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Rhodes, Richard Jeffrey – Penn GSE Perspectives on Urban Education, 2019
Relationships matter. In urban education, the positive relationships between students and teachers are vitally important. Stories can be powerful tools that, when utilized effectively, help forge and enhance relationships. Story sharing is an effective strategy to promote and expose the common connections that lead to positive relationships. This…
Descriptors: Personal Narratives, Story Telling, Sharing Behavior, Learner Engagement
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Jordan, Valin S. – Penn GSE Perspectives on Urban Education, 2018
This paper uses Crystal Laura's "Being Bad: My Baby Brother and the School-to-Prison-Pipeline" as the central text for exploring a term I refer to as "imaginary existence." The "imaginary existence" confines Black boys and other students of color to a particular narrative that prevents teachers from being able to…
Descriptors: African American Students, Males, Teacher Student Relationship, Preservice Teacher Education
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Shafer, Rowan – Penn GSE Perspectives on Urban Education, 2018
The savior teacher/deficit parent narrative has become a public pedagogy in America, evidenced by the rise of Teach for America, and the threat of extreme neoliberal education reforms by the Trump administration. In this paper, I examine how the popular television show, "The Simpsons," upholds and challenges familiar tropes of the savior…
Descriptors: Popular Culture, Teaching Methods, Television, Programming (Broadcast)
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Marsh, L. Trenton S. – Penn GSE Perspectives on Urban Education, 2018
In this article, I explore the ways in which school-imposed labeling at one "no-excuses" public charter school impacts teachers' perceptions of students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A primary aim was to extend how labeling is viewed in…
Descriptors: Charter Schools, Labeling (of Persons), Teacher Student Relationship, Student Attitudes
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LaSalle, Daniel – Penn GSE Perspectives on Urban Education, 2015
In this article, northeast Philadelphia teacher Daniel LaSalle describes the transition and struggle of leaving his past students and adjusting to a new school. He concludes that the highly contextualized knowledge of how to navigate, and be accepted in, a school culture is not something found in the latest journal articles or books on education.…
Descriptors: Faculty Mobility, Teachers, Teacher Attitudes, Students
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Warren, Chezare A.; Lessner, Susan – Penn GSE Perspectives on Urban Education, 2014
The quality of student-teacher interactions is shaped by both the capacity of the teacher to cultivate trusting relationships with students and his or her ability to establish a safe, supportive classroom environment. This proves especially important for individuals teaching in multicultural and urban education settings. In recent literature,…
Descriptors: Empathy, Teacher Student Relationship, Interaction, Student Diversity
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Munoz, Lorena R.; Pellegrini-Lafont, Cynthia; Cramer, Elizabeth – Penn GSE Perspectives on Urban Education, 2014
This exploratory study examines the use of the micro-blogging service "Twitter" in multiple sections of a pre-service teacher education program in a diverse, urban university. The use of Twitter aimed to encourage student-student and student-teacher interactions, thus enhancing social presence and diminishing the sense of isolation in…
Descriptors: Teacher Education, Teacher Education Programs, Social Networks, Urban Universities
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Brown, Amy – Penn GSE Perspectives on Urban Education, 2011
For educational philosopher and activist Paulo Freire, cultural circles are a way to generate critical conversations among "teacher-students" and "student-teachers" and can provide the motivation for critical consciousness and political action (1970). Both teachers and students learn from one another as their democratic…
Descriptors: Culturally Relevant Education, Fiction, College Preparation, Discussion (Teaching Technique)
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Cytrynbaum, Pamela – Penn GSE Perspectives on Urban Education, 2010
In this article, the author provides an intimate glimpse into the writing work that Joe Cytrynbaum did with students from Manley Career Academy High School in Chicago. The author's discussion of Joe's "tactics of hope" is layered and brought to life by Joe's poetry and the poetry of his students. The author presents Joe's poems and the…
Descriptors: Poetry, Career Academies, Urban Schools, Writing Instruction
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Bartone, Michael – Penn GSE Perspectives on Urban Education, 2010
Going to where students and their families live, play, and socialize is one way of creating personalized relationships. In the author's years of teaching he has always found it is the little things that make a huge impact on all the lives of people involved. By incorporating a real life cultural application piece, teacher education programs can…
Descriptors: Teacher Education Programs, Culturally Relevant Education, Preservice Teacher Education, Multicultural Education
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Hardee, Sheri C.; Reyelt, Amanda – Penn GSE Perspectives on Urban Education, 2009
This qualitative study examines alternative arts-based education in two urban educational settings for underrepresented or marginalized youth. In particular, the authors use postcolonial and feminist theories to create borderland spaces where marginalized youth can develop strong identities, establish a community mindset, and cultivate leadership…
Descriptors: Art Education, Change Agents, Urban Education, Nontraditional Education
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Bieler, Deborah – Penn GSE Perspectives on Urban Education, 2006
In this article, the author argues that, wherever possible, English teachers should not consider English or English education curriculum as an end in itself but rather a "means" to an end--the building of a critical and compassionate community both within and beyond the classroom. Building such a community involves a re-imagining of the teaching…
Descriptors: English Teachers, Youth, English Instruction, Teacher Student Relationship
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Miletta, Alexandra – Penn GSE Perspectives on Urban Education, 2006
In this article, the author explores her teaching experiences in order to better understand the nature of the professional knowledge needed to make use of conflict and to manage a particular teaching dilemma. The author's intention is to show that such a personal inquiry can reveal ways in which her story is a telling case that may enable others…
Descriptors: Beginning Teachers, Conflict, Reflective Teaching, Teacher Attitudes
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Foster, Kevin Michael – Penn GSE Perspectives on Urban Education, 2006
This essay provides interrelated principles for teaching and learning in times of heightened awareness of wars, disasters and human suffering. Purposeful teaching in times of crisis should occur both with children directly impacted by catastrophic events as well as with those less directly impacted. As a direct reflection of the author's most…
Descriptors: Teaching (Occupation), Crisis Management, Teacher Student Relationship, Social Support Groups