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Novice Teachers Perceptions About Their Education For Teaching In Urban Schools
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Book Synopsis Novice Teachers' Perceptions about Their Education for Teaching in Urban Schools by : Brenda Kay Harris
Download or read book Novice Teachers' Perceptions about Their Education for Teaching in Urban Schools written by Brenda Kay Harris and published by . This book was released on 2009 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: I conducted a multi-case study within the theoretical framework of urban schooling, critical race theory, teacher preparation, and hermeneutics. The study was conducted in a Midwestern urban school district. Utilizing the theoretical traditions of phenomenology, heuristics, narratology, and portraiture, I explored novice teachers' perceptions about their education for teaching, specifically their beliefs about the extent to which they have been prepared to teach in urban schools. The focus questions were: (1) How prepared are novice teachers to teach in urban schools? (2) What experiences appear to be the most significant in preparing novice teachers for urban settings? (3) What perceptions do novice teachers have about urban schools? The findings support the literature in that some novice teachers are inadequately prepared to teach in urban school settings.
Book Synopsis Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools by : Phyllis A. Charleston-Cormier
Download or read book Novice Teachers' Perceptions of Their First Year Induction Program in Urban Schools written by Phyllis A. Charleston-Cormier and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program. This was a quantitative study of novice teachers in an urban school district. Teachers from all teaching disciplines, both at the elementary and secondary level, participated in the study. The researcher used the Novice Teacher Perceptions Assessment to survey 171 teachers. Of the 171 surveys distributed, 144 were returned and analyzed for this study. From the survey data, descriptive statistics and frequency counts were obtained for demographic information items and specific induction activities, assistance, and support. All data were analyzed for the effectiveness of teacher induction program components. The results of this study revealed that novice teachers were provided with six factors that were important to them. The factors were: information concerning the school and its culture; support for emotional stress; assistance in instructional strategies; the allocation of resources; and overall support of the induction program in relation to mentors and reflection. Perceptions were consistent among the demographics; namely, the subject taught, grade level taught, gender, age, ethnicity and environment. Novice teachers ranked ten activities they valued while in the induction program. The activities most valued were the support they received in assistance with discipline problems; feedback from observations, and the opportunity to observe other teachers. On the contrary, novice teachers least valued the support given to them relating to the physical aspect of their classrooms. This included classroom arrangement, designing bulletin boards and learning centers.
Book Synopsis Learning to Teach in Urban Schools by : Etta R. Hollins
Download or read book Learning to Teach in Urban Schools written by Etta R. Hollins and published by Routledge. This book was released on 2012-03-22 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the transition from teacher preparation to teaching practice in urban school settings. It provides a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools; examples of the experiences, perceptions, and practices of teachers who are effective in urban schools and those who are not; a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school; an approach that can be used by novice teachers in joining a teacher community and making the transition from preparation to practice; and perspective on leadership that can be used to create a context for transforming teacher professional development in an urban school district. Learning to Teach in Urban Schools offers rare insight into how teachers can transform their own practice and in the process, transform the culture of low performing urban schools.
Book Synopsis Questioning Assumptions and Challenging Perceptions by : Connie L. Schaffer
Download or read book Questioning Assumptions and Challenging Perceptions written by Connie L. Schaffer and published by Rowman & Littlefield. This book was released on 2016-01-15 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: For a moment, consider “you don’t know what you don’t know”. What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them. While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know. Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.
