Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color
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| Title: | Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color |
|---|---|
| Language: | English |
| Authors: | Rogers-Ard, Rachelle, Knaus, Christopher B., Epstein, Kitty Kelly, Mayfield, Kimberly |
| Source: | Urban Education. May 2013 48(3):451-479. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Minority Group Teachers, Teacher Evaluation, Models, Urban Programs, Urban Schools, Urban Teaching, Teacher Education, Definitions, Teacher Effectiveness, Standardized Tests, Racial Bias, Role Models, Critical Theory, Race, Barriers, Educational History, Desegregation Effects, Structural Unemployment, African American Teachers, Quality of Life, Knowledge Base for Teaching, Culturally Relevant Education, Differences |
| Geographic Terms: | California |
| DOI: | 10.1177/0042085912454441 |
| ISSN: | 0042-0859 |
| Abstract: | This article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies ways urban communities can increase control through local teacher development. The article concludes by presenting a teacher evaluation model that integrates school, district, and university perspectives with urban students, families, community-based organizations, and teacher self-perceptions to redefine teacher effectiveness. (Contains 2 figures and 2 notes.) |
| Abstractor: | As Provided |
| Number of References: | 89 |
| Entry Date: | 2013 |
| Accession Number: | EJ1006480 |
| Database: | ERIC |
| Abstract: | This article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies ways urban communities can increase control through local teacher development. The article concludes by presenting a teacher evaluation model that integrates school, district, and university perspectives with urban students, families, community-based organizations, and teacher self-perceptions to redefine teacher effectiveness. (Contains 2 figures and 2 notes.) |
|---|---|
| ISSN: | 0042-0859 |
| DOI: | 10.1177/0042085912454441 |
