Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color

Autor/inn/en	Rogers-Ard, Rachelle; Knaus, Christopher B.; Epstein, Kitty Kelly; Mayfield, Kimberly
Titel	Racial Diversity Sounds Nice; Systems Transformation? Not So Much: Developing Urban Teachers of Color
Quelle	In: Urban Education, 48 (2013) 3, S.451-479 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085912454441
Schlagwörter	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; California + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Analogiemodell; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen; Lehrerausbildung; Lehrerbildung; Begriffsbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standadised tests; Standardisierter Test; Racial discrimination; Rassismus; Identifikationsfigur; Kritische Theorie; Rasse; Abstammung; History of education; Bildungsgeschichte; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lebensqualität; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterscheiden; Kalifornien
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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10