Download or read book Urban Teaching written by Lois Weiner and published by Teachers College Press. This book was released on 2016 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This significantly revised edition will help prospective and new city teachers navigate the realities of city teaching. Now the classic introduction to urban teaching, this book explains how global, national, state, and local reforms have impacted what teachers need to know to not only survive, but to do their jobs well. The Third Edition melds new insights and perspectives from Daniel Jerome—New York City teacher, social justice activist, and parent of color—with what Lois Weiner, a seasoned teacher educator, has learned from research and decades of experience working with city teachers and students in a variety of settings. Together, the authors explore how successful teachers deal with the complexity, difficulty, and rewarding challenges of teaching in today’s city schools. Book Features: A highly readable exploration of the moral, pedagogical, and political complexity of teaching in urban schools. Research-based advice combined with real-life examples of the problems city teachers face.Challenges associated with teaching in multi-ethnic and multi-racial settings.Critical examination of how the altered landscape of education has changed teachers’ professional obligations. “FINALLY, a book about urban teaching from two experienced professionals who intimately know and respect the art of educating in urban America!” —Keith Benson, teacher, New Jersey “Professor Weiner helps us understand how to teach in ways that show our concern and do not oppress our students.” —Jeanette Morris, teacher, East Orange New Jersey School District “Dr. Weiner offers an enlightening scope into the lives of urban educators. The author's honest and riveting perspectives on hot-button topics surrounding our profession will be appreciated by veteran educators and student teachers alike.” —Shanika Allen, 8th-grade math teacher, Trenton, NJ “Dr. Weiner skillfully blends experience and theory in this practical A–Z guide for novice and seasoned urban educators alike. A brilliantly captivating read for a new generation of urban-bound teachers navigating the uncertainty of urban public education policies and practices.” —Nevart Nay, veteran teacher, formerly of Union City School District, NJ. “As a teacher of color who has taught for 3 years, in charter and public school settings, I found the advice, anecdotes, and presentation of the realities of urban teaching to be candid and honest.” —Annie Tan, special education teacher, City of Chicago Public School District
Book Synopsis Examining Teacher Efficacy in an Urban School District Through an Induction and Mentoring Program by : Vonda Kim Scipio
Download or read book Examining Teacher Efficacy in an Urban School District Through an Induction and Mentoring Program written by Vonda Kim Scipio and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Induction and mentoring programs are being implemented throughout the nation by school districts as intensive professional development for new teachers. These programs are designed to accelerate the development of novice teachers as a strategy to improve the academic achievement of preschool to 12th-grade students. In an effort to assess the relative importance of school-level factors that might further such teachers' growth, the purpose of this study was to investigate the perceptions of three cohorts of mentored teachers with respect to five working conditions: (a) colleagues' contributions to new teachers' professional growth; (b) principal support of new teachers' professional growth; (c) adequate classroom space; (d) sufficient materials and supplies; and (e) collaboration with veteran teachers. This study was also designed to determine if there were differences in new teachers' perceptions by characteristics such as the number of years they had been teaching, the length of time these new teachers worked with their mentors, and these new teachers' level of education. This secondary analysis uses data previously collected from 169 mentored teachers who had been teaching between 1 and 3 years at the time of the original study and taught at 34 different schools within districts that serve a largely African American student population. The new teachers in the original study participated in a collaborative (i.e., school district and university) induction and mentoring program over a three-year period. These teachers completed an anonymous survey related to induction that was developed and administered by the New Teacher Center. The data used for secondary analysis in this study were derived from three successive administrations of this survey. Through various nonparametric statistical procedurres, findings indicated that new teachers rated items pertaining to their school's "social context" (i.e., colleagues' contributions to their professional growth, collaboration with veteran teachers, support of principals) highest. Conversely, the more "material" conditions of the school (i.e. adequacy of their classrooms, sufficiency of materials and supplies for instruction) were consistently rated lowest.
Book Synopsis Culturally Responsive Literacy Instruction by : Robert Algozzine
Download or read book Culturally Responsive Literacy Instruction written by Robert Algozzine and published by Corwin Press. This book was released on 2009 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dispels the myths regarding culturally diverse learners and provides concrete strategies that any teacher can easily implement. The book contains current research from the most reputable sources in the field and is a must-read for every teacher."-Akina Luckett-Canty, Special Education TeacherBrighton Middle School, Birmingham, AL"This text addresses the literacy needs of learners who have been 'left behind.'"-Ursula Thomas-Fair, Assistant Professor of Early Childhood EducationUniversity of West GeorgiaGive students from culturally and linguistically diverse backgrounds the literacy skills to succeed! All students bring unique cultural and language experiences to their learning. Offering perspectives from experts in diversity and literacy, this clearly organized, comprehensive resource illustrates how teachers can improve reading achievement for students from diverse backgrounds by combining research-supported best practices with culturally responsive instruction.Culturally Responsive Literacy Instruction connects students' backgrounds, interests, and experiences to the standards-based curriculum. Teachers will find effective practices to help plan, implement, manage, and evaluate literacy instruction for students with culturally and linguistically diverse backgrounds. This book provides:A range of interventions that support five critical areas of reading instruction-phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehensionLearning materials that take advantage of multicultural literature, themes, and topicsGuidelines for helping students connect language and literacy tasks to their own cultural knowledge and experiencesMake a significant difference in all your students' reading success with effective, culturally responsive teaching practices!
