Attracting and retaining high-quality teachers is especially challenging in urban districts. It is in these communities where teacher candidates must begin their preparation. This article provides a conceptual framework and programmatic examples used to develop a community-based urban teacher preparation model within a third hybrid space where…

Describes a systematic, role-oriented approach to the preparation of teachers for inner city schools, by familiarizing them with the students and setting before their student teaching experience. (MM)

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…

This article considers the ways in which 17 novice teachers define and describe effective urban teaching and the stark contrasts that these teachers draw between effective urban teaching and effective teaching. The authors find that descriptions of students played a considerable role when participants made distinctions between effective teaching…

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

Urban schools are challenged to improve teacher retention and quality. Unfortunately, research on effective teaching and attributes of effective teachers rarely has considered urban contextual influences. The purposes of the current study were (a) to develop and validate an instrument for evaluating urban teacher attributes and (b) to determine…

Describes program in Washington, D. C. (RT)

Teacher educators can become more active in urban schooling by: (1) recognizing that recent historical events have changed the forms of urban schooling; (2) accepting the basic differences in ideology between people in urban schools and those in colleges of education; and (3) reorganizing the priorities of teacher education programs. (JN)

Briefly describes the 11 instructional packages used in program at Case Western Reserve University. (RT)

Three Pittsburgh (Pennsylvania) universities and the Pittsburgh school district collaborated in the preparation of urban secondary teachers. A study of exemplary teachers' characteristics regarding successful lessons indicated that these teachers planned thoroughly and were concerned about making lessons relevant but not influenced by social and…

Interviews with urban teachers examined factors they considered fundamental for successful teaching, comparing them with factors identified by student teachers and teacher educators. Experienced teachers indicated that contextual, personal, and pedagogical factors directly affected successful teaching. Across the groups, factors were ranked…