Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the…

This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous…

Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our…

Cammarota and Romero describe how they utilized a framework they call "critically compassionate intellectualism" (CCI)--a trilogy of critical pedagogy, authentic caring, and social justice-oriented curriculum--to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and…

This article shares findings from a qualitative study of an undergraduate urban education fellowship designed to connect teacher-candidates with activist teacher communities and explore questions of social justice, equity, and multicultural teaching. Fellows attended conferences, professional meetings, and on-campus dialogues over one semester.…

Multicultural education and special education share historical roots, philosophies, theories, and pedagogies that provide unique opportunities to address the many challenges of underserved K-12 students. Without a more refined and critical analysis, however, the shared similarities could possibly mask the tensions and the complexities inherent in…

This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers…

An examination of Livingston College at Rutgers as an example of some of the difficulties and successes in the implementation of the "No One Model American" statement. (JA)

Despite their interconnectedness, teacher education, teacher development, and teacher retention are often treated as discrete domains of inquiry. This article and the research on which it reports resist such compartmentalization and instead focus on relationships between teachers' pasts, presents, and futures. In particular, this qualitative study…

Modern teaching and teacher education "magically" transform sciences, social sciences, and humanities. The alchemy of school subjects provides a way to think about frames of reference organizing inquiry and constitutes evidence in teacher education, also obscuring the normalizing and dividing practices of teaching (including…

Because of the enormity of challenges that confront teachers in urban schools, teachers should be finely trained in an intensive educational program. (JD)

Some major issues and goals of concern to the National Institute of Education are discussed. (JD)