ERIC Number: EJ980016
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-2069
EISSN: N/A
Teaching for Social Justice and Equity in Small Urban High Schools: Challenges and Possibilities
Dorman, Elizabeth Hope
Online Yearbook of Urban Learning, Teaching, and Research, p1-14 2012
In this study, I explore the role of the "small schools" context on the development and learning of two first-year urban high school teachers with respect to equity-focused teaching. Analysis points to specific ways in which the small schools context fostered teaching for social justice: strong student-teacher relationships, interdisciplinary teaching, and curricular autonomy that allowed for infusion of social justice topics. On the other hand, equity-focused teaching was constrained by alternative conceptions of schooling, teaching, and learning; heterogeneously grouped classes; too much curricular freedom with lack of guidance; and out-of- subject-area teaching. This study highlights a tough set of dilemmas faced by the small schools movement in its efforts to close the achievement gap and presents implications for small schools designers and teacher educators. (Contains 2 footnotes.)
Descriptors: Achievement Gap, Social Justice, Teacher Educators, Secondary School Teachers, Small Schools, Urban Schools, Beginning Teachers, Urban Teaching, Equal Education, Teacher Student Relationship, Interdisciplinary Approach, Curriculum Development, Heterogeneous Grouping, Teacher Competencies, Culturally Relevant Education, High Schools
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A