A mixed-method study of teachers' attitudes about teaching in urban and low-income schools

Urban Education

Volumn 44, Issue 2, 2009, Pages 181-224

  Halvorsen, Anne Lise ^a   Lee, Valerie E ^b   Andrade, Fernando H ^b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Early elementary education; Mixed methods; Student learning; Teacher responsibility; Urban and low income schools

Indexed keywords

EID: 59449100660     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085908318696     Document Type: Article

References (43)

1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84 (2). 191-215.
2. Brewer, J., & Hunter, A. (1989). Multimethod research: A synthesis of styles. Newbury Park, CA: Sage.
3. Brookover, W.B., Schweitzer, J.H., Schneider, J.M., Beady, C.H., Flood, P.K., & Wisenbaker, J.M. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15 (2). 301-318.
4. Brophy, J.E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75 (5). 631-661.
5. Campbell, D., & Fiske, D.W. (1959). Convergent and discriminant validation by the multitraitmultimethod matrix. Psychological Bulletin, 54, 297-312.
6. Caracelli, V.J., & Green, J.C. (1997). Crafting mixed-method evaluation designs, advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms. New Directions for Evaluation, 74, 19-32.
7. Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Chicago: Rand McNally College Publishing.
8. Cooper, H.M., & Tom, D.Y.H. (1984). Teacher expectation research: A review with implications for classroom instruction. Elementary School Journal, 85 (1). 77-89.
9. Diamond, J.B., Randolph, A., & Spillane, J.P. (2004). Teachers' expectations and sense of responsibility for student learning: The importance of race, class, and organizational habitus. Anthropology & Education Quarterly, 35 (1). 75-98.
10. Greene, J.C., Caracelli. V. J., & Graham, W.F. (1989). Toward a conceptual framework for mixed-method evaluation design. Educational Evaluation and Policy Analysis, 11, 255-274.
11. Guba, E.G., & Lincoln, Y.S. (1989). Fourth generation evaluation. Thousand Oaks, CA: Sage.
12. Hallinger, P., & Heck, R.H. (1996). Reassessing the principal's role in school effectiveness. Educational Administration Quarterly, 32 (1). 5-44.
13. Lee, V.E. (2001). High school restructuring and student achievement. New York: Teachers College Press.
14. Lee, V.E. (2002). Reforming Chicago's high schools: Research perspectives on school and system level change. Chicago: Consortium on Chicago School Research.
15. Lee, V.E., & Burkam, D.T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
16. Lee, V.E., & Loeb, S. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and student achievement. American Educational Research Journal, 37 (1). 3-32.
17. Lee, V.E., Loeb, S., & Lubeck, S. (1997). Contextual effects of prekindergarten classrooms for disadvantaged children on cognitive development: The case of Chapter 1. Child Development, 69 (2). 479-494.
18. Lee, V.E., & Smith, J.B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104 (2). 103-147.
19. Lee, V.E., Smith, J.B., & Croninger, R.G. (1997). How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education, 70 (2). 128-50.
20. Leland, C.H., & Harste, J.C. (2005). Doing what we want to become. Urban Education, 40 (1). 60-77.
21. LoGerfo, L.F. (2004). Who takes responsibility and to what effect? Examining the development and influence of teachers' collective responsibility for student learning. Unpublished doctoral dissertation. University of Michigan, Ann Arbor.
22. Merriam, S.B. (1998). Qualitative research and case study applications in education (2 nd ed.). San Francisco, CA: Jossey-Bass.
23. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
24. Moore, W.P., & Esselman, M.E. (1992). Teacher efficacy, empowerment, and a focused instructional climate: Does student achievement benefit? Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, CA.
25. National Center for Educational Statistics. (2000). America's kindergartners. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement (NCES 2000-070).
26. National Center for Educational Statistics. (2002). User's manual for the ECLS-K longitudinal kindergarten-first grade public-use data files and electronic codebook. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement (NCES 2002-149).
27. National Center for Educational Statistics. (2003). Common Core of Data. Washington, DC: U.S. Department of Education.
28. Newmann, F.M., Rutter, R.A., & Smith, M.S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education, 62 (4). 221-238.
29. Patton, M.Q. (2002). Qualitative evaluation and research methods (3 rd ed.). Thousand Oaks, CA: Sage.
30. Pressley, M., Allington, R.A., Wharton-McDonald, R., Block, C.C., & Morrow, L.M. (2001). Learning to read. New York: Guildford.
31. Raudenbush, S.W. (1984). Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments. Journal of Educational Psychology, 76 (1). 85-97.
32. Raudenbush, S.W., & Bryk, A.S. (2002). Hierarchical linear models: Applications and data analysis methods (2 nd ed.). Thousand Oaks, CA: Sage.
33. Raudenbush, S.W., Rowan, B. & Cheong, Y.F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.
34. Reichart, C.S., & Cook, T.D. (1979). Beyond qualitative versus quantitative methods. In T. D. Cook & C. S. Reichardt (Eds.), Qualitative and quantitative methods in evaluation research (pp. 7-32). Thousand Oaks, CA: Sage.
35. Rosenthal, R.A., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart, and Winston.
36. Secrest, L. (1992). Back to our first generations. Evaluation Practice, 13 (2). 1-7.
37. Smylie, M.A., Allensworth, E., Greenberg, R.C., Harris, R., & Luppescu, S. (2001). Teacher professional development in Chicago: Supporting effective practice. Chicago: Consortium on Chicago School Research.
38. Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousands Oaks, CA: Sage.
39. Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on socioeconomic status and early language production. Child Development, 65, 606-621.
40. Weiss, R.S. (1994). Learning from strangers: The art and method of qualitative interview studies. New York: Free Press.
41. Werner, E.E., & Smith, R.S. (1992). Overcoming the odds: High risk children from birth to adulthood. Ithaca, NY: Cornell University Press.
42. Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25 (1). 68-81.
43. Woolfolk, A., & Hoy, W.K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82 (1). 81-91.