Typologies for Effectiveness: Characteristics of Effective Teachers in Urban Learning Environments

Autor/inn/en	Robinson, Derrick; Lewis, Chance W.
Titel	Typologies for Effectiveness: Characteristics of Effective Teachers in Urban Learning Environments
Quelle	In: Journal of Urban Learning, Teaching, and Research, 13 (2017), S.124-134 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Urban Schools; Teacher Effectiveness; Teacher Characteristics; Critical Theory; Race; Culturally Relevant Education; Phenomenology; Teacher Educators; Urban Teaching; Semi Structured Interviews; Interpersonal Relationship; Educational Environment; Experience; Teaching Methods; Teacher Attitudes; Teaching Styles; Qualitative Research + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kritische Theorie; Rasse; Abstammung; Phenomenological psychology; Phänomenologie; Psychologie; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Urban education; Stadtteilbezogenes Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrstil; Unterrichtsstil; Qualitative Forschung
Abstract	Despite increasing diversity in U.S. schools, the topic of teacher effectiveness remains to be dominated by a universal narrative. This study applies critical theory, critical race theory, and culturally responsive pedagogy to position teacher effectiveness as contextual to urban schools and relational to the asset-based view of the learner. This study employs a phenomenological design to gather the shared experiences of nine teacher educators with teaching and service experiences in urban schools. The findings produce typologies of effective and ineffective teachers, identifies characteristics of effective urban teachers, and details the style responsiveness of effective teachers in urban schools. This study concludes with recommendations for school leaders and teacher educators to use the findings to impact the effectiveness of in-service and pre-service teachers for urban schools. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: https://aera-ultr.wixsite.com/ultr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01