In an era of increased attention to academic achievement gaps, expanding educational options has emerged as one approach to meeting the diverse learning needs of urban youth. This multiple-case study uses teacher interviews to investigate the role of extra-organizational factors (e.g., district- or state-level mandates) in shaping teachers' work…

Using a social justice orientation to teacher education and a sociocultural approach to learning, this exploratory study presents data from twenty pre-service urban teachers about their perceptions of and visions for teaching in urban schools. Findings reveal candidates' desires to care for and build relationships with urban youth as a foundation…

Presents information regarding the qualifications of teachers, their identification with the problems of inner-city schools, and their commitments to teaching in the inner-city. (JM)

The type of reading teacher needed to teach reading at all grade levels in urban schools is characterized, and the habits and attitudes necessary for success are identified. The teacher needs to be (1) cognizant of the attitudes, misunderstandings, and prejudices of his colleagues; (2) aware of the possible hostility of his students, but sensitive…

This paper describes the teaching of an African American educator and her fifth-grade classroom in an elementary school in a working class neighborhood. The paper presents the results of a qualitative study of what makes the teaching of this teacher exceptional. Of the 17 students in this class, 7 speak English as a Second Language. Some are…

The difficulties facing teachers in the largest urban school districts in the United States are different from those in smaller districts. It is especially important to identify the success stories of teachers and students in demanding urban classrooms. Star teachers are those who are outstandingly successful in terms of student achievement and…

What are the thoughts of exemplary teachers from high poverty schools on linguistic diversity and cultural responsiveness? What do inner-city children say about their best teachers? In focus groups, faculty and students from high poverty schools were asked about the qualities and characteristics of exemplary urban teachers. One focus group…