Book Synopsis Working in Urban Schools by : Tom Corcoran
Download or read book Working in Urban Schools written by Tom Corcoran and published by . This book was released on 1988 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations, interviews, and analyses confirm that, in most of these schools, the working conditions of teachers are bleak and would not be tolerated in other professions. Among the findings are the following: (1) physical conditions are sub-standard because of a lack of maintenance, repair, and space; (2) safety is not a serious problem to teachers, except in very depressed neighborhoods; (3) teachers do not have even the basic resources needed, let alone access to new technologies; (4) teachers consider hiring more personnel to address the personal problems of students a higher priority than hiring more teachers to reduce class size; (5) teachers generally understand the cultural gulf between them and their students but are unable to deal with what they consider aberrant student behavior; (6) teachers perceive that they are losing control over what they teach, primarily because of district-wide testing policies although they are in control of how they teach; and (7) teachers have little confidence in supervision, staff development, or central office leadership. Characteristics of good working conditions are identified. Tables illustrate the data. Appendices compare these findings with those of other studies, provide a list of about 100 references, describe the methodology, and compare school effects. (BJV)
Book Synopsis A Study of Beginning Teachers' Perceptions Regarding Their Teacher Preparatory Programs by : Kevin J. Davis
Download or read book A Study of Beginning Teachers' Perceptions Regarding Their Teacher Preparatory Programs written by Kevin J. Davis and published by . This book was released on 1999 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Perceptions of Beginning Teachers in an Urban School: Implications for Professional Preparations and Development by : Mahalia Ann Hines
Download or read book The Perceptions of Beginning Teachers in an Urban School: Implications for Professional Preparations and Development written by Mahalia Ann Hines and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Five teachers participated in this study, which described their beginning teaching experiences in an urban school and the sources of their knowledge. The purpose of the study was to gain a better understanding of the beginning teachers' experiences and the factors from their life histories that influenced their thinking and shaped skills for teaching in an urban school. The design of this study was based on the naturalist and participant-observer approach to inquiry. Qualitative methods were used for collecting data, with interviews serving as the primary mode. Other sources such as journals, questionnaires, and observations were used to add depth to the study and triangulate the findings. The data was processed using the constant comparative and content analysis method in order to generate the grounded theory. The findings suggest that the teachers view teaching children in urban schools to be different from the children they were prepared to teach. They further suggest that teaching children in urban schools requires specific beliefs and additional skills that can be subsumed under the categories of home and community, managing student behavior, and instruction. Another significant finding was that participant-observation can serve as a powerful staff development tool for schools. The sources of their knowledge varied, with preservice and beginning teaching experiences being most influential. The findings from this study can serve as a heuristic device for teacher educators, beginning teachers, schools, and educational researchers. The primary significance of the study is that it provides a scheme for viewing beginning teachers' beliefs of teaching in urban schools along with sources of their knowledge that can be useful for further inquiry.
Book Synopsis Change(d) Agents by : Betty Achinstein
Download or read book Change(d) Agents written by Betty Achinstein and published by Teachers College Press. This book was released on 2015-04-24 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines both the promises and complexities of racially and culturally diversifying todays teaching profession. Drawing from a 5-year study of the lives of 21 new teachers of color working in urban, hard-to-staff schools, this book documents the tensions these teachers experience between serving as role models and fulfilling district and state mandates.
