Drawing from the experiences and reflections of new urban educators, this study examines how teachers undergo their first year of teaching on account of their student teaching. Using "Situated Learning Theory"--with an emphasis on legitimate peripheral participation--this study explores how sociocultural and contextual elements of…

Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. We utilized the theoretical frameworks of social justice, identity, and structure-agency to investigate this…

An integral part of a teacher learning continuum ranging from preservice education to professional development for experienced educators, new teacher induction holds particular potential to effect change in urban education. Accordingly, this article offers recommendations for induction-related policy and programming capable of supporting beginning…

This study presents the perspectives of a group of pre-service teacher candidates with a commitment to teach in urban public schools. Nineteen new teachers participated in this study and 14 of them identified as new teachers of Color. Their reflections on entering the teaching profession, teaching in urban schools, and qualities of good teaching…

As the educational community continues to consider the impact of the proliferation of accountability-aimed reform on students, schools, and communities, the consequences of said reforms on teachers must be included. Results of this study indicate that even distant, broad educational policies manifest in specific and profound ways in teachers'…

Preparing new teachers to work in urban schools has become a priority for many teacher education programs. This study explored 20 preservice teachers' responses to a scenario about working in an urban school as a beginning teacher. Specific attention was placed on what participants believed were key challenges and concerns. Findings indicated that…

America's urban public schools and their students are in dire need of a durable and committed corps of teachers, teachers who are willing to stay in education long enough to make a difference in the conditions of those schools, and most importantly, in student achievement. Many traditional teacher education programs critique alternative programs…

This study explores urban teachers' perception of their mentoring experience in an alternative urban teacher education program. Fifteen teachers who had been teaching in urban schools for at least three years participated in focus groups. The findings support the need for continuing the development of new teachers through utilizing mentors in the…

The STINT Teacher Training Program is designed to provide crucial support for new and inexperienced teachers in urban schools using skilled and experienced teachers who are given 100 percent released time to work with the participants on a ratio of approximately one to nine. The program is concentrated in the ghetto areas of Manhattan, Brooklyn,…

An account of an assistant principal's efforts to assist new and inexperienced teachers to remain in education, focusing on solving the problems of 3 basic types of new teachers: (1) the scared to death, but tries to teach them anyway teacher, (2) the managerial efficiency teacher, and (3) the idealistic teacher. (EH)

To examine the role of mentoring in urban school settings, conceptions of "urban schools,""mentors," and "mentoring" are explored. The most critical component of successful mentoring is a shared philosophy of the ways students learn and the possibility of learning. Strengthening the ability of mentors to exchange information is essential. (SLD)

This document describes "Teach for America," a program which recruits outstanding college students who may not otherwise have considered teaching, provides them with an intensive training program, and places them for 2 years of teaching in inner-city and rural school districts with persistent teacher shortages. The report addresses: (1)…

A 3-year collaborative project among Clay and Duval County (Florida) school districts, two professional teacher organizations, Florida Community College at Jacksonville, and the University of North Florida College of Education and Human Services sought to improve the preparation of urban teachers, increase student achievement, and decrease urban…