NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001869
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1935-3308
School Leadership: Lessons from the Lived Experiences of Urban Teachers
Bridwell, Sandra D.
Journal of Ethnographic & Qualitative Research, v7 n2 p52-63 Win 2012
The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these contexts. A critical race theory lens was used in interviewing 12 African American teachers from urban districts in Georgia, New York, North Carolina, and Pennsylvania to privilege descriptions of their lived experiences in such schools. Teachers' views of their profession were explored using narrative analysis. Results indicated that accountability mandates and leadership support influenced teachers' perceptions regarding (a) the qualities of a good teacher, (b) colleague descriptions of their jobs, and (c) plans for the future. These findings and implications for practice, policy and future study are discussed. (Contains 1 table.)
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; New York; North Carolina; Pennsylvania