There is a growing emphasis on social justice pedagogy as a predominantly White teacher labor force infiltrates classrooms in urban schools. Using "critical race theory" (CRT)--and the construct of interest convergence--this study examines how White teachers working in an urban school apply and enact teaching for social justice during…

This qualitative phenomenological study aimed to understand the influence of principal leadership styles, including their character and behavioral traits, on new teacher motivation and retention in urban K-12 public schools. Specifically, this study examined the similarities and differences regarding what principals and novice teachers perceived…

Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate…

While computer science is widely recognized as crucial for all U.S. high school students, challenges persist for teachers' pedagogical, content, and culturally responsive-sustaining education. In this paper, we explore how a co-teaching model with an experienced CS instructor shaped three novice CS teachers' knowledge while implementing Advanced…

Purpose: Guided by the cultural relevance cycle, this study examined experiences of two novice physical education teachers in urban schools. We focused on successes that teachers encountered while navigating their novice years. Methods: Two purposefully sampled participants completed five journal entries and five semistructured interviews lasting…

This research explores the cognitive dissonance experienced by novice teachers when entering the teaching profession, specifically around cultural competence while teaching in the urban core. The study builds upon previous research by Adam Eckard, who investigated the impact of teacher preparation programs on teacher identity development in urban…

Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher's local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school…

The focus of this research was to better understand the characteristics and behaviors of novice teachers in urban schools who return for another school year by examining their decisions to return for another year of teaching. This qualitative study used semi-structured interviews of five secondary teachers from the same alternative licensure…

The purpose of this multiple case study was to examine the experiences of beginning music teachers as they navigate starting instrumental music programs in a large urban school district in the southern United States. A team of researchers collected data from three first-year music educators launching new instrumental programs at seven schools.…

This paper provides a narrative account describing how a first-year teacher's empowering care in her mathematics classes in an inner-city high school in Southern California contributed to better student learning and helped raise district-wide test scores. The purpose of the article, chronicled from a practitioner's point of view, examines how…

Demographic data show an increasingly diverse student population in all urban settings. On the other hand, there continues to be a discrepancy about the student population and the teacher force, as the majority of the US teachers are predominately middle class, female, monolingual, and of European ancestry. This discrepancy adds complexity to an…

Background: To stem the tide of teacher turnover and prevent shortages, teacher turnover interventions and policies often focus on new and novice teachers because evidence suggests that teacher turnover is particularly high among these teachers. In addition, researchers continue to investigate the root causes of the high teacher turnover observed…

This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers'…

Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral…

This paper draws on a longitudinal qualitative study exploring the influence of the social class identities of novice teachers on their emerging teacher identities. The paper focuses on the ways in which, even at an implicit level, many novice teachers appear to recognise that their own (or perceptions of their own) class identity and the…