Book Synopsis Perceptions of First-Year Teachers in an Urban High School by : Dawn T. Lambeth
Download or read book Perceptions of First-Year Teachers in an Urban High School written by Dawn T. Lambeth and published by LAP Lambert Academic Publishing. This book was released on 2013-01 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined beginning teachers' perceptions of mentoring and induction. The rationale for the study was that the first years of teaching are typically the most challenging for beginning teachers. Data sources included observations, interviews, and field notes. This study had three objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of beginning teachers; to offer a guide to some of the major issues currently under discussion in the experiences of beginning teachers; and to identify some of the major deficiencies in the existing literature. Data revealed that beginning teachers desired support in classroom management, curriculum and instruction, securing resources, and discipline. Given the amount of teachers who leave the profession within the first five years, this research has the potential to reveal the influencing factors which may lead to a teachers' decision to leave the classroom or remain in the teaching profession. In identifying these factors and creating and implementing effective induction programs and support systems, there may be a way to avoid or at least decrease the high turnover rate of beginning teachers
Book Synopsis Transforming Urban Education by : Kenneth Tobin
Download or read book Transforming Urban Education written by Kenneth Tobin and published by Springer Science & Business Media. This book was released on 2014-04-03 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformations in Urban Education: Urban Teachers and Students Working Collaboratively addresses pressing problems in urban education, contextualized in research in New York City and nearby school districts on the Northeast Coast of the United States. The schools and institutions involved in empirical studies range from elementary through college and include public and private schools, alternative schools for dropouts, and museums. Difference is regarded as a resource for learning and equity issues are examined in terms of race, ethnicity, language proficiency, designation as special education, and gender. The contexts for research on teaching and learning involve science, mathematics, uses of technology, literacy, and writing comic books. A dual focus addresses research on teaching and learning, and learning to teach in urban schools. Collaborative activities addressed explicitly are teachers and students enacting roles of researchers in their own classrooms, cogenerative dialogues as activities to allow teachers and students to learn about one another’s cultures and express their perspectives on their experienced realities and negotiate shared recommendations for changes to enacted curricula. Coteaching is also examined as a means of learning to teach, teaching and learning, and undertaking research. The scholarship presented in the constituent chapters is diverse, reflecting multi-logicality within sociocultural frameworks that include cultural sociology, cultural historical activity theory, prosody, sense of place, and hermeneutic phenomenology. Methodologies employed in the research include narratology, interpretive, reflexive, and authentic inquiry, and multi-level inquiries of video resources combined with interpretive analyses of social artifacts selected from learning environments. This edited volume provides insights into research of places in which social life is enacted as if there were no research being undertaken. The research was intended to improve practice. Teachers and learners, as research participants, were primarily concerned with teaching and learning and, as a consequence, as we learned from research participants were made aware of what we learned—the purpose being to improve learning environments. Accordingly, research designs are contingent on what happens and emergent in that what we learned changed what happened and expanded possibilities to research and learn about transformation through heightening participants’ awareness about possibilities for change and developing interventions to improve learning.
Book Synopsis Facing Challenges and Complexities in Retention of Novice Teachers by : Denise McDonald
Download or read book Facing Challenges and Complexities in Retention of Novice Teachers written by Denise McDonald and published by IAP. This book was released on 2018-11-01 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: The chapters in the book present in-depth examination of novice teachers’ experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.
Book Synopsis For White Folks Who Teach in the Hood... and the Rest of Y'all Too by : Christopher Emdin
Download or read book For White Folks Who Teach in the Hood... and the Rest of Y'all Too written by Christopher Emdin and published by Beacon Press. This book was released on 2017-01-03 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: A New York Times Best Seller "Essential reading for all adults who work with black and brown young people...Filled with exceptional intellectual sophistication and necessary wisdom for the future of education."—Imani Perry, National Book Award Winner author of South To America An award-winning educator offers a much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color, Dr. Christopher Emdin has merged his experiences with more than a decade of teaching and researching in urban America. He takes to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning. Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven Cs” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.
Book Synopsis Urban Teaching in America by : Andrea J. Stairs
Download or read book Urban Teaching in America written by Andrea J. Stairs and published by SAGE Publications. This book was released on 2011-09-16 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while teaching in it. The authors have combined the work of urban education theorists, researchers, and practitioners to demonstrate that urban students bring many resources to their learning environment and can often serve as educators to the teachers themselves. Readers will feel prepared to challenge, rather than maintain, the status quo after reading this book.
Book Synopsis Research on Urban Teacher Learning by : Andrea J. Stairs
Download or read book Research on Urban Teacher Learning written by Andrea J. Stairs and published by IAP. This book was released on 2010-03-01 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a range of evidence-based analyses focused on the role of contextual factors on urban teacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning. Part II shares eight research studies that examine how, what, and why urban teachers learn in the form of rich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learning and highlights the synergistic relationship between urban teacher learning and context. What makes this collection powerful is not only that it moves research front and center in discussions of urban teacher learning, but also that it recognizes the importance of learning over time and the way urban schools’ contexts and conditions enable and constrain teacher learning.
