"What Else Would I Be Doing?": Teacher Identity and Teacher Retention in Urban Schools

Since having large numbers of inexperienced teachers is associated with lower levels of student achievement (Darling-Hammond, 1999; Johnson, Berg, & Donaldson, 2005), we further hoped we would be able to contribute to narrowing the achievement gaps between these students and their more affluent...

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Bibliographic Details
Published in:Teacher education quarterly (Claremont, Calif.) Calif.), 2008-07, Vol.35 (3), p.109-126
Main Authors: Freedman, Sarah Warshauer, Appleman, Deborah
Format: Article
Language:English
Subjects:
Alternative Teacher Certification
Beginning Teachers
California
Case Studies
Community identity
Concept Formation
Gender identity
Individual Development
Instructional development
Knowledge Base for Teaching
Learning Theories
Longitudinal Studies
Multicultural Education
Muses
Occupational choice
Poverty
Practice
Preservice Teachers
Psychological aspects
Role of Education
Secondary School Teachers
Self Concept
Social aspects
Students
Teacher centers
Teacher education
Teacher Education Programs
Teacher Persistence
Teacher Role
Teachers
Training
Urban Education
Urban identity
Urban Schools
Urban Teaching
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Summary:Since having large numbers of inexperienced teachers is associated with lower levels of student achievement (Darling-Hammond, 1999; Johnson, Berg, & Donaldson, 2005), we further hoped we would be able to contribute to narrowing the achievement gaps between these students and their more affluent peers. Since there is attrition, it seems that the teacher education program may be able to provide a partial but not full solution to the problems facing urban education.
ISSN:0737-5328