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1

Flory, Sara Barnard. "Early Career Experiences of Physical Education Teachers in Urban Schools." Journal of Teaching in Physical Education 34, no. 4 (2015): 661–79. http://dx.doi.org/10.1123/jtpe.2014-0109.

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The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a c
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Henninger, Mary L. "Lifers and Troupers: Urban Physical Education Teachers Who Stay." Journal of Teaching in Physical Education 26, no. 2 (2007): 125–44. http://dx.doi.org/10.1123/jtpe.26.2.125.

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The purpose of this study was to understand factors that influenced the career trajectories of veteran urban secondary physical education teachers. The careers of these teachers were studied from the theoretical perspectives of teacher efficacy and teacher career development. Participants included 9 secondary urban physical education teachers (4 females and 5 males). Data were collected using 7 qualitative methods. Data analysis involved constant comparison through the processes of open and axial coding followed by a cross-case comparison (Strauss & Corbin, 1998). Findings indicated that o
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Flory, Sara B., and Nate McCaughtry. "The Influences of Pre-Professional Socialization on Early Career Physical Educators." Journal of Teaching in Physical Education 33, no. 1 (2014): 93–111. http://dx.doi.org/10.1123/jtpe.2013-0089.

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The purpose of this study was to examine how three PE teachers’ personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers’ successes and struggles in urban schools, including their exposure to diversity, an
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Damico, Nicole, Caitlyn McKinzie Bennett, and Angelica Fulchini. "‘Show me what it’s supposed to look like’: Exploring mindfulness-based support for early career teachers in an era of neoliberal reform." Policy Futures in Education 16, no. 6 (2018): 828–47. http://dx.doi.org/10.1177/1478210318765322.

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In an era of top-down mandates and neoliberal reform policies, early career teachers must receive sustained social and emotional support as part of their regular professional development in order to navigate the murky waters of education that can sometimes feel disempowering and disillusioning. Teachers in high-poverty urban schools, who often deal with additional variables like student achievement gaps, disparate funding and high teacher turnover, among myriad other hurdles, are often highly impacted by these policies. This study examined the experiences of a group of early career teachers in
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Bettini, Elizabeth, and Yujeong Park. "Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review." Urban Education 56, no. 1 (2017): 3–31. http://dx.doi.org/10.1177/0042085916685763.

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Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their
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Lankford, Hamilton, Susanna Loeb, and James Wyckoff. "Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis." Educational Evaluation and Policy Analysis 24, no. 1 (2002): 37–62. http://dx.doi.org/10.3102/01623737024001037.

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This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identify schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as by the job matches between teachers and schools at the start of careers. Our results show striking differences in the qualifications of teachers across schools. Urban schools, in particular, have lesser-qualified teachers; and New York City
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Quiñones, Sandra. "“I Get to Give Back to the Community That Put Me Where I Am”: Examining the Experiences and Perspectives of Puerto Rican Teachers in Western New York." Urban Education 53, no. 5 (2016): 621–39. http://dx.doi.org/10.1177/0042085915623336.

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To increase teacher diversity, a number of states have strategically invested in Grow Your Own (GYO) programs that recruit, support, and prepare underrepresented youth to teach in urban schools. Drawing from a mujerista lens, this qualitative research examines the experiences and perspectives of two homegrown Puerto Rican teachers in Western New York. The findings demonstrate how access to multiple opportunities and support networks positively shape their pathway into teaching. However, although a GYO program played an influential role, existing barriers undermine the systemic development of u
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Russell, Dave. "Key Workers: Toward an Occupational History of the Private Music Teacher in England and Wales, c.1861–c.1921." Royal Musical Association Research Chronicle 47 (2016): 145–72. http://dx.doi.org/10.1080/14723808.2016.1140369.

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Making particular use of material drawn from the Census of England and Wales, this article confirms that music teaching was above all an urban activity, increasingly dominated by women, albeit with some local variation, and that the highest provision of teaching was invariably in middle-class areas. Seaside resorts and suburbia were especially prominent market locations by the early twentieth century, with the south-east particularly favoured. The often-derided part-time teacher is shown to have been a key figure in working-class communities. While teachers showed little interest in formal pro
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Turnbull, Sue. "The Media: Moral Lessons and Moral Careers." Australian Journal of Education 37, no. 2 (1993): 153–68. http://dx.doi.org/10.1177/000494419303700204.

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The account of a media lesson on female stereotypes in advertising, conducted in a multicultural single-sex classroom of an inner-urban Australian school, becomes the starting point for a challenge to the feminist orthodoxies currently being taught in media studies. It is suggested that, in the negotiation of selves and future roles, the media play a complex role in the lives of young women whose expectations and desires may differ from those of their parents and/or teachers. Crucial to the construction of selves is the question of agency which is discussed in relation to the concept of moral
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Clewell, Beatriz Chu, and Ana Maria Villegas. "Creating a Nontraditional Pipeline for Urban Teachers: The Pathways to Teaching Careers Model." Journal of Negro Education 68, no. 3 (1999): 306. http://dx.doi.org/10.2307/2668103.

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Scott, LaRon A. "Experience of Black Male Special Education Teachers: Are Alternative Licensure Programs the Desired Route for Recruitment and Preparation?" Education and Urban Society 51, no. 3 (2017): 332–50. http://dx.doi.org/10.1177/0013124517719971.

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Many Black men interested in special education careers enroll in alternate route special education programs over traditional preparation programs. However, there is little research that focuses on their reasons for choosing special education alternate route programs and what makes these programs an effective choice for Black men pursuing teaching careers in special education. This qualitative study interviewed Black men regarding (a) reasons they chose an alternate route special education program, (b) core components of the program they found effective, and (c) support needs once they exited p
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Endo, R. "How Asian American Female Teachers Experience Racial Microaggressions from Pre-service Preparation to Their Professional Careers." Urban Review 47, no. 4 (2015): 601–25. http://dx.doi.org/10.1007/s11256-015-0326-9.

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García, José. "“Lo que yo en realidad quería hacer”: Rationales of Latina/o DACA Recipients for Pursuing Careers as Teachers." Urban Review 52, no. 5 (2019): 830–52. http://dx.doi.org/10.1007/s11256-019-00545-y.

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DeJarnette, Nancy K., Ruba S. Deeb, and Jani Pallis. "Academic Collaborative Efforts to Promote STEM Equity in High Needs Schools." Education, Society and Human Studies 2, no. 3 (2021): p10. http://dx.doi.org/10.22158/eshs.v2n3p10.

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America is at risk of facing a shortage of workers in STEM fields in the near future because lack of interest by its youth. It is well known that providing early exposure for P-12 students to engaging science, technology, engineering, and math (STEM) experiences can lead to lifelong learning and positively impact future career decisions. This manuscript describes one university’s collective efforts to bring equity to STEM education for an urban high needs school district in the northeastern part of the United States through various STEM initiatives over a five-year period. Through multiple pro
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Garðarsdóttir, Ólöf, and Loftur Guttormsson. "Changes in Schooling Arrangements and in the Demographic and Social Profile of Teachers in Iceland, 1930–1960." Nordic Journal of Educational History 1, no. 1 (2014): 7–20. http://dx.doi.org/10.36368/njedh.v1i1.31.

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This article examines the demographic and social profile of primary school teachers in Iceland over half a century, beginning with the introduction of mandatory elementary school attendance in 1908, with particular focus on changes between 1930 and 1960. During this period, Iceland developed from a rural to a predominantly urban society where most children attended classes in permanent school buildings, in contrast to the ambulatory schools most common at the outset. It is our hypothesis that these rapid social changes affected the composition of the teaching corpus in many ways, particularly
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Mncube, Dumisani W., Rachel Gugu Mkhasibe, and Oluwatoyin Ayodele Ajani. "Teaching in English across the Curriculum: A Lived Experiences of the Novice Teachers in A Selected Rural Fet Schools in South Africa." International Journal of Higher Education 10, no. 6 (2021): 72. http://dx.doi.org/10.5430/ijhe.v10n6p72.

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Novice teachers’ use of English as the medium of instruction in curriculum delivery across all subjects in rural South African schools is the focus of this study. The duration of their entry into the profession as Post Graduate Certificate in Education holders is short and does not capacitate them enough, thus, making them weak and inexperienced, with a high degree of professionalism, especially at the commencement of their careers. This study investigates the lived experiences of selected novice rural teachers on the tasks of teaching in English across all subjects in the rural schools. Fifte
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Yasmeen, Saima, and Rabia Ali. "Women’s Experiences as Educational Leaders: Evidence from Islamabad Model Schools." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 2 (2021): 113–27. http://dx.doi.org/10.35993/ijitl.v6i2.840.

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This paper examines the experiences of women in educational administrative positions in public Schools in Islamabad, Pakistan by using a qualitative research design. In-depth interviews were conducted with head teachers from twenty girls’ model schools from urban areas of Islamabad. The findings of this study reveal that school leadership is not as simplistic and easy as assumed. Instead, it is complex and challenging due to personal and organizational constraints. The data shows that the participants felt reluctant to take leading positions as a result of work-family conflict. Furthermore, th
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Albrecht, Nancy, and Bhaskar Upadhyay. "Two Somali Fathers’ Views of Science: What Should My Children Learn in Science?" Education and Urban Society 52, no. 7 (2019): 1133–54. http://dx.doi.org/10.1177/0013124519894975.

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This exploratory qualitative study examines the views of two Somali fathers on science, nature, and content of science that Somali students should be taught, and how science intersects with Somali sociocultural practices. The fathers were interviewed for over a year. We analyzed data inductively using a systematic qualitative process. The findings of the study show that the Somali fathers desired their children to learn science that was useful in Somali lives and connected to their sociocultural experiences. Learning evolution science created resistance and challenges to Somali fathers’ views
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Klimek, Scott G. "Prestige, Status, and Esteem and the Teacher Shortage." Journal of Education and Learning 8, no. 4 (2019): 185. http://dx.doi.org/10.5539/jel.v8n4p185.

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1,127 U.S. high school senior and college undergraduate perceptions of teaching’s prestige, status, and esteem were explored in this study. The population consisted of 302 high school seniors and 825 college undergraduates from the Midwestern region of the United States. The study included 51 statements where participants rated their perceptions of teaching’s prestige, status, and esteem on an 8-point Likert scale. The data was factor analyzed, and the results identified that the perceptions of teaching’s prestige consisted of financial and image perceptions. A de
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Lee, Catherine. "Culture, consent and confidentiality in workplace autoethnography." Journal of Organizational Ethnography 7, no. 3 (2018): 302–19. http://dx.doi.org/10.1108/joe-06-2017-0032.

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Purpose The purpose of this paper is to examine the author’s experiences as a school teacher and a lesbian. It considers the culture and discourses of power in the school and the ethical implications of telling the author’s story. Utilizing autoethnography as a method of inquiry, it draws on a critical incident to explore the incompatibility of the author’s private and professional identities, and reflect on the impact of homophobic and heteronormative discursive practices in the workplace, on health, well-being and identity. Design/methodology/approach This research is grounded in an interpre
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21

Anderson, Lauren. "Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools." Harvard Educational Review 80, no. 4 (2010): 541–73. http://dx.doi.org/10.17763/haer.80.4.f2v8251444581105.

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In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particula
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De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.

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Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach I
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Dunn, Alyssa Hadley, and C. Aiden Downey. "Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools." Education and Urban Society 50, no. 3 (2017): 207–29. http://dx.doi.org/10.1177/0013124517693283.

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This study explores the impetus for and impact of four urban teachers’ extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate why and how teachers come to invest themselves in particular extracurricular projects, the identity implications of the investments, and how the ulti
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Eros, John. "Becoming part of the city: Influences on the career choice of an urban music educator." International Journal of Music Education 36, no. 3 (2018): 407–17. http://dx.doi.org/10.1177/0255761418771798.

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The purpose of this case study was to examine and describe the life experiences that influenced one music teacher’s career choice to teach music in an urban school. The primary research question is: What experiences influenced the participant to pursue urban music education as a career? Calling upon research into urban music education and career choice, the article used a “secondary analysis” of survey, journal, and interview data collected in a larger investigation of the teacher career cycle, as viewed through the lens of narrative research. Findings are presented in four categories, and ind
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Rinke, Carol R. "Career Trajectories of Urban Teachers." Urban Education 46, no. 4 (2011): 639–62. http://dx.doi.org/10.1177/0042085911399790.

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Voltz, Deborah, Tondra L. Loder-Jackson, Michele Jean Sims, and Elizabeth Simmons. "Where Are They Now?" Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 89–117. http://dx.doi.org/10.51830/jultr.16.

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Available evidence suggests that inequities exist in the distribution of qualified teachers within high-poverty urban schools, and further, that such inequities adversely affect student achievement in these schools. This paper highlights the role of teacher education in addressing this challenge by describing the findings of a study of the graduates of University of Alabama at Birmingham’s Urban Teacher Enhancement Program. The career paths of program graduates who began teaching in urban schools were examined at the first-, fifth-, and tenth-year mark to investigate their longevity in urban s
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Bennett, Dawn, Anne Power, Chris Thomson, Bonita Mason, and Brydie-Leigh Bartleet. "Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education." Journal of University Teaching and Learning Practice 13, no. 2 (2016): 99–118. http://dx.doi.org/10.53761/1.13.2.7.

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Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward enge
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Mawhinney, Lynnette, and Carol R. Rinke. "I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths." Urban Education 53, no. 9 (2017): 1079–101. http://dx.doi.org/10.1177/0042085917741726.

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This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocacy for their students. We found that teacher leavers continue to struggle emotionally with their choice to leave the classroom while remaining committe
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprsarchives-xli-b6-53-2016.

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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprs-archives-xli-b6-53-2016.

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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web-based learning
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Shinta, Meilan Nirmala. "STUDY OF PROFESSIONAL DEVELOPMENT AND CAREER ENGLISH TEACHER." Al-Lisan 3, no. 2 (2018): 36–45. http://dx.doi.org/10.30603/al.v3i2.450.

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This study aims: 1). describe the process of teachers in fulfilling their professional qualifications and career development process 2). searching information inhibiting things by the teacher in fulfilling professional and career development. The scope of the research focuses 2 of 4 competencies that must be possessed by a teacher namely: pedagogic competence and professional competence. The method of this research is descriptive qualitative with case study approach. The subject of this study using the principle of purposive sampling that there are 3 English teachers who became the subject in
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Billingsley, Bonnie S., Elizabeth A. Bettini, and Thomas O. Williams. "Teacher Racial/Ethnic Diversity: Distribution of Special and General Educators of Color Across Schools." Remedial and Special Education 40, no. 4 (2017): 199–212. http://dx.doi.org/10.1177/0741932517733047.

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Students benefit from a teacher workforce that represents the full racial/ethnic diversity of the United States. We examine racial/ethnic composition of general education teacher (GET) and special education teacher (SET) workforce using the Schools and Staffing Survey. We find that the teacher workforce continues to be primarily White. In 2011–2012, 18% of SETs and GETS were people of color; however, 47% of students with disabilities were students of color. Among teachers of color, the majority identify as Black or Hispanic, with a smaller proportion of Hispanic SETs than GETs. Early career SE
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Edgerton, Adam K., and Laura M. Desimone. "Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources." AERA Open 4, no. 4 (2018): 233285841880686. http://dx.doi.org/10.1177/2332858418806863.

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Using state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with dis
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Walker, Irenea, and William B. Russell. "I need to know my past: Black fifth-graders on race and racism." Social Studies Research and Practice 15, no. 2 (2020): 127–40. http://dx.doi.org/10.1108/ssrp-12-2019-0058.

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PurposeThis research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examin
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Shen, Jianping. "Has the Alternative Certification Policy Materialized Its Promise? A Comparison Between Traditionally and Alternatively Certified Teachers in Public Schools." Educational Evaluation and Policy Analysis 19, no. 3 (1997): 276–83. http://dx.doi.org/10.3102/01623737019003276.

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The study compared the characteristics of traditionally certified (TC) and alternatively certified (AC) teachers by analyzing data from a nationally representative sample of public school teachers ( N = 14,721). The sample was constructed from the Schools and Staffing Survey 1993–1994, a national survey conducted by the National Center for Education Statistics. The findings supported some of the arguments for AC, such as alleviating teacher shortages in mathematics and science and in urban schools and diversifying the teaching force by recruiting more people of minorities into teaching. Howeve
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Catalano, Horațiu, Ion Albulescu, and Sebastian Emanuel Turda. "Investigative Study on the Self-Perceived Level of Teachers’ Professional Development Correlated with the Attitude Toward the Continuous Training in Romania." Educatia 21, no. 18 (May 21, 2020): 59–69. http://dx.doi.org/10.24193/ed21.2020.18.06.

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Professional development throughout continuous training programs has a major role in teachers’ career path. The effectiveness of these programs can be acknowledged by every teacher, as long as the aims of the programs are proper for one’s professional needs. Teachers’ attitude towards these programs is also very important. The study we conducted probed the opinion of a non-probability sample consisting of 118 teachers from urban and rural areas as concerns their capacity to correlate the level of professional training with the attitude toward the need for continuous training in their career. B
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Ong, Peter, Mohd Zuri Ghani, Md Jais Bin Ismail, and Christina Sim Pei Pei. "Performance Appraisal Management in A Malaysian Secondary School." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4 (2021): 297–307. http://dx.doi.org/10.47405/mjssh.v6i4.753.

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The purpose of this study is to explore the implementation of performance assessment in one of the Malaysian public secondary schools. Topics like what is a performance appraisal; the goal of having a performance appraisal in school; the processes for conducting performance appraisal at school; the benefits of having a performance appraisal in school; how performance appraisal affects school improvement; ways to improve performance appraisal in school; common problems with school performance appraisal are explored. There are six respondents have been selected in this case study including one p
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Antonova, M. V. "Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers." Psychological-Educational Studies 8, no. 2 (2016): 29–39. http://dx.doi.org/10.17759/psyedu.2016080204.

