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Adams, Tempestt R.; Glass, Tehia Starker – Journal of Urban Learning, Teaching, and Research, 2018
Teacher preparation programs (TEPs) are tasked with preparing future teachers to be able to effectively work with diverse learners. For many, a focus on culturally relevant pedagogy (CRP) supports this charge, thus an increased understanding of teacher educator perspectives and approaches to this work is necessary. The purpose of this study was to…
Descriptors: Teacher Educators, Preservice Teachers, Teaching Methods, Culturally Relevant Education
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Schafer, Nancy Jo; Barker, Kim Stevens – Journal of Urban Learning, Teaching, and Research, 2018
This research explores a finding from a multicase study of effective teachers working in urban high-poverty schools who used responsive classroom management as a tool. While classroom management was not the focus of the larger study, it emerged as a finding that was critical for participants as they fostered success for their students, and in the…
Descriptors: Classroom Techniques, Urban Teaching, Urban Schools, Disadvantaged Schools
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Woodward, Brian – Journal of Urban Learning, Teaching, and Research, 2018
While teaching is often touted as the single most important factor for the success of students, at the core of instruction is a foundation rooted in the classroom relationship between students and teachers. Despite teachers being regarded as the authority of instruction within their respective classrooms, what is frequently missing is the voices…
Descriptors: African American Students, High School Students, Males, Urban Schools
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Ukpokodu, Omiunota N. – Journal of Urban Learning, Teaching, and Research, 2017
This qualitative study investigates the perspectives of faculty teaching engagement in a uniquely designed, collaborative urban-focused teacher education program. The study analyzes interviews conducted with seven participating faculty from both the School of Education and the College of Arts and Sciences in an urban university. The findings…
Descriptors: Teacher Attitudes, Urban Schools, Teacher Education Programs, College Faculty
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Meister, Samantha M.; Zimmer, Wendi Kamman; Wright, Katherine Landau – Journal of Urban Learning, Teaching, and Research, 2017
A review of the current research literature demonstrates that teaching for social justice has been accepted by the research community as best practice for students, especially diverse students from traditionally marginalized populations and communities. However, best practices do no practical good if they are not implemented into real classroom…
Descriptors: Literature Reviews, Social Justice, Teaching Methods, Theory Practice Relationship
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Robinson, Derrick; Lewis, Chance W. – Journal of Urban Learning, Teaching, and Research, 2017
Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This…
Descriptors: Urban Schools, Teacher Effectiveness, Teacher Characteristics, Critical Theory
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Jackson, Iesha – Journal of Urban Learning, Teaching, and Research, 2016
The "over-age, under-credited" (OA/UC) student population is defined as high school students who are at least two years behind their peers in terms of age and credits earned toward a high school diploma. To date, few studies have examined the schooling of OA/UC students. The purpose of this study is to use the insights of six African…
Descriptors: Praxis, African American Students, High School Students, Mental Age
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Olson, Jennifer D.; Rao, Arthi B. – Journal of Urban Learning, Teaching, and Research, 2016
This study focuses on elementary and secondary teacher candidates' perspectives of how their clinical experiences influence their preparedness in becoming effective culturally responsive educators. Clinical experiences in urban schools embedded within teacher preparation programs have the potential to develop students' ability to become culturally…
Descriptors: Culturally Relevant Education, College School Cooperation, Preservice Teacher Education, Preservice Teachers
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McCarther, Shirley Marie; Davis, Donna M. – Journal of Urban Learning, Teaching, and Research, 2015
As professors of education in an urban community, we wanted to identify mechanisms that would allow young people in the urban core the opportunity to share their unique voices with the world and for us to better understand their views on social justice and social change. The purpose of this paper is to discuss adolescent student perspectives on…
Descriptors: Social Justice, Adolescents, Urban Schools, Personal Narratives
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Estrada, Brittany; Warren, Susan – Journal of Urban Learning, Teaching, and Research, 2014
Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on…
Descriptors: Writing Improvement, Disadvantaged, Culturally Relevant Education, Urban Schools
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Burke, Christopher J. F.; Adler, Martha – Journal of Urban Learning, Teaching, and Research, 2013
This case study examines the experiences of two fifth grade teachers as they dealt with district mandates while trying to address their high-poverty urban children's learning needs. It reveals their personal struggles that led to both compliance and resistance. In this case, the act of finding the space to engage in the intellectual and…
Descriptors: Educational Change, Compliance (Psychology), Resistance (Psychology), Elementary School Teachers
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Rozansky, Carol Lloyd – Journal of Urban Learning, Teaching, and Research, 2010
Culturally relevant pedagogy (CRP) offers the promise of increased success for underserved students in urban schools. This qualitative case study examines a middle school reading teacher's understandings and implementation of CRP and the researcher's supportive role over a three-semester collaboration. Two categories of results are described:…
Descriptors: Evidence, Classroom Techniques, Urban Schools, Middle Schools
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Cleovoulou, Yiola – Journal of Urban Learning, Teaching, and Research, 2008
Drawing on case studies of five elementary school teachers in one inner city school, the author explored ways teachers foster social inclusion in their classrooms. Rooted in classroom observations and extensive teacher interviews, teachers' teaching methods and practices were examined as a base from which to explore socially inclusive pedagogy in…
Descriptors: Urban Schools, Letters (Correspondence), Literacy Education, Urban Areas
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Thomas, Christine D.; Williams, Desha L. – Journal of Urban Learning, Teaching, and Research, 2008
This is an investigation of secondary mathematics teachers' understanding of performance-based tasks with respect to the contextual design of tasks that promote urban students' engagement and pursuit in learning mathematical concepts. We examined the alignment of teacher designed tasks with their personal definitions of tasks; then further…
Descriptors: Mathematics Teachers, Secondary School Teachers, Competency Based Education, Learner Engagement
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Shealey, Monika Williams – Journal of Urban Learning, Teaching, and Research, 2007
What constitutes effective reading instruction for urban and ethnically diverse learners has been the topic of a great deal of debate. Particularly, during this time of sweeping mandates and increased calls for accountability. The response from urban schools to The No Child Left Behind Act (NCLB) serves as the backdrop for this paper which will…
Descriptors: Reading Instruction, Instructional Effectiveness, Urban Schools, Urban Teaching