A distributed mentoring model was implemented to scaffold preservice teachers completing a residency in high needs urban turnaround high schools. In this situated learning context, expert faculty and peer mentors contributed confirmatory insights for promoting engaged evidence-based pedagogy, instructional differentiation, homework completion,…

This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…

Providing preservice teachers in urban settings with authentic educational experiences may be an effective approach in preparing them to teach diverse students. Therefore, this investigation examined preservice teachers' perceptions of mentoring at-risk high school students. Data analysis reflected preservice teachers' positive experiences and…

As preservice teachers enter their first teaching experience, they often have perceptions about what teaching will be like based on a vision that is typically linked to their own background and experiences. This study explores the changes in visions of 15 preservice teachers throughout student teaching in an urban environment. The research will…

This paper describes the experiences of preservice teachers developing deeper understanding of themselves and diverse students through participation in the Philadelphia Urban Seminar. The Seminar focuses on the reconstruction of more complete understanding of urban students and urban communities by combining field experience in Philadelphia with…

Home-school collaborations offer the promise of increased social and academic outcomes for students with disabilities. This qualitative study examines the practices of 25 preservice special education teachers and their implementation of state standards to collaborate with families of children with disabilities in schools during student teaching.…

Using a social justice orientation to teacher education and a sociocultural approach to learning, this exploratory study presents data from twenty pre-service urban teachers about their perceptions of and visions for teaching in urban schools. Findings reveal candidates' desires to care for and build relationships with urban youth as a foundation…

The purpose of this study was to examine preservice teacher learning in an integrated course and field experience in an urban school-university partnership. Study participants included two cohorts of preservice teachers at a large, northeastern research university who were completing a semester-long experience of site-based coursework and…

This article reports findings from a qualitative study of preservice teachers' beliefs about the contexts of urban teaching. Participants were in their first semester of a K-6 licensure program designed to prepare them for urban teaching. Interviews and email reflective journal exchanges with the researcher were the data of the study, and…

The National Council of Teachers of Mathematics articulates an ambitious vision of a high-quality mathematics program. Achieving this vision requires competent and knowledgeable teachers who can support all students in learning mathematics concepts with understanding. Effective mathematics teachers are especially needed for high-poverty schools…

Retention of teachers in urban schools continues to plague public schools. Could universities increase the likelihood that teachers will stay in urban schools longer by preparing them for some of the adversities they may face and helping them develop resilience in relation to these challenges? Could we produce resilient educators before they…

Preservice elementary teachers enrolled in a reading methods course learn how literacy instruction is a political act that can affect children's opportunities. Through discussions and readings, they learn how the ways in which they teach reading to children make a difference in their subsequent access to knowledge. Through a practicum experience…

The study reports on changes in beliefs and attitudes toward urban schools evidenced by teacher candidates when engaged in a five week summer tutoring experience in a city school district. Beliefs at pre and post testing are presented descriptively, while changes between the two measures are presented in a matched-case method. Among the most…

Many European American pre-service special education teachers participate in activities and coursework to prepare them to engage with diverse students in urban settings. This qualitative study explores the experience of two teacher candidates taking part in one such program. Specifically, the interactions and perceptions of the participants' first…