The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Collaborating with Urban Professional Development Schools to Effectively Prepare Elementary Urban Teachers: Embedding Pre-Service Teachers in Authentic Urban Settings
Abstract
The diversity of students in schools is rapidly increasing while the demographics of urban teachers are remaining constant (Banks & Banks, 2000). This develops a cultural, linguistic, and socioeconomic divide that can lead to disconnects in the classroom which can negatively impact student academic outcomes (Clem & Connell, 2004). This chapter demonstrates how one university partnered with two urban public elementary schools to help better prepare pre-service teachers to be successful in the urban school setting. The partnership focused on providing experiences based on Milner's (2006) three key factors: cultural and racial awareness and insight, critical reflection, and the bridging of theory and practice. These factors were embedded into the coursework of the pre-service teachers through academic, social, and experiential opportunities that allowed them to develop the effective skills and dispositions necessary to be successful educators in an urban setting. The experiences enhanced the success of all involved: students, PST, teachers, and university faculty.
Related Content
|
Sarah H. Jarvie, Cara L. Metz.
© 2024.
15 pages.
|
|
Carrie Grimes, Whitney Walters-Sachs.
© 2024.
39 pages.
|
|
Crystal Ann Brashear.
© 2024.
19 pages.
|
|
Rosina E. Mete, Alyssa Weiss.
© 2024.
16 pages.
|
|
Kim Cowan, William G. Davis, Stephanie Stubbs.
© 2024.
21 pages.
|
|
Selin Philip, Shalini Mathew.
© 2024.
17 pages.
|
|
Ariel Harrison.
© 2024.
21 pages.
|
|
|