists are responsible for recruiting, advising, and supporting students on the teacher pathway, beginning at the community college and continuing through the four-year university degree and credential programs. This is a program designed specifically to address serious concerns…

Understanding the beliefs of preservice teachers is an important area to investigate in the teacher education process. This article examines the relationship between preservice teachers' beliefs pertaining to diversity and urban schooling and how these inclinations contribute to a commitment to teaching urban students. Canonical correlation…

This paper explores how a preservice teacher defined, experienced, and transacted with multiple professional communities in becoming a social justice-minded urban English teacher. It extends research on urban teachers and professional communities by arguing that professional community in relation to urban teachers must be informed by…

This qualitative study investigated the visions and metaphors for teaching held by teacher candidates enrolled in an urban-based alternative certification program. While late-entry teacher recruits are considered to have high motivations for urban school teaching, few studies explore the nature of these motivations. Findings from this study…

This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate…

It is sometimes assumed that "digital natives" will more easily integrate new literacies into their classrooms once they begin their careers. This study followed preservice teachers at the junior level who were taking part in a year-long field experience set in an urban high school. This field experience was set in the context of an…

Awardees of the National Science Foundation's Noyce Scholars funds are required to teach science in high-need urban or rural school districts upon graduation. The purpose of this research was to analyze the reflective considerations that distinguish preservice Noyce Scholar science education majors committed to teaching in high-need New York City…

In 2001, National Louis University and the Academy for Urban School Leadership partnered to create the country's first Urban Teacher Residency (UTR) program. Ten years later, with the assistance of Teacher Quality Partnership funding, the program quadrupled in size. As the UTR expanded, an increasing theory-practice gap became apparent, reflecting…

In recent years, teacher education has been charged with reforming programs to better align curriculum, clinical practice, and accountability. The sense of urgency for reform has been heightened by competition from alternative routes to teaching that jump straight to practice, often criticized for foregoing essential knowledge and theory. This…