This book presents a range of evidence-based analyses focused on the role of contextual factors on urban teacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning. Part II shares eight research studies that examine how, what, and why urban teachers learn in the form of rich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learning and highlights the synergistic relationship between urban teacher learning and ...
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This book presents a range of evidence-based analyses focused on the role of contextual factors on urban teacher learning. Part I introduces the reader to the conceptual and empirical literature on urban teacher learning. Part II shares eight research studies that examine how, what, and why urban teachers learn in the form of rich longitudinal studies. Part III analyzes the ways federal, state, and local policies affect urban teacher learning and highlights the synergistic relationship between urban teacher learning and context. What makes this collection powerful is not only that it moves research front and center in discussions of urban teacher learning, but also that it recognizes the importance of learning over time and the way urban schools' contexts and conditions enable and constrain teacher learning. ENDORSEMENTS: This unusual book helps meet the need for more-and better-research about how teachers learn to teach in urban schools and what makes them stay. The book combines trenchant analysis of the current research literature with a rich collection of wisely-selected new longitudinal studies. Researchers, teacher educators, policymakers, and teachers themselves will find the book's insights about teacher preparation, urban school contexts, and teacher learning compelling. - Dr. Marilyn Cochran-Smith, Boston College As an active practitioner in an urban setting, recruiting and retaining outstanding teachers for urban schools is critical to student achievement. Stairs and Donnell's collection exploring the state of affairs of urban teacher learning is a springboard for further research on the importance of investing in urban teaching and learning. Urban teachers must not only teach content but navigate around complex social conditions when working with diverse student populations. Stairs and Donnell's multiple lens approach will assist teacher preparation programs specifically interested in research-based best practices of urban teaching, thus improving teacher quality. - Dr. Jacqueline E. Ash, Nathanael Greene Elementary School
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