Afro-Caribbean Women Teachers Recruited for U.S. Urban Schools: A Narrative Analysis of Experience, Change, and Perception

Autor/in	Beck, Makini
Titel	Afro-Caribbean Women Teachers Recruited for U.S. Urban Schools: A Narrative Analysis of Experience, Change, and Perception
Quelle	(2010), (175 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Rochester
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-2835-4
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Public Schools; Females; Teacher Shortage; Teaching Methods; Acculturation; Teacher Recruitment; Foreign Workers; Educational Practices; Classroom Techniques; Teaching Experience; Ideology; Teacher Attitudes; Womens Studies; Women Faculty; Adjustment (to Environment); Latin Americans; Blacks; Personal Narratives; Phenomenology; Kentucky; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Weibliches Geschlecht; Lehrermangel; Teaching method; Lehrmethode; Unterrichtsmethode; Akkulturation; Lehrerrekrutierung; Bildungspraxis; Klassenführung; Ideologie; Lehrerverhalten; Frauenakademie; Weibliche Gelehrte; Latin America; People; Lateinamerika; Bevölkerung; Volk; Black person; Schwarzer; Erlebniserzählung; Phenomenological psychology; Phänomenologie; Psychologie; USA
Abstract	Current initiatives to recruit international teachers are on the rise. Although international teachers have always played a part in educating American students, their presence in U.S. schools have increased over the past few years as a result of overseas recruitment programs (Francis, 2005; Hutchinson, 2007). This increase in the recruitment of international teachers has prompted scholars to undertake studies that investigate expatriate teachers' acculturation patterns (Lee, 2006), philosophies, experiences, and classroom practices outside their native countries (Henry, 1996; Callender, 1997; Franics, 2005; Gilpin, 2003), and the extent to which they meet the needs of culturally diverse student bodies (Thiessen, Bascia, Goodson, 1996). Although there are recent gains in this research, other areas remain unexplored. This study fills the void in the literature by exploring the experiences of Caribbean women teachers who are recruited to teach in a mid sized Southern city. Narrative methods (Clandinin and Connelly, 1995; Siedman, 2006) were used to analyze four Barbadian women teachers' perspectives on their: initial experiences and challenges; teaching philosophies and approaches to teaching American students; and successful transition into Louisville, Kentucky's public schools after five years of teaching. In an age where school districts across the nation seek educators from overseas to address the well-documented teacher shortage (Kirchenheim & Richardson, 2005; Darling-Hammond, 1999; Hutchinson, 2001), this study has implications for helping future international teacher candidates transition into U.S. public schools. It also provides a space to learn from the wealth of knowledge that these teachers bring to the American school context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10