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When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago's Urban Teacher Education Program
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Hammerness, Karen; Matsko, Kavita Kapadia – Urban Education, 2013
Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers' specific schools and students to illustrate how context becomes the…
Descriptors: Urban Education, Beginning Teacher Induction, Educational Environment, Teacher Role
Career Trajectories of Urban Teachers: A Continuum of Perspectives, Participation, and Plans Shaping Retention in the Educational System
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Rinke, Carol R. – Urban Education, 2011
This article addresses teacher retention in urban schools, focusing on high-need secondary science classrooms. As a longitudinal study, this research investigated how eight case study teachers conceived of their careers and career moves. The experiences and perspectives of three case study teachers indicated that they were situated along a…
Descriptors: Teaching (Occupation), Urban Schools, Urban Teaching, Teacher Persistence
Teacher Resilience in Urban Schools: The Importance of Technical Knowledge, Professional Community, and Leadership Opportunities
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Yonezawa, Susan; Jones, Makeba; Singer, Nancy Robb – Urban Education, 2011
Improving teacher retention and resiliency are key educational problems. In this article, we share findings from case studies of six educators who, for over 200 combined years, worked in urban, high-poverty schools and highlight what teachers need to remain in such contexts. We argue that developing "professional resilience" is a process…
Descriptors: Urban Schools, High Schools, Case Studies, Teacher Persistence