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ERIC Number: EJ843787
Record Type: Journal
Publication Date: 2006
Pages: 10
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1946-2069
Urban Teachers Immersed in Complexity in a Context that Assumes Simplicity
Rozansky-Lloyd, Carol V.
Online Yearbook of Urban Learning, Teaching, and Research, p11-20 2006
PreK-12 teachers in an urban school district enrolled in a course designed to examine the complexities of teaching in urban schools. This course was part of a grant aimed at increasing math and science achievement of their students. Teachers critically examined local and national policies and conditions that added to the complexities of their students' lives. They examined school and district systemic practices that also created complex environments in which to teach. This qualitative study describes their understandings and the often simplistic view of education that contradicted what they were learning about. (Contains 1 table.)
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001