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Borrero, Noah – Multicultural Perspectives, 2009
Focusing on community as a key element in teacher education, this paper highlights the importance of new teachers embarking on their careers with a vision for social justice. Paying specific attention to the need for effective teachers in America's urban schools, the author stresses purposeful development of this vision for social justice…
Descriptors: Social Justice, Careers, Teacher Education, Urban Schools
Clements, Rhonda – Journal of Physical Education, Recreation & Dance (JOPERD), 2009
Although professionals begin their physical education teaching career in an urban setting with excitement and pride, many of them choose to leave urban schools in their first five years of teaching and seek employment in the suburbs or in rural settings or even abandon the teaching field altogether to pursue a different profession. While searching…
Descriptors: Urban Schools, Physical Education, Urban Teaching, Rewards
Del Prete, Thomas – Teachers College Press, 2010
A much-needed counterpoint to the sweeping rhetoric of reform, this important book offers a nuanced depiction of the challenges and possibilities at the school and classroom level. Through the experiences of urban high school teachers who partner with their local university, Del Prete provides unique insight into teaching and learning in the midst…
Descriptors: Achievement Gap, Urban Schools, Low Income Groups, Academic Achievement
Dusenbury, Linda; Hansen, William B.; Jackson-Newsom, Julia; Pittman, Donna S.; Wilson, Cicely V.; Nelson-Simley, Kathleen; Ringwalt, Chris; Pankratz, Melinda; Giles, Steven M. – Health Education, 2010
Purpose: The purpose of this paper is to describe the topics covered by coaches assisting teachers implementing a research-based drug prevention program and explore how coaching affects student outcomes. Design/methodology/approach: The All Stars drug prevention curriculum is implemented by 16 urban teachers who received four coaching sessions.…
Descriptors: Classroom Techniques, Urban Teaching, Teaching Styles, Substance Abuse
Onore, Cynthia; Gildin, Bonny – Teacher Education Quarterly, 2010
Despite progress in urban teacher preparation over the past 40 years, concerns still remain about transforming programs and practices in order to affect teachers' capacities to work with culturally diverse communities. These concerns include time in course curricula for discussion and reflection on field-based work, adequate supervision in…
Descriptors: Preservice Teacher Education, Community Development, Urban Schools, Urban Teaching
Lee, Robert E.; Creasey, Gary; Showalter, Brent D.; D'Santiago, Verenice – Penn GSE Perspectives on Urban Education, 2010
Identifying (and assessing) the mechanisms responsible for promoting social justice awareness represent a process that could be illuminated via theory building. To illustrate, integrated theories of moral reasoning and prosocial development stipulate that ultimate altruistic/benevolent intentions and behaviors are preceded by cognitive and…
Descriptors: Social Justice, Student Attitudes, Intention, Methods
Frankenberg, Erica; Taylor, Amanda; Merseth, Katherine – Urban Education, 2010
This study is a longitudinal analysis of the early career decisions made by graduates of an urban-focused secondary teacher preparation program. By matching graduates' self-reported commitment to teaching in urban schools at the end of the training program to the demographic data of the schools where they subsequently teach, the authors explore…
Descriptors: Preservice Teacher Education, Urban Schools, Urban Teaching, Teacher Education Programs
Jeffery, Jill V.; Polleck, Jody N. – Teacher Education Quarterly, 2010
Educational reformers have argued that universities and the schools they serve must work as partners in teacher education so as to tighten linkages between theory and practice. Such partnerships ultimately aim to achieve "simultaneous renewal" wherein each institution participates equitably in a "mutually beneficial relationship." However, because…
Descriptors: Preservice Teacher Education, Urban Schools, Theory Practice Relationship, College School Cooperation
Abbate-Vaughn, Jorgelina; Frechon, Olga; Wright, Brian L. – Theory Into Practice, 2010
This article discusses the relevance of four dimensions of urban teaching: foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and…
Descriptors: Urban Schools, Urban Teaching, Teacher Characteristics, Student Experience
Horn, Ilana Seidel – Teachers College Record, 2010
Background/Context: Research shows that teachers' understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers' colleagues have a role in shaping individuals' approaches to teaching and their responses to reform. Focus of Study: To understand how interactions with colleagues support teachers'…
Descriptors: Informal Education, Participant Observation, Ethnography, Teacher Collaboration
Bubb, Sara; Porritt, Vivienne – Management in Education, 2008
Chartered London Teacher (CLT) status is a unique scheme designed by London Challenge to recognise and reward teachers' achievements and provide a framework for professional development. As well as having the prestige of being a Chartered London Teacher for life, educators receive a one-time payment of 1,000 British pounds from the school budget…
Descriptors: Urban Teaching, Professional Development, Urban Areas, Foreign Countries
Lipiner, Michael – E-Learning and Digital Media, 2011
This in-depth case study explores a modern approach to education: the benefits of using film, technology and other creative, non-conventional pedagogical methods in the classroom to enhance students' understanding of literature. The study explores the positive effects of introducing a variety of visual-based (and auditory-based) teaching methods…
Descriptors: Assignments, Language Arts, Case Studies, At Risk Students
Donaldson, Morgaen L. – Equity & Excellence in Education, 2009
This retrospective, longitudinal study compares the career paths of graduates of Harvard University's master's-level teacher education program (TEP) before and after it adopted an urban emphasis in 2001. I surveyed all graduates of TEP, 1985-2006, which yielded a sample of 636. Using discrete-time survival analysis, I examined where respondents…
Descriptors: Urban Schools, Teacher Education Programs, Teacher Persistence, Urban Teaching
Johnson, Carla C.; Marx, Sherry – Journal of Science Teacher Education, 2009
This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in…
Descriptors: Educational Change, Science Teachers, Professional Development, Middle School Teachers
Heineke, Amy J.; Carter, Heather; Desimone, Melissa; Cameron, Quanna – Teacher Education Quarterly, 2010
The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and…
Descriptors: Urban Schools, Urban Teaching, Inservice Teacher Education, Teacher Education Programs