Recruiting Teachers for the 21st Century: The Foundation for Educational Equity

Darling‐Hammond, Linda; Berry, Barnett

doi:10.2307/2668100

Cited by 38 publications

(23 citation statements)

References 30 publications

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“…School personnel, particularly in rural and low-income communities, often do not come from the same neighborhoods as their students (Darling-Hammond & Berry, 2000;Riley, 1998). These educators may have different goals, values, perspectives, and norms for interacting than those who live in the communities surrounding the school and who work in community-based organizations (Corbett, Wilson, & Webb 1996;Heath & McLaughlin, 1994;Tharp et al, 2000).…”

Section: Community Involvement In Educationmentioning

confidence: 96%

Community Involvement in a Place-Based Program for Hawaiian High School Students

Yamauchi

Purcell

2009

Journal of Education for Students Placed at Risk (JESPAR)

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This study examined the development of community involvement in a place-based high school program for at-risk youth. Teachers and community members founded the program to address concerns about low achievement and high dropout rates among Native Hawaiians. In addition to funding, community members provided program development, supervision of students' servicelearning, cultural consultation, political support, and teacher and curriculum development. Collaborations were sustained by open communication, the development of a common set of values among a diverse group of people, and flexibility of community members' schedules. Challenges to community involvement included a lack of support from school leadership, teacher burnout, and occasional interpersonal conflicts.Since 1999, we have participated in the development of a place-based educational program in a rural public high school in Hawai'i. The program began at a grassroots level by teachers and community members who were disturbed by the high dropout rate and low achievement among youth in their area, the majority of whom were of Native Hawaiian 1 ancestry. The founders felt that a focus on local concerns and Hawaiian Studies in general would promote school engagement among more Hawaiian students. As we describe, one of the characteristics of place-based education is a mutual involvement of community members in education and students in community affairs. Since its conception in 1995, community organizations have been involved in the Hawaiian Studies Program (HSP), and at one point over 15 such organizations participated. The purpose of this article is to describe the development of community involvement in the program, including how and why community members became involved and what sustained and diminished their participation.Request for reprint should be sent to:

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Section: Community Involvement In Educationmentioning

confidence: 96%

Community Involvement in a Place-Based Program for Hawaiian High School Students

Yamauchi

Purcell

2009

Journal of Education for Students Placed at Risk (JESPAR)

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“…Educational researchers, school administrators at all levels, politicians and policy makers have been grappling with these and other equity issues for many years. There is ample evidence to claim that schools reproduce class and racial disparities as a result of how opportunities for learning and various types of resources are allocated (Darling-Hammond et al 2005;Darling-Hammond 2000). The consequences of these inequities for achievement and success in school for urban students have been discussed and are well documented (Condron and Roscigno 2003;Crampton et al 2004;Odden 2003).…”

Section: Listening To Our Students About Educational Inequitymentioning

confidence: 96%

Educational Inequity from the Perspectives of Those Who Live It: Urban Middle School Students’ Perspectives on the Quality of their Education

Storz

2008

Urban Rev

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In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational inequities that exist in their schools and that these inequities are having a negative impact on their education. Student voice is used to highlight urban middle school students' perspectives on the quality of their education particularly in terms of curricular issues, teacher quality, and lack of resources.

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“…Some research has supported this approach through verification that no significant difference in achievement was found between the students taught by nontraditionally prepared teachers and those taught by their traditionally prepared counterparts (Boyd et al, 2006;Decker et al, 2004;Gimbert et al, 2005;Goldhaber & Brewer, 2000;Miller et al, 1998). Opponents of nontraditional teacher preparation, or advocates for increased regulation of U.S. preservice teacher training and inservice teacher professional development, have found that the K-12 students of teachers prepared through alternate pathways to certification achieved less than their peers taught by traditionally prepared teachers (Darling-Hammond & Berry, 1999;Darling-Hammond et al, 2001;Laczko-Kerr & Berliner, 2003).…”

mentioning

confidence: 86%

The impact of teacher preparation on student achievement in algebra in a “hard-to-staff” urban PreK-12-university partnership

Gimbert

Cristol

Sene

2007

School Effectiveness and School Improvement

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Recruiting Teachers for the 21st Century: The Foundation for Educational Equity

Cited by 38 publications

References 30 publications

Community Involvement in a Place-Based Program for Hawaiian High School Students

Community Involvement in a Place-Based Program for Hawaiian High School Students

Educational Inequity from the Perspectives of Those Who Live It: Urban Middle School Students’ Perspectives on the Quality of their Education

The impact of teacher preparation on student achievement in algebra in a “hard-to-staff” urban PreK-12-university partnership

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