It is sometimes assumed that "digital natives" will more easily integrate new literacies into their classrooms once they begin their careers. This study followed preservice teachers at the junior level who were taking part in a year-long field experience set in an urban high school. This field experience was set in the context of an…

This ethnodrama communicates the lived experience of an outstanding teacher of English who worked in the Chicago Public Schools for more than 20 years. Excerpts from three semi-structured interviews have been constructed into a one-woman show that uses music, dance, and the art of theater to convey the spiritual beauty of ambitious, urban teaching…

In an educational landscape where teacher evaluation methods are increasingly discussed and scrutinized in research offices, legislatures, and school buildings, the differences in policy and instrumentation among states and school districts can paint a confusing picture of these varying methods and their impacts. To help assess the picture in…

This mixed-methods study explores the differences in 1st-year urban teachers' classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89…

This research examined pre-service teachers' perceptions of urban schools and urban students before and after an 80-hour field experience in an urban K-12 district. The fieldwork placements were structured through a school-university partnership, and supported by university coursework. Quantitative data collected from 150 students over three…

Whether explicitly or implicitly, questioning and reformulating the purposes of public schools continues to be both a popular public and policy maker past time. Yet, few current definitions and assessments of school or teacher "quality" consider the social justice-oriented characteristics the authors of this article recognize as most…

Awardees of the National Science Foundation's Noyce Scholars funds are required to teach science in high-need urban or rural school districts upon graduation. The purpose of this research was to analyze the reflective considerations that distinguish preservice Noyce Scholar science education majors committed to teaching in high-need New York City…

In 2001, National Louis University and the Academy for Urban School Leadership partnered to create the country's first Urban Teacher Residency (UTR) program. Ten years later, with the assistance of Teacher Quality Partnership funding, the program quadrupled in size. As the UTR expanded, an increasing theory-practice gap became apparent, reflecting…

In recent years, teacher education has been charged with reforming programs to better align curriculum, clinical practice, and accountability. The sense of urgency for reform has been heightened by competition from alternative routes to teaching that jump straight to practice, often criticized for foregoing essential knowledge and theory. This…

This is a story about urban students becoming urban teachers. It begins with the 1988 U.S. Department of Education funding of a bold idea: attracting multicultural/multilingual students to begin their teacher preparation at a two year college, preparing them to continue at a 4 year college. This is how the Milwaukee Area Technical College became…

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…

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these…

Ichino and Moretti (2009) find that menstruation may contribute to gender gaps in absenteeism and earnings, based on evidence that absences of young female Italian bank employees follow a 28-day cycle. We find this evidence is not robust to the correction of coding errors or small changes in specification, and we find no evidence of increased…

This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating…