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McGee, Steven; Nutakki, Nivedita – Journal of Urban Learning, Teaching, and Research, 2017
Urban school districts face a dilemma in providing professional development support for teachers in transition to the Next Generation Science Standards (NGSS). Districts need to maximize the quality and amount of professional development within practical funding constraints. In this paper, we discuss preliminary results from a…
Descriptors: Science Instruction, Teaching Methods, Standards, Faculty Development
Id-Deen, Lateefah – Journal of Urban Learning, Teaching, and Research, 2016
Although teacher turnover affects many schools to some degree, it is especially problematic in urban settings (Ingersoll & Smith, 2003). This qualitative study examined the perspectives of five Black urban students who experienced a midyear teacher change in their 7th grade mathematics classroom. Findings suggest that these students were able…
Descriptors: Urban Teaching, Labor Turnover, Teacher Persistence, Qualitative Research
Adjapong, Edmund S.; Emdin, Christopher – Journal of Urban Learning, Teaching, and Research, 2015
A significant amount of research regarding Hip-Hop Based Education (HHBE) fails to provide insight on how to incorporate elements of Hip-Hop into daily teaching practices; rather Hip-Hop based educators focus mainly on incorporating Hip-Hop culture into curricula. This study explores the benefits of using two specific Hip-Hop pedagogical practices…
Descriptors: Music, Popular Culture, Teaching Methods, Urban Schools
Dorman, Elizabeth Hope – Journal of Urban Learning, Teaching, and Research, 2012
This paper responds to the call for further inquiry into the experiences of graduates of urban focused teacher education programs. I present and analyze the experience of Mia, a White, monolingual English female who earned licensure in secondary social studies through a graduate-level, equity-focused teacher preparation program before accepting a…
Descriptors: Teacher Education Programs, Monolingualism, Urban Schools, Whites
Rozansky, Carol Lloyd – Journal of Urban Learning, Teaching, and Research, 2010
Culturally relevant pedagogy (CRP) offers the promise of increased success for underserved students in urban schools. This qualitative case study examines a middle school reading teacher's understandings and implementation of CRP and the researcher's supportive role over a three-semester collaboration. Two categories of results are described:…
Descriptors: Evidence, Classroom Techniques, Urban Schools, Middle Schools