Preparing Teachers for “Monday Morning” in the Urban School Classroom

Obidah, Jennifer E.; Howard, Tyrone C.

doi:10.1177/0022487105275920

Cited by 30 publications

(7 citation statements)

References 13 publications

(10 reference statements)

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“…1 This is one way in which the U.S. educational system continues to fail students enrolled in these schools, henceforth referred to as "underserved, urban schools." Largely a result of economic and structural inequities that have plagued our nation, today's underserved, urban schools typically have worse working conditions than other schools, including fewer resources and less administrative support (Bowers, 2000;Obidah & Howard, 2005;Weiner, 2000), increasing the likelihood that teachers leave (Loeb, Darling-Hammond, & Luczak, 2005). In addition to occurring at higher rates, teacher turnover is more detrimental to student achievement in underserved, urban schools (Ingersoll & Perda, 2009;Ronfeldt, Loeb, & Wyckoff, 2013).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Preferences to Teach Underserved Students

2016

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To increase the supply of teachers into underserved schools, teacher educators and policymakers commonly use two approaches: (a) recruit individuals who already report strong preferences to work in underserved schools or (b) design pre-service preparation to increase preferences. Using survey and administrative data on more than 1,000 teachers in a large, urban district, this study provides some of the first district-level evidence for both approaches. Individuals with stronger underserved preferences and teachers of color were more likely to enter underserved schools. Underserved preferences also increased across pre-service student teaching, although increases were mostly unrelated to working with underserved student populations.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Preferences to Teach Underserved Students

2016

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“…As a result of this comparison they often describe a type of duplicity (Obidah & Howard, 2005). Candidates may not believe that the way they were taught was consistent with the types of strategies and dispositions they were encouraged to develop.…”

Section: Tensions Within the Pedagogy Of Teacher Educationmentioning

confidence: 99%

“…They did not observe such teaching in their field placements or in their preservice classrooms. From these candidates' perspectives, teacher educators failed to practice what they preached (Darling-Hammond, 2000;Feiman-Nemser, 2001;Obidah & Howard, 2005). Consequently, they did not come to understand, recognize, or ensure that their practice included multicultural education.…”

Section: Downloaded By [Eindhoven Technical University] At 12:59 18 Nmentioning

confidence: 99%

Negotiating Resistance to Multiculturalism in a Teacher Education Curriculum: A Case Study

Thomas

Vanderhaar

2008

The Teacher Educator

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“…If students don't feel connected to a teacher on an emotional level they will expend less effort and will not progress in their learning. Obidah and Howard (2005) examined how teachers were prepared to effectively work in inner-city schools. They studied the perceptions that teachers brought with them, both conscious and unconscious; of their students and school community and how those biases affected their teaching practice.…”

Section: Inner-city Schoolsmentioning

confidence: 99%

“…They became more effective teachers to their students by going through this process. Obidah and Howard (2005) recommend that all pre-service teachers be given opportunities in their teacher education programs to thoroughly explore their own cultural and personal values and social beliefs.…”

Section: Inner-city Schoolsmentioning

confidence: 99%

Recruitment and retention of teachers for Prince George inner-city schools

Richardson¹

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Inner-city schools are complex institutions and provide challenging working conditions for inner-city teachers. School districts have experienced difficulty recruiting and retaining effective teachers for their inner-city schools. This study examined potential strategies and programs to attract and support teachers for inner-city schools. The research followed a collective case study methodology and data were collected through interviews with seven experienced inner-city teachers in the Prince George School District. The interviews were recorded, transcribed, and analyzed for resonant themes. Important themes emerging from the data were: Relationships, Working Conditions, Mindset, Attributes, and Skills. Findings suggest that teachers choose to work and stay in inner-city schools because they derive enjoyment and rewards from this meaningful work. Relationships, especially those with colleagues, provided important supports for inner-city teachers. Recruitment and retention strategies should focus on the altruistic motivation of teachers rather than on financial enticements.

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Preparing Teachers for “Monday Morning” in the Urban School Classroom

Cited by 30 publications

References 13 publications

Teachers’ Preferences to Teach Underserved Students

Teachers’ Preferences to Teach Underserved Students

Negotiating Resistance to Multiculturalism in a Teacher Education Curriculum: A Case Study

Recruitment and retention of teachers for Prince George inner-city schools

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