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Preparing home-grown teachers to ret...

Moore, Leslie Joyce.

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Preparing home-grown teachers to return to inner-city schools: A possible solution to reducing the shortage of qualified teachers in inner-city schools and to reducing the achievement gap.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Preparing home-grown teachers to return to inner-city schools: A possible solution to reducing the shortage of qualified teachers in inner-city schools and to reducing the achievement gap./
作者:	Moore, Leslie Joyce.
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2876.
Contained By:	Dissertation Abstracts International65-08A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142561
ISBN:	0496003224

Preparing home-grown teachers to return to inner-city schools: A possible solution to reducing the shortage of qualified teachers in inner-city schools and to reducing the achievement gap.
Moore, Leslie Joyce.

Preparing home-grown teachers to return to inner-city schools: A possible solution to reducing the shortage of qualified teachers in inner-city schools and to reducing the achievement gap. - 123 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2876.

Thesis (Ed.D.)--University of California, Los Angeles, 2004.

A study was conducted of 11 fully-credentialed, inner-city teachers who returned to their home neighborhoods to teach in schools where they were once students and remained at the schools for five or more years. The purpose of the study was to learn why these teachers returned to their neighborhoods and to determine if practices they found to be successful could be integrated into a teacher preparation program at a community college. Six school sites were represented in the study---three elementary schools and three high schools. The teachers said they chose to teach in the inner-city schools where they were once students because they appreciated their own education and wanted to give something back to their home communities. These teachers know first-hand the problems that face inner-city students in neighborhoods where poverty, gangs violence, and drugs are common. These students score years below students in non-urban schools; they have poor language skills, little parental support, high truancy, and high drop out rates.

ISBN: 0496003224Subjects--Topical Terms:

1018008
Education, Community College.

Preparing home-grown teachers to return to inner-city schools: A possible solution to reducing the shortage of qualified teachers in inner-city schools and to reducing the achievement gap.
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500 $a Chair: Wellford Wilms.
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520 $a A study was conducted of 11 fully-credentialed, inner-city teachers who returned to their home neighborhoods to teach in schools where they were once students and remained at the schools for five or more years. The purpose of the study was to learn why these teachers returned to their neighborhoods and to determine if practices they found to be successful could be integrated into a teacher preparation program at a community college. Six school sites were represented in the study---three elementary schools and three high schools. The teachers said they chose to teach in the inner-city schools where they were once students because they appreciated their own education and wanted to give something back to their home communities. These teachers know first-hand the problems that face inner-city students in neighborhoods where poverty, gangs violence, and drugs are common. These students score years below students in non-urban schools; they have poor language skills, little parental support, high truancy, and high drop out rates.
520 $a The teachers described successful practices that could be integrated into a teacher-preparation program at a community college. They expressed the importance of establishing order and classroom control at the outset of the semester; they said they create and maintain a caring environment where students feel safe and respected; they set expectations high and work hard to motivate students and to help them to believe in their own abilities; they insist on coursework that promotes students' accountability; they speak Spanish to parents---most of whom speak little or no English, and they often must speak Spanish in class. Finally they described techniques they use to avoid burnout---they emphasized the importance of varying the ways in which they teach and reminding themselves of the difference they may be making in the lives of their students.
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