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Justice-Oriented Teaching Dispositions in Urban Education: A Critical Interpretive Case Study
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Butler, Bettie Ray; Coffey, Heather; Young, Jemimah Lee – Urban Education, 2021
The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using…
Descriptors: Social Justice, Urban Education, Preservice Teachers, Correlation
Relationships between Organizational Factors and Teachers' Knowledge and Use of Culturally Relevant Education
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Mathews, Hannah Morris; Oblath, Rachel; Bettini, Elizabeth; McCray, Erica; Chopra, Akash; Scott, Terrance – Teachers College Record, 2023
Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students' educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that…
Descriptors: Culturally Relevant Education, Urban Education, Poverty Areas, Student Experience
Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education
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Philip, Thomas M.; Souto-Manning, Mariana; Anderson, Lauren; Horn, Ilana; J. Carter Andrews, Dorinda; Stillman, Jamy; Varghese, Manka – Journal of Teacher Education, 2019
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our…
Descriptors: Educational Practices, Teacher Education, Risk, Equal Education
Culture Clash: Interactions between Afrocultural and Mainstream Cultural Styles in Classrooms Serving African American Students
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Rouland, Karmen; Matthews, Jamaal S.; Byrd, Christy M.; Meyer, Rika M. L.; Rowley, Stephanie J. – Interdisciplinary Journal of Teaching and Learning, 2014
This study examined the relation between classroom cultural and achievement-related characteristics and their influence on social outcomes in a sample of 74 fifth grade African American youth (41 girls; 33 boys) ages 10-13 years. Trained observers rated classrooms according to Boykin's (Boykin, Tyler, & Miller, 2005) definition of mainstream…
Descriptors: African American Culture, Academic Achievement, Correlation, African American Students
Measuring Students' Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education
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Li, Weidong; Wright, Paul M.; Rukavina, Paul Bernard; Pickering, Molly – Journal of Teaching in Physical Education, 2008
The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who…
Descriptors: Physical Education, Student Attitudes, Factor Analysis, Social Responsibility