Evidence and inquiry in teacher education: What's needed for urban schools

Journal of Teacher Education

Volumn 53, Issue 3, 2002, Pages 254-261

  Weiner, Lois ^a  

^a NEW JERSEY CITY UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036335432     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487102053003010     Document Type: Review

References (62)

1. The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities?
2. Movement against and beyond boundaries: "Politically relevant teaching" among African American teachers
3. Sex, gender, feminism, and education
4. Beyond rolling models: Gender and multicultural education
5. "What matters most: Teaching for America's future." A faculty response to the report of the National Commission on Teaching and America's future
6. Equity issues in educational research methods
7. Teaching working class literature to mixed audiences
8. Blind vision: Unlearning racism in teacher education
9. Research on teaching and teacher research: The issues that divide
10. Relationships of knowledge and practice: Teacher learning in communities
11. The midnight hour: A progressive strategy for school reform
12. Teaching the boys: New research on masculinity, and gender strategies for schools
13. Who teaches and why
14. Adolescents' perspectives on racial diversity in U.S. history: Case studies from an urban classroom
15. Desperate times: City woos teachers to a merengue beat
16. More light: An argument for complexity in studies of teaching and teacher education
17. The role of community and culture in school reform efforts: Examining the views of African-American teachers
18. Race, class, and gender in education research: Surveying the political terrain
19. Teachers as grantseekers: The privatization of the urban public school teacher
20. A word in hand: The scripted labeling of parents by schools
21. "Trendy theory" and teacher professionalism
22. Post-B.A. paraprofessionals: Preparation for urban teaching
23. Selecting and preparing culturally competent teachers for urban schools
24. Urban teachers who quit
25. High school democratic dialogues: Possibilities for praxis
26. Preparing teachers for inner city schools
27. Rejoinder: Misunderstanding the problem of out-of-field teaching
28. Teaching in tensions: Latino immigrant youth, their teachers, and the structures of schooling
29. Making "hope practical" rather than "despair convincing": Feminist post-structuralism, gender reform, and educational change
30. Progressive education and feminist pedagogies: Issues in gender, power, and authority
31. Teachers' pride in craft, school subcultures, and societal pressures
32. Responsive teaching for African American male adolescents
33. Good teachers in poor schools
34. Beyond the food court: Goals and strategies for teaching multiculturalism
35. Power and privilege in white middle-class feminist discussions of gender and education
36. Listening to the wisdom: Insights from positive, persevering urban teachers
37. Toward a theory of genre in teacher research: Contributions from a reflective practitioner
38. Research in the 90s: Implications for urban teacher preparation
39. Teacher preparation research: An insider's view from the outside
40. Changing school culture to accommodate student diversity
41. The averted gaze
42. The new scholarship in teacher education
43. Beyond the divide of teacher research and academic research
44. The RATE project: A profile of teacher education students