Education Commons^™

Can A Modified Model Un Support Civic Empowerment?, Leora Mincer, Jennifer Leger, Lucy Wilson

SPACE: Student Perspectives About Civic Engagement

No abstract provided.

How Are Teachers Leading Now? From Access To Activism: An Introduction To The Special Issue, Kaavonia Hinton, Jori S. Beck

Teaching & Learning Faculty Publications

In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work.

Leading The Initial Implementation Phase Of Tandemed In Relationship With The Pittsburgh Public Schools, Brian C B Barnes

Journal of Research Initiatives

TandemEd facilitates Black communities to create campaigns that highlight their positive racial identity and self-defined educational purpose. This article examines leadership of the initial implementation phase of the TandemEd community initiative in relationship with the Pittsburgh Public Schools (PPS) focusing primarily on the interactions with the superintendent and executive director of the superintendent’s office. The results included ongoing support from PPS as TandemEd formed a citywide steering committee of highly community legitimated persons, executed a leadership and campaign academy for thirty-five Pittsburgh youth, and facilitated design and delivery of various cable television commercials on identity and purpose in the Greater …

Good Science Teaching In An Urban Middle School Context : An Examination Of The Relationship Between Science Teachers And Their Students, William J. Brown

Theses, Dissertations and Culminating Projects

Good science teaching within an urban middle school context was examined in this qualitative methods study. This research also examined what middle school science teachers prioritized in an urban science classroom and uncovered ways in which culturally responsive teaching showcased itself among inservice teachers. Good science teaching and culturally responsive teaching strategies have been investigated, but its impact on urban middle school science classrooms with marginalized students is where the research is minute.

The data from the study revealed that the following culturally responsive teaching strategies are prioritized to have an impact on marginalized students in urban middle school classrooms: …

Voices Of Teacher Graduates: Preparation For Black Mattering In Schools, Loyce E. Caruthers, Jennifer Waddell, Bradley Poos, Ashley N. Smith

Northwest Journal of Teacher Education

The Institute for Urban Education (IUE) began in 2005, following unitary status of Kanas City Public Schools in 2003, as a four-year undergraduate urban teacher preparation program to prepare students to interrupt school-centered practices of Eurocentric identity and antiblackness. A program feature entails recruitment of high school students from urban communities and scholarships to support fulltime preparation without employment distractions. Graduates commit to teach for a minimum of four-years in an urban school. Our investigation incorporated BlackCrit with in-depth interviews to capture the experiences of nine graduates in the schools where they teach or engage in school leadership. While testimonials …

Secondary Teacher Attitudes Targeting Inclusion Of English Language Learners In Mainstream Classrooms, Jacquelin Drusilla Buttram-Brownell

ATU Theses and Dissertations 2021 - Present

Educational leadership in public schools have struggled to service second language learners across the United States. Although support systems in urban education settings have seemed to be fully staffed, the surge of new immigrants, has posed challenges to classroom teachers. Unspoken attitudes of bias and perception of faculty members have been menacing and could have impeded equitable practice and performance of both the English language learner and the teacher. Previous research of Reeves (2002, 2004, & 2006) has inferred teachers have struggled with their attitudes toward ELLs in their mainstream classes and have indicated professional development as being essential. Specifically, …

Down The Rabbit Hole: A Fantastical First Year Of Teaching, Tabitha Dell'angelo, Maria Degenova

#CritEdPol: Journal of Critical Education Policy Studies at Swarthmore College

Interviews and observations of first year teachers in the northeastern United States were used to construct a comic. The comic communicates the excitement, fears, and competing demands of a beginning teacher. The dialogue and setting are presented as surrealist to help the reader gain an understanding of the affective realities that the teachers expressed when describing their early teaching experiences. This approach allows for the multiple dimensions of the teachers’ lived experiences to be experienced in ways that a traditional text does not allow. The work takes a critical look at the transition of beginning teachers into their careers and …

Manteniendo La Chispa: Testimonios Of Latina Veteran Urban Teachers, Monica K. Valencia

