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ERIC Number: EJ720268
Record Type: Journal
Publication Date: 2004
Pages: 15
Abstractor: Author
Reference Count: 18
ISSN: ISSN-0890-6459
Developing Teacher Leaders: Exploring the Multiple Roles of Beginning Urban Educators
Goode, Joanna; Quartz, Karen Hunter; Barraza-Lyons, Kimberly; Thomas, Andrew
Teacher Education and Practice, v17 n4 p417-431 Fall 2004
Understanding how to prepare and support teachers as social justice educators committed to working in high-poverty, urban schools is a growing area of inquiry--one that is crucial if we are to stem the tide of high attrition from these hard-to-staff schools. Teacher educators struggle to create conditions within formal preservice programs that will prepare educators for the many challenges unique to urban schools. This article informs this struggle by looking at the early career trajectories of educators prepared specifically as social justice educators. Specifically, we are interested in capturing the multiple professional roles that urban educators assume in their quest to change the world and further social justice. Do these roles help keep educators engaged in their challenging work? We explore this question based on survey data from 417 urban educators in their 2nd through 6th years of their careers and conclude by suggesting a new policy framework for thinking about urban teacher retention--a frame that extends beyond the classroom and into a variety of multiple professional roles.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A