Examining Grant Funded Professional Development for White Female Teachers in Urban Schools

Autor/inn/en	Bradshaw, Lauren Yarnell; Feinberg, Joseph R.; Bohan, Chara Haeussler
Titel	Examining Grant Funded Professional Development for White Female Teachers in Urban Schools
Quelle	In: Curriculum and Teaching Dialogue, 18 (2016) 1-2, S.13-26 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Professional Development; Grants; Whites; Urban Schools; Public Schools; Culturally Relevant Education; African American Students; Hispanic American Students; Social Studies; History Instruction; College School Cooperation; Pedagogical Content Knowledge; Program Effectiveness; Public Colleges; Middle School Teachers; High School Teachers; Self Efficacy; Cultural Capital; Teacher Student Relationship; Women Faculty + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; White; Weißer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Pädagogische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Frauenakademie; Weibliche Gelehrte
Abstract	In this study, urban public school teachers participated in grant funded professional development with a focus on culturally relevant pedagogy. The professional development fostered co-teaching by history and social studies education professors to help improve the pedagogical practices of participating teachers. White female teachers participated in this research. Data collection included grant evaluation reports, focus group interviews, and observations. In addition to describing the grant, the authors examine White teachers' pedagogical practices in schools that serve primarily Black and Latino student populations. (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01