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Professional Development Support Structures: Increasing Response to Intervention (RTI) Teacher Mastery through Effective Implementation in One Urban Elementary School
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Kathryn Rosharna Stewart – ProQuest LLC, 2024
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…
Descriptors: Faculty Development, Response to Intervention, Teacher Effectiveness, Program Implementation
Unfinishedness: Striving for a Viable Partnership between TFA and Its University Partner
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Meyers, Barbara; Fisher, Teresa R.; Alicea, Monica; Bloxson, Kolt M. – Teachers College Record, 2014
Background/Context: Teach For America (TFA) affiliates with universities in most of its 40 regions nationally; however, few researchers intentionally study the content and processes of a partnership between TFA and a college of education. Purpose/Research Question/Focus of Study: To ensure that investments both organizations were making had a…
Descriptors: Teacher Education, Professional Associations, Schools of Education, Universities
Engaging a Systemic Partnership to Increase College Access and Success
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Benson, Gwen; McClendon, Susan Crim – Metropolitan Universities, 2008
Systemic, university-school-community partnerships characterize efforts by Georgia State University to enhance preparation of urban teachers and urban student success. A partnership with the Atlanta Housing Authority focuses on family education in mixed-income communities. Work with the National Parks Service's Martin Luther King, Jr., Center…
Descriptors: African American Students, Urban Teaching, Academic Achievement, College School Cooperation
Urban K12 School-University Teacher Preparation Partnerships: An Initiative of the Great Cities' Universities
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Ilmer, Steven; Kirby, Peggy C. – Online Submission, 2007
The 21 urban research universities that are members of the Great Cities' Universities (GCU) annually enroll approximately 20 percent of the students in the United States who are preparing to teach in K12 urban schools. This study examined the experiences of GCU-sponsored, school-university teacher preparation partnerships in Atlanta, Houston,…
Descriptors: Elementary Secondary Education, Urban Teaching, Urban Schools, Research Universities
Effecting Change in Inner City Schools: Some Reflections
Day, David E.; George, Louise Y. – J Negro Educ, 1970
Examines the problems of introducing a new science curriculum to three inner-city elementary schools in Atlanta which are characterized by continual educational failure. (JM)
Descriptors: Curriculum Development, Disadvantaged Youth, Educational Innovation, Elementary School Curriculum
The Professional Leadership Development Project: Building Writing Project and School-Site Teacher Leadership in Urban Schools. National Writing Project at Work. Volume 1, Number 5
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Boykin, Zsa; Scrivner, Jennifer; Robbins, Sarah – National Writing Project (NJ1), 2004
Between 1996 and 1998, a team of teacher-consultants affiliated with the Kennesaw Mountain Writing Project (KMWP), Georgia, used support from Project Outreach of the National Writing Project to develop a model for promoting teacher leadership within individual urban schools and for their writing project site as a whole. Their model is not a…
Descriptors: Urban Schools, Teacher Leadership, Models, Teacher Collaboration