Tailoring new urban teachers for character and activism

American Educational Research Journal

Volumn 47, Issue 1, 2010, Pages 65-95

  Boggess, Laurence B ^a  

^a MIAMI UNIVERSITY   (United States)

Author keywords

Education policy; Mayoral control; Teacher dispositions; Teacher preparation; Urban education

Indexed keywords

EID: 77951479494     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831209358116     Document Type: Article

References (90)

1. Academy for Urban School Leadership. (2009). Home page. Available from http:// www.ausl-chicago.org/
2. Atieyero, K. (2008, January 24). "Clean slate" for 8 schools in Chicago: 200 teachers, 7 principals face ax after years of poor performance. Chicago Sun Times. Retrieved August 10, 2009, from http://archives.chicagotribune.com/2008/jan/ 24/news/chi-turnaround_24jan24
3. Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., et al. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should know (pp. 232-274). San Francisco: Jossey-Bass.
4. Berry, B., Montgomery, D., Curtis, R., Hernandez, M., Wurtzel, J., & Snyder, J. (2008). Creating and sustaining urban teacher residencies: A new way to recruit, prepare, and retain effective teachers in high-needs districts. Washington, DC: Aspen Institute, Center for Teaching Quality.
5. Boyd, B. (1990). Corporate linkages and organizational environment: A test of the resource dependence model. Strategic Management Journal, 11, 419-430.
6. Boyd, D., Grossman, P., Hammerness, K., Lankford, H., Loeb, S., McDonald, M., et al. (2008). Surveying the landscape of teacher education in New York City: Constrained variation and the challenge of innovation. Educational Evaluation and Policy Analysis, 30(4), 319-343.
7. Boyd, D., Grossman, P., Lankford, H., Loeb, S., Michelli, N., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in New York City schools. Journal of Teacher Education, 57(2), 155-166.
8. Boyd, W. (2007) The politics of privatization in American education. Educational Policy, 21(1), 7-14.
9. Boston Teacher Residency. (2009). Home page. Available from http://www.bpe.org/ btr
10. Breese, L. & Nawrocki-Chabin, R. (2007). The social cognitive perspective in dispositional development. In M. Diez & J. Raths (Eds.), Dispositions in teacher education (pp. 31-52). Charlotte, NC: Information Age.
11. Bulkley, K. (2007). Bringing the private into the public: Changing the rules of the game and new regime politics in Philadelphia public education. Educational Policy, 21(1), 155-184.
12. Burant, T., Chubbuck, S., & Whipp, J. (2007). Reclaiming the moral in the dispositions debate. Journal of Teacher Education, 58(5), 397-411.
13. Burch, P., Steinberg, M., & Donovan, J. (2007). Supplemental educational services and NCLB: Assumptions, market practices, and emerging issues. Educational Evaluation and Policy Analysis, 29(2), 115-133.
14. Chambers, S. (2006). Mayors and schools: Minority voices and democratic tensions in urban education. Philadelphia: Temple University Press.
15. Christman, J., Gold, E., & Herrold, B. (2006). Privatization "Philly style": What can be learned from Philadelphia's diverse provider model of school management? Research for Action. Available from http://eric.ed.gov/ERICDocs/data/ ericdocs2sql/content_storage_01/0000019b/80/29/dc/bc.pdf
16. Coburn, C., & Talbert, J. (2006). Conceptions of evidence use in school districts: Mapping the terrain. American Journal of Education, 112, 469-495.
17. Coburn, C., Toure, J., & Yamashita, M. (2009). Evidence, interpretation, and persuasion: Instructional decision making at the district central office. Teachers College Record, 11(4), 1115-1161.
18. Coburn, C. E., Honig, M. I., and Stein, M. K. (in press). What is the evidence on districts' use of evidence? In J. Bransford, L. Gomez, D. Lam, & N. Vye (Eds.), Research and practice: Towards a reconciliation. Cambridge, MA: Harvard Educational Press.
19. Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York: Teachers College Press.
20. Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.) Los Angeles: Sage.
21. Cuban, L., & Usdan, M.(Eds.).(2003). Powerful reforms with shallow roots: Improving America's urban schools. New York: Teachers College Press.
22. Damon, W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of Teacher Education, 58(5), 365-369.
23. Darling-Hammond, L. (2007). A Marshall plan for teaching: What it will really take to leave no child behind. Education Week, 26(18), 28, 48.
24. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
25. Darling-Hammond, L., & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the "highly qualified teacher" challenge. Education Policy Analysis Archives, 11(33), 1-57.
26. DeAngelis, K., & Presley, K. (2007). Leaving schools or leaving the profession: Setting Illinois' record straight on new teacher attrition (Policy Report IERC 2007-1). Edwardsville, IL: Illinois Education Research Council. Available from http:// ierc.siue.edu
27. Diez, M. (2007). Looking back and moving forward: Three tensions in the teacher disposition discourse. Journal of Teacher Education, 58(5), 388-396.