LMU/LLS Theses and Dissertations

As the student population in U.S. public schools becomes more diverse, with an increase of students of color and from low socioeconomic backgrounds, it is critical that the opportunity gaps in our education system are addressed to provide an equitable education for urban youth. To mitigate these gaps, there is a need for an experienced urban teacher workforce, but urban schools face staffing challenges that make this difficult. There is an exceptional need for Latina/o teachers, who demonstrate positive impacts on Latina/o students, the largest minority population nationwide, however, the retention rate amongst Latina/o teachers is lower than that of …

Understanding Teacher Experience With Instructional Coaching To Inform Program Improvement Reflecting The Principles Of Adult Learning Theory: A Mixed Method Case Study, Shay Reitz

Graduate Theses & Dissertations

Instructional Coaching (IC) is a strand of Professional Development (PD) during which an instructional coach provides individualized support and feedback to teachers, focused on instruction, generally within the context of the teacher’s classroom (Kraft et al., 2018). This fully integrated mixed method case study examined teacher experience with IC in order to understand which operational and emotional components of IC had the greatest perceived impact, in order to inform program improvement. Adult learning theory served as the conceptual framework for this study; the process of teaching adults is known as andragogy (Knowles, 1980). Andragogy indicates that teaching adults in a …

Reflections On The Eating Of Bologna Sandwiches: A Memoir, Benjamin M. Raphael

Dissertations, Theses, and Capstone Projects

Reflections on the Eating of Bologna Sandwiches is a memoir project intended to give light to my experiences teaching in a small public school located in the South Bronx. These experiences are directed to a general “second” person who takes the form of “you” and is intended to act as a general stand-in for the student population of this school, similar to the “you” used by James Baldwin in his seminal work “My Dungeon Shook”. This “you” is meant to breakdown the wall between the reader and the student population, allowing one to occupy another and in the process develop …

Exploring Career Change Transitions Through A Dialogic Conceptualization Of Science Teacher Identity, Lara Smetana, Ali Kushki

Education: School of Education Faculty Publications and Other Works

Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and development. As yet few studies have examined the unique identity challenges of science teacher career changers. Akkerman and Meijer’s (2011) dialogical approach to the conceptualization of teacher identity informed this longitudinal, qualitative study exploring the different identity aspects, or I-positions, of two individuals who had changed careers to teach high-school biology. The study identified moments of disequilibrium experienced by the participants and explored how they each eventually restored equilibrium. Analysis included …

Enhancing Hbcu Teacher Education Experience Through Authentic University-School Partnerships, Valeisha Ellis, Patricia Jenkins, Tiffany D. Pogue

Georgia Educational Researcher

This mixed-methods study sought to examine teacher education candidates’ practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students’ achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed.

Urban-Focused And Community-Based Teacher Preparation, John R. Walcott

International Christian Community of Teacher Educators Journal

Existing challenges in many urban schools have led to an increased emphasis on urban-focused teacher preparation. While this work can be demanding and complex, many Christian teacher education programs desire to engage in this work as part of their efforts to prepare their teacher candidates to teach all students and to promote more equitable educational opportunities in urban communities. In this article, the author reviews the literature on effective urban teacher preparation and then discusses the potential for collaboration with local schools and communities to support this work in Christian teacher education programs. The author argues that authentic engagement with …

When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien

Doctoral Dissertations

Based on a 3-year ethnography, this dissertation documents the story of Presente, an explicitly critical youth-led restorative justice group attempting to dismantle the school-prison nexus and create a more youth-centered culture at their high-reform high school. This dissertation addresses the questions: How does serving as a restorative justice peer leader impact students? What challenges and opportunities arise as the school tries to transition to more restorative practices? And how do the values central to restorative justice come up against, challenge, and get challenged by neoliberal education reform?

