This paper draws on extended interviews with 53 elementary and secondary teachers in Ontario, Canada concerning the emotional aspects of their work, to develop a new conceptual framework of emotional geographies of teaching.
This article examines the impact of race, ethnicity and academic skills on the probability that high school students succeed in each of the various steps of the path into teaching.
The article analyzes a teacher education program that centered around a constructivist teaching model, “Fostering Community of Learners.” The author shows how three distinct program iterations over a three-year project grappled with the fusing of inspiration, reasoning, skill development, and design work.
A look at different approaches to resistant learners
This paper proposes a framework for thinking about teacher learning over time starting with initial teacher preparation and continuing through the early years of teaching.
Asian American undergraduates work as student researchers within their respective communities to uncover the resistance to selecting teaching as a career. Traditional preconceptions of the role of teaching emerge as the crucial factor.
The author responds to Dale Ballou and Michael Podgursky's critique of What Matters Most, the report of the National Commission on Teaching and America's Future, and details the research support for the National Commission's recommendations.
The author considers how grantseeking among urban public school teachers has introduced selected teachers to the central tenets of the privatization movement while simultaneously excluding teachers of color and those whose native language is not English.
The authors challenge the conclusions of the National Commission for Teaching and America’s Future and argue that the research literature offers far less support for the Commission’s recommendations than is claimed.
This article examines individual characteristics and the high school departments of teachers who do or do not adapt instruction for a diverse student body.
Using interviews and qualitative methods, this article examines the rhetorical difficulties that candidates experience in applying for National Board for Professional Teaching Standards (NBPTS) certification.
This interview study presents the stories of three teacher leaders, provides a definition of teacher leadership from the classroom, illustrates the experiences of a new wave of teacher leaders, and examines the barriers that impact their work.
The authors respond to criticism by Linda Darling-Hammond of their previous article that challenges the conclusions of the National Commission on Teaching and America’s Future.
Strategies for attracting more minority teachers for the public schools
This article examines preservice teacher education and the benefits and challenges of cross-race dyad partnerships in field-based practica.
The author conducted research over a three-year period to investigate the discourse patterns of three African American female teachers in community-based organizations and provides insights on successful pedagogies that might inform teaching practices within more traditional school settings.
In examining the challenges of teaching multicultural education, the author critiques some of the underlying assumptions of the discipline and advocates for this type of critical reflection by multicultural educators.
This article advocates multicultural training at graduate schools of education to prepare educators to work effectively within our increasingly diverse society.
This article follows the rise of the visiting teacher movement and considers the lessons for current efforts to develop school-linked social services.
Draws on recent data from surveys and research conducted by the U.S. Department of Education to sketch the outline of the approaching changes in the teacher labor market and to comment on the issue of teacher quality.
This article is essentially an autobiographical reflection on forty years of teaching. It
makes use of various accounts of schooling and teacher education practice, placing
against them some of my experience and questions.
The central thesis of this article is that professionalization projects, such as those endorsed by normal schools and schools of education, contributed to vertical and horizontal divisions of labor by constructing differing views of professionalization, which became associated with and gave institutional support to gendered assumptions about women and teaching in general.
A blueprint for recruiting, preparing, and supporting excellent teachers in all of America’s schools.
This article reviews research on teacher efficacy, concluding that teachers who believe they are effective set more challenging goals for themselves and their students, take responsibility for student outcomes, and persist when faced with obstacles to learning. The article suggests that efforts to improve schools should include attention to teacher efficacy.
Understanding the unique needs and aspirations of individual students
The intent of this article is twofold: (1) to analyze data on demographic trends in the growth of the African-American teaching force in the South from 1890-1940, highlighting, in particular, the significant feminization of the black teaching corps that took place over this period; and (2) to investigate the complex topic of discriminatory salaries for African-American teachers, and to illuminate the African-American perspective on the interrelated issues involved.
Obviously, we have changed the demands we place on teachers, although we have not yet sufficiently changed the circumstances in which teachers work. In addition, we have barely begun to reinvent the teacher's role, which is sadly out of date and in need of fundamental rethinking and redesign.
This article offers the insight that contingency is a significant conceptual framework from which to think about teaching and from which to further educate, both for teaching research and for its related practice. The author works from two premises: first, that the constancies of teaching and their foundation in modernity are just no longer theoretically interesting; and second, that what is interesting is a postmodern turn.