ERIC Number: ED478624
Record Type: Non-Journal
Publication Date: 2003-Apr-25
Taking It to the Bone: The Cohort as Context for Novice Teachers Validating Culturally Responsive Beliefs and Practices.
Canniff, Julie G.
This study examined the experiences of a cohort of seven beginning high school teachers, all of whom were in their first year of teaching in schools where low performing students were at the greatest risk and where a culture of professional learning communities was rare. Teachers were struggling with what it meant to be a culturally responsive teacher through participation in a cohort or network that allowed them to stretch the boundaries of what they had done before. Only one teacher participated in professional cohorts in the school, so they reconstituted the cohort from their preservice program as a network. Teachers worked with rural, low-income students and/or English as a Second Language students. Each teacher was committed to culturally responsive practices that set high standards for their students and challenged the school culture, which did not provide them support or validation as new teachers. Data were collected via focus group interviews. Results affirmed the value of a certification program that made explicit the informal theories that teacher interns brought with them into a teaching career, transforming those beliefs and assumptions into informed theories. Professional learning communities helped new teachers with unconventional approaches that actually reached their students (Contains 37 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A