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The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was dev
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Bell, Teri L., Kay Sather Bull, Jeanne M. Barrett, Diane Montgomery, and Adrienne E. Hyle. "Future Special Education Teachers Perceptions of Rural Teaching Environments." Rural Special Education Quarterly 12, no. 4 (1993): 31–38. http://dx.doi.org/10.1177/875687059301200405.

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For many rural communities, the recruitment and retention of special educators has emerged as a prominent concern. The purpose of this study was to assess the attitudes of future special educators regarding urban, suburban, and rural teaching environments. Specifically, research objectives focused on social, cultural, personal and professional attitudes, future career decisions, and their relationship to teaching locale. Findings indicate that, generally, special education students had chosen their career field for altruistic reasons. The variables that drew beginning teachers to school distri
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Hamilton, Susan L., and Mary L. Albrecht. "571 Undergraduate and Graduate Curriculum in Public Horticulture at The University of Tennessee." HortScience 35, no. 3 (2000): 494D—494. http://dx.doi.org/10.21273/hortsci.35.3.494d.

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Students wanting to prepare for a career in public horticulture can now enroll in a new undergraduate and graduate curriculum at the Univ. of Tennessee. Beginning fall semester, 1999, students enrolled in the Dept. of Ornamental Horticulture and Landscape Design (OHLD) can opt to follow the new Public Horticulture concentration in the ornamental horticulture and landscape design major. The Public Horticulture concentration was the result of a year-long curriculum revision that reflects growth in career options in horticulture. The goal of the Public Horticulture concentration is to prepare stu
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Whipp, Joan L., and Lara Geronime. "Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools." Urban Education 52, no. 7 (2015): 799–828. http://dx.doi.org/10.1177/0042085915574531.

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Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling, volunteer service, and student teaching in a high-poverty urban school predicted urban commitment, employment, and retention for at least 3 years in an urban school. The regressions revealed that all three factors predicted strong urban commitment and that
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Jorissen, Kathleen Topolka. "Successful Career Transitions: Lessons from Urban Alternate Route Teachers Who Stayed." High School Journal 86, no. 3 (2003): 41–51. http://dx.doi.org/10.1353/hsj.2003.0003.

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43

Zhu, Gang. "Teach & thrive: wisdom from an urban teacher’s career narrative." Journal of Education for Teaching 43, no. 3 (2017): 374–76. http://dx.doi.org/10.1080/02607476.2017.1296735.

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Perry, Justin C., Xiongyi Liu, and Yvona Pabian. "School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support." Counseling Psychologist 38, no. 2 (2009): 269–95. http://dx.doi.org/10.1177/0011000009349272.

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Drawing from the contributions of vocational psychology, this study examined school engagement as a mediator of academic performance through the effects of career preparation (career planning, career decision-making self-efficacy), parental career support, and teacher support among diverse urban youth in middle school and high school ( N = 285). Based on structural equation modeling, all structural paths of the proposed hypothetical model were significant. The effects of teacher support and parental career support on school engagement were mediated by career preparation; in turn, the effect of
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Lazar, Althier. "Degrees Toward Social Justice Teaching: Examining the Dispositions of Three Urban Early-Career Teachers." Urban Review 45, no. 5 (2013): 701–27. http://dx.doi.org/10.1007/s11256-013-0243-8.

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Pagano, Alicia, Lois Weiner, Roselynn Obi, and Judith Swearingen. "How student teaching in an urban setting affects teacher candidates' career motivations." Urban Review 27, no. 1 (1995): 51–76. http://dx.doi.org/10.1007/bf02354335.

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Cavendish, Wendy, and David Connor. "Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives." Learning Disability Quarterly 41, no. 1 (2017): 32–43. http://dx.doi.org/10.1177/0731948716684680.

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This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents ( n = 9), and their teachers ( n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative
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Rinke, Carol R. "Finding their way on: Career decision-making processes of urban science teachers." Science Education 93, no. 6 (2009): 1096–121. http://dx.doi.org/10.1002/sce.20339.

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Anderson, Lauren, and Brad Olsen. "Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development." Journal of Teacher Education 57, no. 4 (2006): 359–77. http://dx.doi.org/10.1177/0022487106291565.

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Shernoff, Elisa S., Davielle Lakind, Stacy L. Frazier, and Lara Jakobsons. "Coaching Early Career Teachers in Urban Elementary Schools: A Mixed-Method Study." School Mental Health 7, no. 1 (2014): 6–20. http://dx.doi.org/10.1007/s12310-014-9136-6.

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