Democratic Education And An Urban Teacher Residency: A Case Study, Bryan P. Arnold

Theses and Dissertations

Over the course of American schooling scholars note that democratic education and citizenship have not been abandoned, but perhaps marginalized or pushed aside, as test scores and achievement have become the most desired outcomes. Democratic education must move out of the margins and into high priority. The current political climate of increased division and divisiveness could not illustrate this need any more. Another well-documented challenge within the American educational system, particularly in high need areas is the need for highly qualified teachers. Urban Teacher Residency (UTR) programs have offered a possible solution to this growing problem in recruiting, training, and …

When Am I Ever Going To Use This In The Real World? Cognitive Flexibility And Urban Adolescents' Negotiation Of The Value Of Mathematics, Jamaal Matthews

Department of Educational Foundations Scholarship and Creative Works

Many adolescent learners have difficulty understanding the relevance of mathematics for their lives. This problem is particularly pernicious among Black and Latino adolescents who often face cultural stigma that can affect their perceived value of mathematics. The present study used concurrent nested mixed methods to explore this issue in 419 urban Black and Latino adolescents. Structured classroom observations, a computerized cognitive assessment, and surveys were used to examine how teacher math applications (TMAs) and adolescent cognitive flexibility interact to predict students' valuing of mathematics. From a subset of the larger sample (n = 37), semistructured qualitative interviews were used to …

Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower

Department of Teaching and Learning Scholarship and Creative Works

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …

A Tale Of Three Cities: Defining Urban Schools Within The Context Of Varied Geographic Areas, Connie Schaffer, Meg White, Corine M. Brown

Teacher Education Faculty Publications

What constitutes an urban school? This question has confounded social researchers and educators who often limit definitions to population data. H. Richard Milner suggested a framework for defining urban schools that includes population data as well as the racial and social context of schools. This article applied Milner’s model to school districts in New York, Nebraska, and New Mexico which exemplified Milner’s categories of urban schools: urban intensive, urban emergent, and urban characteristic. Application of the framework to the districts presents a model for teacher educators to deliver two important components of preservice preparation. First, the model can assist preservice …

Literature Review On Interventions For Disruptive Behavior, Anna M. Veelman

Scholarship and Engagement in Education

Incorporating arts education can be a valuable intervention for students in an urban setting. Teaching through the arts can act as an initial, Tier One intervention, for students who exhibit disruptive behaviors in the classroom, due to trauma, as well as benefit the overall classroom culture. The arts curriculum has a restorative power that allows students to learn social-emotional regulation skills, bodily-awareness, and expression.

Some students come to school, particularly in an urban environment, coping with traumatic experiences. The reality of their daily lives may have an affect on them, emotionally and socially. Art education may serve as an outlet …

The Effectivness Of Advisory Pograms With Teachers And Learning Disabled African-American Students In Urban High Schools, Camelia Ramona Gligor

Wayne State University Dissertations

THE EFFECTIVENESS OF ADVISORY PROGRAMS WITH TEACHERS AND LEARNING DISABLED AFRICAN-AMERICAN STUDENTS IN URBAN HIGH SCHOOLS

By

Camelia Ramona Gligor

ABSTRACT

This is a study that investigated the effects of Advisory program on African American high school students with specific learning disabilities. In this qualitative study the advisory program is examined through the lenses of teachers and students from a Mid East Metropolitan Area (MEMA).

Three research questions guided this dissertation: (1) How do secondary school teachers perceive inclusive advisory in urban schools; (2) How do African-American SLD students value their experiences in advisory; (3) What are the secondary teachers’ …

Supporting Candidates In High Needs Settings, Janet Lorch

Faculty Publications

This presentation is based on two years of data from an Urban Teacher Residency of Masters of Arts in Teaching for Elementary Education. Teacher candidates are placed in residencies in Chicago Public Schools.

No Teaching More Fulfilling: An Interview With Pam Jones, Linda Levine

Occasional Paper Series

Teacher educator Linda Levine interviews colleague Pamela Jones on her enduring commitment to quality education for all. Pam shares her thoughts and insight into what it takes to be a successful teacher in high-needs urban schools. Two guiding principles emerge as prerequisites for success: teachers need to be true to themselves and to find teaching assignments in places that resonate with them.

