Broadly speaking, this reflection approaches the on-going concern of capacitating an overwhelmingly White teaching profession for effectively teaching inner-city students attending "de facto" segregated schools. Using professional identifications, this reflection presents narrativized understanding of respondents' "becoming"…

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

A wide range of research has examined trust building within corporations, businesses, and schools, and between and within organizations, but little research has been conducted that examines trust formation between university researchers and classroom-based teachers. Using a qualitative methodological approach, the authors examined the development…