Urban Educators' Perceptions of Successful Teaching

Ilmer, Steven; Snyder, Jo-Ann; Erbaugh, Sarah J.; Kurz, Karen

doi:10.1177/0022487197048005007

Cited by 12 publications

(11 citation statements)

References 5 publications

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“…Wlodkowski (1995) (Chiang, 1994;Ross & (Marshall, 1998;Nel, 1992;Sleeter, 1995) To better answer these questions, we will also interview the practicing teachers who will work with these students. We concur with Ilmer et al (1997) …”

mentioning

confidence: 76%

Development of Knowledge, Attitudes, and Commitment to Teach Diverse Student Populations

Wiggins

Follo

1999

Journal of Teacher Education

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confidence: 76%

Development of Knowledge, Attitudes, and Commitment to Teach Diverse Student Populations

Wiggins

Follo

1999

Journal of Teacher Education

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“…Effective teachers of at-risk students use a variety of instructional techniques, practices valued by teachers and their students (Corbett & Wilson, 2004;Ilmer, Snyder, Erbaugh, & Kurtz, 1997;Peart & Campbell, 1999). Especially important are techniques that encourage high student engagement and are associated with academic success (Taylor, Pearson, Peterson, & Rodriquez, 2003).…”

Section: Dispositions and Behaviors Of Award-winning Teachersmentioning

confidence: 99%

Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?

Popp

Grant

Stronge

2011

Journal of Education for Students Placed at Risk (JESPAR)

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What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and=or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student-teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended.The question of effective teaching has been researched for decades; nonetheless, understanding what is necessary for effective teaching remains crucial for enhanced student learning. Extensive work has been done in synthesizing what is known about the qualities of effective teachers, in general (Stronge, 2007). However, little evidence has been assimilated regarding the qualities of effective teachers of at-risk or highly mobile students.In this study, we identified six award-winning teachers of at-risk or highly mobile students, and then investigated and analyzed the actual teaching practices of the teachers and their beliefs about teaching. The purpose of the study was to examine what constitutes effective teaching-teaching Correspondence should be addressed to Patricia A. Popp,

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“…This fifth scale was termed Aptitude/Suitability for Working in Urban Districts. To identify questions predictive of successful teaching in urban settings, the extant literature was first examined (Ilmer et al, 1997;Haberman, 1995;Pasch et al, 1993;Haberman & Post, 1998;Bradley & Loadman, 2005;Stanford, 2001). This body of knowledge suggested five themes that were important for success in the urban classroom.…”

Section: Interview Instrument Developmentmentioning

confidence: 99%

Development and Field Test of an Employment Selection Instrument for Teachers in Urban School Districts

Ebmeier

2006

J Pers Eval Educ

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Employment interviews are widely used in the selection of quality teachers, and indeed research confirms administrators' belief in the validity of the procedure. However, many key recommendations for improving the general reliability of interviews including selecting questions that are job-related and research grounded, including well designed scoring rubrics, and incorporating adaptive variable-length interview designs are generally not well implemented in currently available instruments. Furthermore, emerging research suggests the need for specially tailored interviews that assess attitudes and pre-dispositions deemed essential to teachers' effectiveness in certain high attrition environments like urban schools. This study describes the development and initial field-test results of a computer based, adaptive interview with an additional domain included for teachers in urban areas. The instrument is based on careful analysis of the suggestions from the extant literature base about effective employment interview techniques, effective general teaching practices, and sound teaching strategies in urban schools. By comparing the interview scores of 30 teachers with varying effectiveness ratings provided by administrators in one urban district, significant correlations were found. Regression analysis indicated a significant amount of variance in teachers' effectiveness ratings could be predicted from their scores on the interview instrument.

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Urban Educators' Perceptions of Successful Teaching

Cited by 12 publications

References 5 publications

Development of Knowledge, Attitudes, and Commitment to Teach Diverse Student Populations

Development of Knowledge, Attitudes, and Commitment to Teach Diverse Student Populations

Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?

Development and Field Test of an Employment Selection Instrument for Teachers in Urban School Districts

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