28. Diez, M., & Raths, J. (Eds.). (2007). Dispositions in teacher education. Charlotte, NC: Information Age.
29. Elmore, R., & Burney, D. (1997). Investing in teacher learning: Staff development and instructional improvement in Community School District No. 2, New York City. Washington, DC: National Commission on Teaching and America's Future, Consortium for Policy Research in Education.
30. Green, R., & Carl, B. (2000). A reform for troubled times: Takeovers of urban schools. Annals of the American Academy of Political and Social Science, 569(1), 56-70.
31. Haberman, M. (1995a). The dimensions of excellence in programs preparing teachers for urban poverty schools. Peabody Journal of Education, 70(2), 24-43.
32. Haberman, M. (1995b). Selecting "star" teachers for children and youth in urban poverty. Phi Delta Kappan, 76(10), 777-781.
33. Haberman, M. (1995c). Star teachers of children in poverty. West Lafayette, IN: Kappa Delta Pi.
34. Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 747-760). New York: Macmillan Library Reference.
35. Haberman, M. (1999). Increasing the number of high-quality African-American teachers in urban schools. Journal of Instructional Psychology, 26(4), 208-212.
36. Helm, C. (2006). The assessment of teacher dispositions. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(6), 237-239. Retrieved June 30, 2008, from http://findarticles.com/p/articles/mi_hb3482/is_200607/ ai_n18864323
37. Hightower, A., Knapp, M., Marsh, J., & McLaughlin, M. (Eds.). (2002). School districts and instructional renewal. New York: Teachers College Press.
38. Honig, M. (2007). Policy implementation and learning: How organizational and socio-cultural learning theories elaborate district central office roles in complex educational improvement efforts. Center for the Study of Teaching and Policy, University of Washington. Available from http://depts.washington.edu/ctpmail/ research/district_instructional.shtml
39. Honig, M., & Coburn, C. (2008). Evidence-based decision-making in school district central offices. Educational Policy, 22(4), 578-608.
40. Howard, T., & Aleman, G. (2008). Teacher capacity for diverse learners: What do teachers need to know? In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 157-174). New York: Routledge.
41. Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
42. Johnson, B. (1995). Resource dependence theory: A political economy model of organizations. Retrieved July 3, 2008, from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage01/0000019b/80/14/34/0b.pdf
43. Johnson, L., & Reiman, A. (2007). Beginning teacher disposition: The moral/ethical domain. Teaching and Teaching Education, 23, 676-687.
44. Keiser, D. (2005). Learners not widgets: Teacher education for social justice during transformative times. In N. Michelli & D. Keiser (Eds.), Teacher education for democracy and social justice (pp. 31-56). New York: Routledge.
45. Kirst, M. (2002). Mayoral influence, new regimes, and public school governance (CPRE Research Report Series, RR-049). Philadelphia, University of Pennsylvania Graduate School of Education, Consortium for Policy Research in Education.
46. Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1),37-62.
47. Levine, A. (2006) Educating school teachers. Education Schools Project. Retrieved December 5, 2006, from http://www.edschools.org/teacher_report.htm
48. Marsh, J., Kerr, K., Ikemoto, G., Darilek, H., Suttorp, M., Zimmer, R., et al. (2005). The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning. Santa Monica, CA: Rand Corporation.
49. Maxwell, J. (2004). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher, 3(2), 3-11.
50. McKinney, S., Haberman, M., Stafford-Johnson, D., & Robinson, J. (2008). Developing teachers for high-poverty schools: The role of the internship experience. Urban Education, 43(1), 68-82.
51. Michelli, N., & Keiser, D. (Eds.). (2005). Teacher education for democracy and social justice. New York: Routledge.
52. Mossberger, K., & Stoker, G. (2001). The evolution of urban regime theory: The challenge of conceptualization. Urban Affairs Review, 36(6), 810-835.
53. Murray, F. (2007). Disposition: A superfluous construct in teacher education. Journal of Teacher Education, 58(5), 381-387.
54. Nelson, A. (2005). The elusive ideal: Equal educational opportunity and the federal role in Boston's public schools,1950-1985. Chicago: University of Chicago Press.
55. Nichols, S., & Berliner, D. (2005). The inevitable corruption of indicators and educators through high-stakes testing. Retrieved September 10, 2007, from http:// www.greatlakescenter.org/gl_new_doc/ESPL-0503-1-1-EPRU.pdf
56. Oakes, J. (2005). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
57. Obama, B. (2008). 21st century schools for a 21st century economy. Retrieved December 19,2007, from http://obama.senate.gov/speech/060313-21st_century_sc/
58. Oja, S., & Reiman, A. (2007). A constructivist-developmental perspective. In M. Diez & J. Raths (Eds.), Dispositions in teacher education (pp. 91-115). Charlotte, NC: Information Age.
