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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
FullText Text:
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  Data: Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color
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  Data: <searchLink fieldCode="AR" term="%22Rogers-Ard%2C+Rachelle%22">Rogers-Ard, Rachelle</searchLink><br /><searchLink fieldCode="AR" term="%22Knaus%2C+Christopher+B%2E%22">Knaus, Christopher B.</searchLink><br /><searchLink fieldCode="AR" term="%22Epstein%2C+Kitty+Kelly%22">Epstein, Kitty Kelly</searchLink><br /><searchLink fieldCode="AR" term="%22Mayfield%2C+Kimberly%22">Mayfield, Kimberly</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. May 2013 48(3):451-479.
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  Data: 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
– Name: PeerReviewed
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  Data: Y
– Name: Pages
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  Data: 29
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  Data: 2013
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Programs%22">Urban Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Teaching%22">Urban Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Desegregation+Effects%22">Desegregation Effects</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Unemployment%22">Structural Unemployment</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+Life%22">Quality of Life</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1177/0042085912454441
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  Data: 0042-0859
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 89
– Name: DateEntry
  Label: Entry Date
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  Data: 2013
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  Label: Accession Number
  Group: ID
  Data: EJ1006480
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        Value: 10.1177/0042085912454441
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      – Text: English
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      – SubjectFull: Models
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: California
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      – TitleFull: Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color
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