High School Content-Area Teachers’ Responses To An Exploratory, Investigative, And Experimental Professional Development Program For Content Area Literacy, Laura E. Ferreira Vesga

FIU Electronic Theses and Dissertations

Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas.

An exploratory case study design was used to examine the responses of high school content area teachers to an EIE (exploratory, investigative, and experimental) professional development …

Learning To Teach In An Urban Teacher Residency, Lauren Gatti

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this article, I employ sociocultural theory to analyze the learning to teach process of two novice teachers enrolled in one Urban Teacher Residency (UTR). Findings show that Genesis and Jackie were differentially drawing on programmatic, disciplinary, relational, experiential, and dispositional resources as they learned to teach in an urban context. I show that programmatic resources of supervision and classroom management requirements (i.e., Doug Lemov’s Teach Like a Champion) not only differentially influenced teachers’ learning and development but also differentially impacted the development of trust with students.

Silencing The Critics: A Conceptual Framework In Teacher Preparation For Social Justice, Allison P. Schildts

LMU/LLS Theses and Dissertations

Teacher preparation programs are making concerted efforts to prepare practitioners to transform urban education. Current studies rely heavily on self-reported data with little to no inclusion of the voices of teachers or perceptions of principals. This qualitative case study aimed to fill that gap by exploring how alumni of one social justice–themed University Teacher Preparation Program (UTPP) defined and implemented socially just teaching practices in urban elementary classrooms. Participants included six teacher alumni in their first, second, or third year of teaching, two supervising principals, and one UTPP staff member. Methods included semistructured interviews, full-day classroom observations, and a review …

Children Are The Messengers: A Case Study Of Academic Success Through The Voices Of High-Achieving Low-Income Elementary Students, Stephen Howard Mccray

LMU/LLS Theses and Dissertations

For low-income minority and marginalized communities, American democracy’s educational mission remains unfulfilled. Student voices have provided insight into ways that schools disserve and serve students and how schools can improve in promoting academic achievement; however, academically successful low-income students’ voices—particularly those at the elementary school level—are largely excluded from the literature. Providing a platform for student voices, this qualitative, intrinsic critical case study explored six high achieving low-income students’ views of their academic success and how that success was achieved. Participants were six fifthgrade students, their parents, and teacher, in a school-wide Title I urban public school. Data were collected …

Summer In The City: Respect And Autonomy In The Urban Classroom, Matthew Brill

SPACE: Student Perspectives About Civic Engagement

This article is a reflection on my time as a STEP-UP fellow. In the course of the article I discuss what I believe I have learned about education from my time in this program.The lessons learned about urban education are valuable to any educator.

From “Outsider” To “Bridge”: The Changing Role Of University Supervision In An Urban Teacher Residency Program, Wendy Gardiner, Janet Lorch

Faculty Publications

This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision. Specifically, the FL model supported teacher candidate learning, both in the field and in university coursework; and enhanced school-university collaboration. The authors provide an analysis …

The Threads They Follow: Bank Street Teachers In A Changing World, Linda Darling-Hammond, Ira Lit

Books

This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs, by examining the quality of their preparation, their teaching practices upon graduation, and the influence they have on their students’ learning. It also looks at the cumulative effects of school-wide practices at schools supportive of the Bank Street approach. The results conveyed here are based on the combined analyses of extensive surveys of graduates and employers; large-scale administrative data related to the impact of program graduates on pupil learning in New York City public schools; in-depth classroom and school observations; and interviews of graduates, …

The Preparation, Professional Pathways, And Effectiveness Of Bank Street Graduates, Eileen Horng, Xinhua Zheng, Ira Lit, Linda Darling-Hammond

Books

Documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis of pupil achievement gains. This report is part of a larger study that examines the preparation, practices, and effectiveness of graduates of Bank Street College teacher certification programs over the last decade.