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Achinstein, Betty; Ogawa, Rodney T. – Journal of Educational Change, 2012
The purpose of this article is to examine how and to what extent schools' responses to accountability policies in the United States influence the ability of new teachers of color to draw on their own and their students' cultural resources to engage in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these…
Descriptors: Social Justice, Teaching (Occupation), Figurative Language, Accountability
Achinstein, Betty; Ogawa, Rodney T. – Teachers College Press, 2011
This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of color working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of color by acting…
Descriptors: Urban Schools, Minority Group Teachers, Beginning Teachers, Urban Teaching
Retaining Teachers of Color: A Pressing Problem and a Potential Strategy for "Hard-to-Staff" Schools
Achinstein, Betty; Ogawa, Rodney T.; Sexton, Dena; Freitas, Casia – Review of Educational Research, 2010
Given calls to diversify the teaching workforce, this review examines research on retention and turnover of teachers of color, focusing on new teachers because they leave at disproportionately high rates. Reviewing 70 studies, the authors found that (a) recent national studies identify turnover rates for teachers of color are now higher than those…
Descriptors: Urban Schools, Diversity (Faculty), Teacher Persistence, Student Diversity
Achinstein, Betty; Ogawa, Rodney T. – Harvard Educational Review, 2006
In this article, Betty Achinstein and Rodney Ogawa examine the experiences of two new teachers who resisted mandated "fidelity" to Open Court literacy instruction in California. These two case studies challenge the portrayal of teacher resistance as driven by psychological deficiency and propose instead that teachers engage in…
Descriptors: Faculty Mobility, Professional Isolation, Literacy, Educational Change
Achinstein, Betty; Ogawa, Rodney T.; Speiglman, Anna – American Educational Research Journal, 2004
This article explores the possibility that state educational policies, involving accountability and instructional reform, and local district and school conditions interact with teachers' personal and professional backgrounds to shape two tracks of new teachers that reinforce existing educational inequities. The present 2-year study incorporated…
Descriptors: Teacher Characteristics, Teacher Recruitment, Socialization, Academic Achievement