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

Gimbert, Belinda; Cristol, Dean; Sene, Abdou Marty

doi:10.1080/09243450601147528

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…Perhaps most important, are such teachers doing more harm than good as they learn (or fail to learn) to teach the nation's most disadvantaged children and youth? It is impossible to ignore the overarching moral questions raised when the vast majority of alternatively certified teachers work with low-income students of color (Gimbert, Cristol, & Sene, 2007;Shen, 1998). 2 Moreover, what could teacher educators and policymakers learn from such a case study?…”

Section: Introductionmentioning

confidence: 99%

A case study of a career in education that began with “Teach for America”

Téllez

2011

Teaching Education

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In this article I share the results of a seven-year case study of an educator who began his career without formal preservice teacher education, as a participant in Teach for America. Steven (a pseudonym) began teaching mathematics in an urban middle school, later teaching social studies to English language learners, and is currently a principal of an urban charter school. Using a narrative/ biographical research method, I have documented how Steven combined his personal resources, the confidence he gained from participating in Teach for America, and, because he began taking professional coursework in his second year of teaching, his emerging understanding of the foundations of teaching and learning (i.e. what he learned at the university) to form the educator he has become. His growth in understanding the culture of his students is a particularly compelling part of his story. Implications for contemporary teacher education are discussed, including the role of multicultural education courses and why customized teacher education programs should become more commonplace.That some teachers get their psychology by instinct more effectively than others by any amount of reflective study may be unreservedly stated. It is not a question of manufacturing teachers, but of reinforcing and enlightening those who have a right to teach.

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Section: Introductionmentioning

confidence: 99%

A case study of a career in education that began with “Teach for America”

Téllez

2011

Teaching Education

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“…In the majority of programs, (e.g. Clark University, vacancies are filled, teachers usually are usually given a provisional license and can seek post-undergraduate teacher preparation from a local teacher preparation program (Gimbert, Cristol, & Sene, 2007;Cavallo, Ferreira, & Roberts, 2005). 3 It is important to note that most MAT/Med.…”

Section: Master Scriptmentioning

confidence: 99%

Negotiating White science in a racially and ethnically diverse United States

Dunac

Demir

2016

Educational Review

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Scholars have empirically examined, rigorously developed, and analyzed various strategies to increase teachers' capacity to reach students of color. These instructional strategies and philosophies include the study of multicultural education, teaching for social justice, and theorizing the connection between school and home life. While these instructional strategies highlight the need for a more inclusive approach, they do not center race enough. Culturally Relevant Pedagogy (CRP) is the pedagogical, content, and cultural knowledge a teacher exhibits (Ladson-Billings, 1995). CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. As an alternative framework that centers on race, researchers have begun to use Critical Race Theory (CRT) to explore aspects of race and racism in the teaching and learning realm. This qualitative case study examined how teachers make sense of their own racial selves in relation to teaching students from different racial backgrounds? (Yin, 2008). Data collection included semi-structured interviews as the primary source of data. Classroom observations and researcher memos served as secondary sources of data (Seidman, 2005;Hatch, 2002; Prior, 2003). According to critical race theorists, narratives are essential when gathering vital sources of information, in that they make the social realities of people of color, as influenced by racism, observable to the world ). As such, CRT was used to identify whether there were any influences of the students' racial identities on the teachers' development and implementation of culturally responsive practices. The analysis revealed that: (1) teachers' explicit confrontation with/of "otherness" as White female teachers and their critical awareness of societal influences on students of color presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers' critical awareness of explicit and implicit power structures and how these relationships are embedded in a "hidden curriculum" influenced their beliefs and instructional practices. These findings communicate the significance of White female teachers understanding of issues specific to urban schools, and their efforts to find ways to remedy those issues to make learning meaningful, purposeful, and authentic for students of color.

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“…As previously noted, the goal of NCLB was to place an HQT into every classroom of every school by the end of the 2005-2006 school year; however, schools serving disadvantaged students are less likely to employ HQTs and, therefore, are not close to accomplishing this goal (Eckert, 2013). Although many teachers have been entering the field, the rates of teacher attrition and retirement have been frustrating the need to maintain a highly qualified teaching staff across the country (Gimbert, Cristol, & Sene, 2007). Researchers have been addressing the need for providing the nation's urban and rural schools with effective teachers in order to guarantee student academic success and teacher retention.…”

Section: Impetus For Changementioning

confidence: 99%

“…Researchers have been addressing the need for providing the nation's urban and rural schools with effective teachers in order to guarantee student academic success and teacher retention. However, many teachers do not want to work in these environments because of the low levels of student achievement, high rates of dropout and teen pregnancy, and high incidence of violence (Gimbert et al, 2007). Half of urban teachers end up leaving the field within the first five years of teaching, due to lack of preparedness for urban teaching, classroom intrusions, student behavior problems, and lack of support from school administration.…”

Section: Impetus For Changementioning

confidence: 99%

Teacher Education Reform in Urban Educator Preparation Programs

Banks¹

2015

JEL

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The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention to reforming preparation programs to include high-need clinical experiences for practicing teacher candidates. To better meet the needs of the nation's future students, especially those in high-need schools, public policymakers and the education community must take collective ownership for recruiting, preparing, and supporting a critical mass of new professional practitioners.

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

Cited by 8 publications

References 36 publications

A case study of a career in education that began with “Teach for America”

A case study of a career in education that began with “Teach for America”

Negotiating White science in a racially and ethnically diverse United States

Teacher Education Reform in Urban Educator Preparation Programs

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