An Innovative Professional Development Program for Urban Teachers

Phi Delta Kappan

Volumn 85, Issue 5, 2004, Pages 401-406

  Foster, Michèle ^a  

^a CLAREMONT GRADUATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346040288     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170408500515     Document Type: Article

References (12)

1. Martin Haberman, "The Pedagogy of Poverty Versus Good Teach ing," Phi Delta Kappan, December 1991, pp. 290-94.
2. Michèle Foster and Tryphenia Peele, African American Literacy and Culture Project, Cultural Component External Input Model: Final Report (Hayward: College of Education, California State University, Hayward, 2000); and Dorothy Shipps, Joseph Kahne, and Mark Smylie, "Asserting the Center: Recentralization in Chicago's Decentralized School System," Educational Policy, vol. 13, 1999, pp. 518-45.
3. Michèle Foster and Tryphenia Peele, African American Literacy and Culture Project, Cultural Component External Input Model: Final Report (Hayward: College of Education, California State University, Hayward, 2000); and Dorothy Shipps, Joseph Kahne, and Mark Smylie, "Asserting the Center: Recentralization in Chicago's Decentralized School System," Educational Policy, vol. 13, 1999, pp. 518-45.
4. M. Bruce King and Fred M. Newmann, "Will Teacher Learning Advance School Goals?," Phi Delta Kappan, April 2000, pp. 576-80.
5. Researchers collected quantitative and qualitative data on L-TAPL. These included pre- and posttests individually administered to children, teacher self-efficacy scales, psychological scales previously developed for use with African American children, open-ended interviews, focus groups with students, entries from teacher notebooks, teacher questionnaires, tape-recorded teacher discussions, videotapes of L-TAPL sessions, and participant observations.
6. James Stigler and James Hiebert, The Teaching Cap (New York: Free Press, 1999), pp. 107-8.
7. Charles Payne, "So Much Reform, So Little Change: Building-Level Obstacles to Urban School Reform," paper presented at the annual meeting of the American Educational Research Association, San Diego, 1998.
8. Thomas Corcoran, "Norms Influencing Professional Development in School Districts," paper presented at a meeting of OERI Grantees Studying Teacher and Teaching Quality, Washington, D.C., April 2002.
9. James H. Lytle, "Whole-School Reform from the Inside," Phi Delta Kappan, October 2002, pp. 164-67.
10. Committee on Policy for Racial Justice, Visions of a Better Way: A Black Appraisal of Public Schooling (Washington, D.C.: Joint Center for Political Studies Press, 1989); Martin Haberman, Star Teachers of Children in Poverty (West Lafayette, Ind.: Kappa Delta Pi, 1995); and Anthony Bryk and Barbara Schneider, Trust In Schools: A Core Resource for Improvement (New York: Russell Sage Foundation, 2002).
11. Committee on Policy for Racial Justice, Visions of a Better Way: A Black Appraisal of Public Schooling (Washington, D.C.: Joint Center for Political Studies Press, 1989); Martin Haberman, Star Teachers of Children in Poverty (West Lafayette, Ind.: Kappa Delta Pi, 1995); and Anthony Bryk and Barbara Schneider, Trust In Schools: A Core Resource for Improvement (New York: Russell Sage Foundation, 2002).
12. Committee on Policy for Racial Justice, Visions of a Better Way: A Black Appraisal of Public Schooling (Washington, D.C.: Joint Center for Political Studies Press, 1989); Martin Haberman, Star Teachers of Children in Poverty (West Lafayette, Ind.: Kappa Delta Pi, 1995); and Anthony Bryk and Barbara Schneider, Trust In Schools: A Core Resource for Improvement (New York: Russell Sage Foundation, 2002).