This paper reports on an interpretive, collective case study that examined preservice teacher learning and practice in an urban school-university partnership. Multiple data sources were collected from 55 predominantly White middle-class preservice teachers at a predominantly Black and Latino high school, including pre- and post-surveys,…

Teachers are held accountable for improving the literacy skills of PreK-12 pupils. However, the processes (or lack thereof) by which teachers at the various levels of schooling are deemed skilled and become actually prepared for such complex challenge have not been explored in depth. This article focuses on urban preservice teachers' beliefs…

This article is a description of the perceptions of pre-service teachers who have chosen to study in a teacher education program designed specifically to prepare them to work in urban elementary schools. Twelve volunteer participants were interviewed in the spring following their admission into the program. Participants and the researcher also…

Novice teachers who begin their careers in urban settings abandon teaching at dismal rates. Although teacher education programs make varying efforts to incorporate awareness about the diverse contexts of urban schooling into the preservice teacher curriculum--from the "one course approach" to whole curriculum imbedded--little is known about the…

One of the greatest challenges for the Unites States as a nation, and for Paterson, NJ in particular, is how to attract and retain academically and pedagogically talented teachers for urban schools--teachers who are committed to remain in those schools to do the difficult, long-term work of reform and renewal. This work is critical if urban…

This essay describes the broad consideration of educational standards that occurred with a cohort of masters' licensure students in public, urban university and high school contexts. This deliberation over standards was rooted in the model of standards development presented by these future teachers' licensure program and called upon this next…

This article examines the experiences of new faculty entering the Charter College of Education (CCOE) at California State University. As new faculty members, the authors describe how they were welcomed into the CCOE, how they were invited into projects, how easy it was to make connections with other faculty, how much they felt valued and welcomed,…