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Achinstein, Betty; Ogawa, Rodney T. – Harvard Educational Review, 2006
In this article, Betty Achinstein and Rodney Ogawa examine the experiences of two new teachers who resisted mandated "fidelity" to Open Court literacy instruction in California. These two case studies challenge the portrayal of teacher resistance as driven by psychological deficiency and propose instead that teachers engage in…
Descriptors: Faculty Mobility, Professional Isolation, Literacy, Educational Change
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Achinstein, Betty – Yearbook of the National Society for the Study of Education, 2012
The task of preparing and supporting new teachers for working with diverse youth has generated widespread interest in induction and mentoring programs (Wang & Odell, 2002). However, much of mentoring in practice falls short of equity- and diversity-focused work. It can be better characterized as "situational adjustment, technical advice, and…
Descriptors: Mentors, Student Diversity, Knowledge Base for Teaching, Beginning Teacher Induction
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Achinstein, Betty; Davis, Emily – Mentoring & Tutoring: Partnership in Learning, 2014
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Mentors, Pedagogical Content Knowledge
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Achinstein, Betty; Ogawa, Rodney T. – Journal of Educational Change, 2012
The purpose of this article is to examine how and to what extent schools' responses to accountability policies in the United States influence the ability of new teachers of color to draw on their own and their students' cultural resources to engage in culturally responsive teaching. A 5-year study of 17 new teachers of color reveals that these…
Descriptors: Social Justice, Teaching (Occupation), Figurative Language, Accountability
Achinstein, Betty; Ogawa, Rodney T. – Teachers College Press, 2011
This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of color working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of color by acting…
Descriptors: Urban Schools, Minority Group Teachers, Beginning Teachers, Urban Teaching
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Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T. – American Journal of Education, 2015
Given educators' call to equalize educational opportunities, research is needed to illuminate promises and tensions in schools that resist negative labeling and sorting of nondominant youth. This article examines an urban high school that challenges traditional expectations for low-income, Latina/o students by engaging in "relabeling," a…
Descriptors: Urban Education, Urban Schools, High School Students, Hispanic American Students
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Achinstein, Betty – Teachers and Teaching: Theory and Practice, 2006
New teachers are unprepared for school politics and the conflicts they experience with administrators, colleagues and policies. Research and practice on mentoring often ignore organizational contexts. This article explores these under-examined contexts, asking: (1) What do mentors need to know and be able to do in relation to school and district…
Descriptors: Mentors, Beginning Teachers, Beginning Teacher Induction, Politics of Education
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Achinstein, Betty; Aguirre, Julia – Teachers College Record, 2008
Background: The call to recruit and retain teachers of color in urban high-minority schools is based on an assumption of a cultural match with students. Yet new teachers of color may find themselves challenged by students with whom they are supposedly culturally matched. Although past research has examined recruitment, preservice, and veteran…
Descriptors: Focus Groups, Teaching Methods, Minority Group Teachers, Diversity (Faculty)
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Athanases, Steven Z.; Achinstein, Betty; Curry, Marnie Willis; Ogawa, Rodney T. – Teachers College Record, 2016
Background/Context: Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining…
Descriptors: High Schools, Disproportionate Representation, Low Income Groups, Minority Group Students
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Achinstein, Betty; Curry, Marnie W.; Ogawa, Rodney T.; Athanases, Steven Z. – Urban Education, 2016
This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that…
Descriptors: Hispanic American Students, Urban Schools, High School Students, Low Income Groups
Achinstein, Betty; Athanases, Steven Z.; Curry, Marnie W.; Ogawa, Rodney T.; de Oliveira, Luciana C. – Leadership, 2013
Lower-income students of color in California are often underserved, as evidenced by low-resourced schools, an achievement gap, and low college-going rates. Educators increasingly call for "community schools" that link schools with community members and agencies to promote educational achievement and to access communities as resources for…
Descriptors: Academic Achievement, Achievement Gap, Low Income Groups, Community Schools
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Achinstein, Betty; Ogawa, Rodney T.; Sexton, Dena; Freitas, Casia – Review of Educational Research, 2010
Given calls to diversify the teaching workforce, this review examines research on retention and turnover of teachers of color, focusing on new teachers because they leave at disproportionately high rates. Reviewing 70 studies, the authors found that (a) recent national studies identify turnover rates for teachers of color are now higher than those…
Descriptors: Urban Schools, Diversity (Faculty), Teacher Persistence, Student Diversity
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Achinstein, Betty; Barrett, Adele – Teachers College Record, 2004
Research on new teachers identifies two critical challenges in relation to how novices view their students: practice shock that results in an over focus on controlling students and a cultural mismatch that causes novices to see diversity as a problem. This article explores how mentoring strategies intervene at this critical phase, influencing…
Descriptors: Teaching Methods, Student Diversity, Mentors, Classroom Techniques
Achinstein, Betty – 2002
This book explores how teacher communities differ dramatically in how they deal with conflict, collaborate, think about the purposes of schooling in relation to issues of conflict, frame and seek solutions, and utilize mechanisms to manage their differences. It reflects on current social theories of community and democracy to promote values that…
Descriptors: Collegiality, Conflict of Interest, Conflict Resolution, Democracy
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Achinstein, Betty – Teachers College Record, 2002
Uses micropolitical and organizational theory to examine teacher communities. Data from case studies of two urban middle schools show that when teachers enact collaborative reforms in the name of community, conflict often emerges. Results indicate that conflict is central to community, and how teachers manage conflict defines community borders and…
Descriptors: Case Studies, Conflict Resolution, Middle School Teachers, Middle Schools
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