This study investigated the impact of professional development support structures for enhancing teacher mastery of Response to Intervention (RTI) in an urban elementary school setting. With a focus on effective implementation strategies, the research explored the role of tailored professional development initiatives in equipping educators with the…

The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who…

Teacher credibility is a prerequisite of effective instruction. A credible teacher is honest, knowledgeable, and caring. Credible teachers do the right thing when no one is watching; they are in control of the learning environment, but they do this in an enthusiastic and engaging way. Credibility takes time to develop. This study investigated ways…

Teachers' decisions are often undergirded by their sense of pedagogical responsibility: whom and what they feel beholden to. However, research on teacher sensemaking has rarely examined how teachers reason about their pedagogical responsibilities. The study analysed an emotional conversation among urban mathematics teachers about what they teach…

This research explores a finding from a multicase study of effective teachers working in urban high-poverty schools who used responsive classroom management as a tool. While classroom management was not the focus of the larger study, it emerged as a finding that was critical for participants as they fostered success for their students, and in the…

This is UChicago Consortium's first comprehensive brief on student teachers and the student teaching experience in Chicago Public Schools (CPS). It synthesizes findings from research done in partnership with researchers from National Louis University, University of Michigan, and Stanford University, using CPS teacher data, along with surveys of…

We examine how teachers from two alternative preparation programs--Teach for America (TFA) and Kansas City Teacher Residency (KCTR)--contribute to the teacher labor market in and around Kansas City, Missouri. We show that TFA and KCTR teachers are more likely than other teachers to work in charter schools, and more broadly, in schools with high…

The purpose of this article is to share findings about Head Start teachers' attitudes and perceived competence toward inclusion based on data gathered from 41 instructional professionals in 18 Head Start classrooms using surveys and interviews. Results showed that all of the participating teachers agreed with inclusion and identified several…

Teacher turnover in urban high-poverty schools is detrimental to students' achievement. In fact, one of the most prevalent social justice issues today is the unequal distribution of experienced teachers to urban high-poverty schools. Researchers suggest that experienced teachers are more effective at raising student performance than new or early…

This study examines the degree of agreement between three Haberman Foundation-trained facilitators' interviews and pre-service teachers' self-evaluations of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research approach, data for this investigation was collected from 17 subjects who are all…

Contextualized in an urban college's teacher education program and its partnership inner-city elementary schools, this qualitative study explores the impact of lesson study on the emergence of a stronger pedagogical content knowledge on mathematics teaching practices of minority preservice teachers. Aiming to raise the mathematics achievement of…

This qualitative case study explored how a pre-service training program developed through a partnership between a university and a charter school, and specifically created to prepare and retain urban educators, may lead to efficacious classroom practices. To address the manner in which teachers can be ill-prepared for the realities of urban school…

This article uses counter-storytelling to examine how four urban African American mothers understand and discuss the role of Common Core State Standards (CCSS) in their children's education. Counter-storytelling is used as an oppositional framework to dominant stories privileged by educational systems. Findings conclude how parents posit valid…

The purpose of this qualitative case study was to understand how an urban teachers' residency cohort program in Ohio, formed a partnership with an urban school district located in Ohio, and how and why the partners defined distinct and differing ideas of teacher quality for high-poverty schools and their disadvantaged students. Investigations of…

The purpose of this study was to examine the factors that impact teachers' decisions to remain teaching in an urban school district. The researcher analyzed survey data provided by the Office of Planning and Accountability for an urban school district in Tennessee. The findings of the study are also discussed as well as any implication for…