The study examines teachers' trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social…

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…

Teacher mentoring in the era of educational reform is used to address teacher retention, teacher professionalism, and teacher leadership, particularly among teachers of color. This qualitative study examines mentoring networks of Black women teachers. Informed by a womanist framework, study findings point to culturally based orientations of…

This investigation sought to determine if there was a difference in the development of effective urban teacher characteristics after completing a traditional internship experience or a Professional Development School internship experience. The Urban Teacher Selection Interview was used to assess 10 characteristics including persistence, value of…