An Innovative Professional Development Program for Urban Teachers

Foster, Michégle

doi:10.1177/003172170408500515

Cited by 12 publications

(9 citation statements)

References 2 publications

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“…Research on the role urban school districts can play in improving student discipline has focused on district support for professional development of teachers in effective classroom practices (Foster, 2004;Foster & Peele, 1999) and school-wide interventions designed to improve school climate (Boykin, 2000;Comer, 2005;George, Harrower, & Knoster, 2003;Nersesian, Todd, Lehmann, & Watson, 2000;Sheldon & Epstein, 2002). In both cases, the emphasis has been on positive, proactive, and preventative steps that teachers and school officials can take to reduce the incidence and severity of disruptive behavior.…”

Section: Introductionmentioning

confidence: 99%

The Role of the School District in Student Discipline: Building Consensus in Cincinnati

Brown

Beckett

2006

Urban Rev

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The problem of student discipline disproportionately affects urban schools with large numbers of low income and ethnic minority students. Research over the past 35 years however has consistently shown that discipline policies that are understood and accepted by teachers, students, and parents and consistently enforced by school officials, correlate with lower levels of student disruption. The important role that urban school districts can play in building consensus in support of student discipline policies has not been well documented. But increased levels of student mobility in large urban areas, and increased diversity among the families served by urban districts, highlight the need for district-wide codes of behavior that provide schools with a range of discipline programs that serve the needs of their particular communities. The purpose of this article is to demonstrate how the process of developing and implementing a district-wide code of student behavior in Cincinnati played an important role in reducing disruptive behaviors leading to student suspension and expulsion. ethnic lines and make its code of behavior effective. On the basis of the evidence presented, it is argued that urban school districts can play a more active role in the area of student discipline. By developing and implementing district-wide codes of behavior that are understood and accepted by teachers, students, and parents, and consistently enforced by school officials, urban districts can lay the foundation on which schools can build healthy learning communities.

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Section: Introductionmentioning

confidence: 99%

The Role of the School District in Student Discipline: Building Consensus in Cincinnati

Brown

Beckett

2006

Urban Rev

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“…According to Mason (1999), those field placements that result in improved perceptions generally have the following components: (a) the participants receive extended exposure to urban schools; (b) they are supervised, providing them with opportunities to share, discuss and reflect on the placement experience; and (c) the field placement experience is not a standalone requirement, but structured around key education courses, providing them with the preparation needed to succeed in urban contexts (see also Groulx 2001;Foster 2004). 3 Though the initial perceptions of urban schools by the majority of pre-service teachers tend to be negative, the reviewer is correct in pointing out that these negative views are not necessarily held by all pre-service teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This somewhat romantic view of urban school teachers may be challenged by real teachers in urban settings. We believe that urban school placements must emphasize exposure to high-quality model urban schools and master teachers (Foster 2004), given the pre-dominantly negative perceptions of pre-service teachers (Zeichner 1996;Proctor et al 2001). More importantly, teacher educators must help preservice teachers to make sense of their field experiences by encouraging them to share and analyze their urban school experiences (Mason 1999;Groulx 2001;Proctor et al 2001;Foster 2004).…”

Section: Implications For Teacher Preparationmentioning

confidence: 99%

“…One way to develop this understanding is to expose preservice teachers to high quality instruction by master teachers. Foster (2004) describes one such professional development course in which students observed a master teacher with more than 20 years of experience. They met for three hours each time and three times a week.…”

Section: Implications For Teacher Preparationmentioning

confidence: 99%

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Pre-service Teachers’ Perceptions of Urban Schools

2008

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This study investigates pre-service teachers' perceptions of urban schools. We asked 41 pre-service teachers, mostly white and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students, and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these findings for teacher education, in particular, urban field placements and curriculum, are explored.

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“…Although Foster acknowledges the short-term gains these approaches may provide, she argues, "Over the long term, however, these truncated professional development activities are not likely to produce an accomplished corps of teachers who can teach for understanding, implement a range of pedagogical practices, and focus on social development to ensure continued student learning." 2 The nature and quality of teacher learning and student learning are deeply intertwined. Students' deep understanding of content is based on teachers' deep understanding of what they teach.…”

Section: December 2004 305mentioning

confidence: 99%

The Looming Danger of a Two-Tiered Professional Development System

Sparks¹

2004

Phi Delta Kappan

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An Innovative Professional Development Program for Urban Teachers

Cited by 12 publications

References 2 publications

The Role of the School District in Student Discipline: Building Consensus in Cincinnati

The Role of the School District in Student Discipline: Building Consensus in Cincinnati

Pre-service Teachers’ Perceptions of Urban Schools

The Looming Danger of a Two-Tiered Professional Development System

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