59. Patton, M. (1990). Designing qualitative studies. In Qualitative evaluation and research methods (pp. 169-186). Newbury Park, CA: Sage.
60. Payne, C. (2008). So much reform, so little change: The persistence of failure in urban schools. Cambridge: Harvard University Press.
61. Pfeffer, J., & Salancik, G. (2003). The external control of organizations: A resource dependence perspective. Stanford, CA: Stanford University Press.
62. Raths, J. (2001). Teachers' beliefs and teaching beliefs. Early Childhood Research and Practice, 3(1), 385-301.
63. Reville, P., & Coggins, C. (Eds.). (2007). A decade of urban school reform: Persistence and progress in the Boston public schools. Cambridge, MA: Harvard Education Press.
64. Rhim, L. (2007). The politics of privatization: An analysis of state-initiated privatization via school restructuring statues in two districts. Educational Policy, 21(1), 245-272.
65. Rorrer, A., Skrla, L., & Scheurich, J. (2008). Districts as institutional actors in educational reform Educational Administration Quarterly, 44(3), 307-357.
66. Sanford, J. (2007). Written testimony to the Committee on Education and Labor of the U.S. House of Representatives at the hearing entitled "ESEA Reauthorization: Boosting Quality in the Teaching Profession," May 11, 2007. Available from http://edlabor.house.gov/testimony/051107JarvisSanfordtestimony.pdf
67. Scott, R., & Davis, G. (2007). Organizations and organizing: Rational natural and open system perspectives. Upper Saddle River, NJ: Pearson/Prentice Hall.
68. Selznick, P. (1949). TVA and the grass roots: A study of politics and organization. Berkeley: University of California Press.
69. Shipps, D. (2003). Pulling together: Civic capacity and urban school reform. American Educational Research Journal, 40(4), 841-878.
70. Shipps, D. (2006). School reform, corporate style: Chicago, 1880-2000. Lawrence: University of Kansas Press.
71. Sleeter, C. (2008). Preparing White teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 559-582). New York: Routledge.
72. Sockett, H. (2006). Character, rules, and relations. In H. Sockett (Ed.), Teacher dispositions: Building a teacher education framework of moral standards (pp. 9-25). Washington, DC: American Association of Colleges for Teacher Education.
73. Solomon, J. (2007). Written testimony to the Senate Health, Education, Labor and Pensions Committee NCLB reauthorization: Strategies for attracting, supporting, and retaining high quality educators. Retrieved September 5, 2007, from http:// help.senate.gov/Hearings/2007_03_06/Solomon.pdf
74. Solomon, P., & Sekayi, D. (2007). Urban teacher education and teaching: Innovative practices for diversity and social justice. Mahwah, NJ: Lawrence Erlbaum.
75. Spillane, J. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18(2), 141-179.
76. Stein, M., & Coburn, C. (2007). Architectures for learning: A comparative case analysis of two urban school districts. Center for the Study of Teaching and Policy, University of Washington. Available from http://depts.washington.edu/ctpmail/ research/district_instructional.shtml.
77. Steinberg, S., & Kincheloe, J. (Eds.). (2004). 19 urban questions: Teaching in the city. New York: Peter Lang.
78. Stone, C. (1998). Introduction: Urban education in a political context. In C. N. Stone (Ed.), Changing urban education (pp. 1-20). Lawrence: University of Kansas Press.
79. Stone, C. (2005). Looking back to look forward: Reflections on urban regime analysis. Urban Affairs Review, 40(3), 309-341.
80. Talbert-Johnson, C. (2006). Preparing highly qualified teacher candidates for urban schools: The importance of dispositions. Education and Urban Society, 39(1), 147-160.
81. Useem, E., Offenberg, R., & Farley, E. (2007). Closing the teacher quality gap in Philadelphia: New hope and old hurdles. Philadelphia: Research for Action. Retrieved April 10, 2007, from http://www.researchforaction.org
82. Villegas, A. (2007). Dispositions in teacher education. Journal of Teacher Education, 58(5),370-380.
83. Vitaritti, J. (Ed.). (2009). When mayors take charge: School governance in the city. Washington, DC: Brookings Institution.
84. Weick, K. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(March), 1-9.
85. Weiner, L. (2006). Urban teaching: The essentials. New York: Teachers College Press.
86. Wong, K., & Shen, F. (2003). Measuring the effectiveness of city and state takeover as a school reform strategy. Peabody Journal of Education, 78(4), 89-119.
87. Wong, K., Shen, F., Anagnostopoulos, D., & Rutledge, S. (2007). The education mayor: Improving America's schools. Washington, DC: Georgetown University Press.
88. Yin, R. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
89. Young, P. (2007). Thinking outside the box: Fostering racial and ethnic discourses in urban teacher education. In P. Solomon & D. Sekayi (Eds.), Urban teacher education and teaching: Innovative practices for diversity and social justice (pp. 109-128). Mahwah, NJ: Lawrence Erlbaum.
90. Zumwalt, K., & Craig, E. (2008). Who is teaching? Does it matter? In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 405-423). New York: Routledge.