Article 11: The Role of Context in Learning to Teach Writing: What Teacher Educators Need to Know to Support Beginning Urban Teachers
Pardo, Laura S. "The Role of Context in Learning to Teach Writing: What Teacher Educators Need to Know to Support Beginning Urban Teachers." Journal of Teacher Education 57.4 (2006): 378-94. Print.
This article highlights the teaching of writing for various elementary teachers working in an urban setting. Although the article follows elementary teachers, I still believe it has sufficient information for my research paper. The article emphasizes how there is not too much attention placed on writing at the elementary levels because high stake test typically focus more on reading. This causes the elementary teachers to focus more on reading. This is important for my research because it could explain why various students in an urban setting may not have the fundamental concepts of writing already. It has also been found that some elementary teachers (especially first year teachers) who tend to typically teach in an urban setting are not fully comfortable with how to teach writing. Another issue is the lack of connections that the teacher has with the students.
Article 12: Writing For Their Lives: The Non-School Literacy of California's Urban African American Youth
Mahiri, Jabari, and Soraya Sablo. "Writing For Their Lives: The Non-School Literacy of California's Urban African American Youth." The Journal of Negro Education 65.2 (1996): 164-80. Print.
The article examines how some African American youth do not engage in the traditional writing. It was found that these African American urban students do not feel the relevance to traditional literacy practices in their everyday life. This article follows a similar theme of other articles I have read so far. This tells me that a way to get urban students to enjoy writing is to make it purposeful for them. This is true for any student though.
Article 13: Accomplished Urban Teaching
Abbate-Vaughn, Jorgelina, Olga Frechon, and Brian L. Wright. "Accomplished Urban Teaching." Theory Into Practice 49.3 (2010): 185-92. Print.
This article emphasizes the four dimensions of teaching in an urban setting. They are foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and families. The article also discusses effective teaching practices for an urban setting. These practices are based on seasoned teachers who have taught these ways and have been effective.
Article 14: Culturally Relevant Pedagogy in a Diverse Urban Classroom
Milner, H. "Culturally Relevant Pedagogy in a Diverse Urban Classroom." Urban Review43.1 (2011): 66-89. Print.
This article discusses how very important it is for teachers to teach things in their classroom that are culturally relevant to a student. This article explains to teachers how they can build cultural competence within their classroom. By doing this, students’ learning opportunities should increase. This article focuses mostly on teachers and how they can better themselves in order to be better educators in urban settings. The article focuses on a specific teacher’s path in doing this.
Article 15: Urban Educators’ Voices: Understanding Culture in the Classroom
Smith, Deborah L., and Brian J. Smith. "Urban Educators’ Voices: Understanding Culture in the Classroom." The Urban Review 41.4 (2009): 334-51. Print.
This article focuses on urban teachers’ views and their teaching experience. This article seems valuable to me because it has real life accounts of teachers who have worked in an urban setting and have put specific teaching techniques in order. The article emphasizes how important classroom practices are and how to tailor these practices to the students’ social locations, behaviors and attitudes. The article focuses on some challenges that may arise while teaching in an urban setting.
Article 16: “I'm Not Afraid to Come into Your World”: Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms.
Adkins-Coleman, Theresa A. "“I'm Not Afraid to Come into Your World”: Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms." Journal of Negro Education 79.1 (2010): 41-53. Print.
This article examines the success of two teachers keeping focus and engagement of students in an urban setting. The article highlights different techniques of how to keep students engaged and excited to learn. It also highlights different effective classroom management techniques. There is also some insight to the successes and challenges of a specific teacher’s experiences in an urban setting. Although this article doesn’t deal with writing specifically, it is important to understand how to properly manage an urban classroom and be familiar with the whole process of teaching anything in an urban setting.
Article 17: Prospective English Teachers: Initial Experiences in Urban Classrooms
Laine, Chester H., Michaeline E. Laine, and Elizabeth A. Peavy. "Prospective English Teachers: Initial Experiences in Urban Classrooms." American Reading Forum(n.d.): n. pag. American Reading Forum. Web.
This article highlights English teachers’ first time working in an urban classroom setting. The article also explains how most urban students are minority races while the teachers are typically white. This causes some students to not be able to relate to their teachers. The divide between white teachers and urban students also causes a breakdown between the interpretation and communication between them. The article also focuses on how a lot of teachers do not always have that much in common with these urban students. The article documents a two year study of the perspectives of beginning English teachers teaching in an urban setting.
Article 18: Routing the Pipeline: The Structural Dilemmas of Urban Education
Chapman, Thandeka K., Hobbel, Nikola. “Routing the Pipeline: The Structural Dilemmas of Urban Education.”
This article is a study that argues the contradictions in student perceptions of their literacy learning are related to the structure of urban schooling. The article examines how teachers can supplement the gaps that sometime occur in urban schooling. The article also takes personal accounts of students into consideration. Students explain how their schooling experiences are influenced by the structure in which they learn.
Article 19: How Teacher Candidates’ Perception of Urban Students are Influenced by Field Experiences: A Review of the Literature
Prado Hill, Pixita Del, Ellen S. Friedland, and Stephen Phelps. "How Teacher Candidates’ Perception of Urban Students Are Influenced by Field Experiences: A Review of the Literature." Action in Teacher Education 34.1 (2012): 77-96. Print.
This article explains how a lot of teachers’ field experience influence a lot of how they expect their future careers as teachers will be. The article emphasizes how important a teachers’ field experience is to their future careers as teachers. It also focuses on how it is important for teachers not to have prejudices before they enter teaching in an urban setting. A lot of educators to have prejudices against teaching in an urban setting. This article is useful because it discusses actual situations of teachers who have begun teaching in an urban setting.
Article 20: Still Separate, Still Unequal: America’s Educational Apartheid
Kozol, Jonathan. "Still Separate, Still Unequal: America's Educational Apartheid." Harper's Magazine 311.1864 (2005): n. pag. Print.
This article is similar to the book that Jonathan Kozol wrote. It discusses the conditions of schools in urban settings. It discusses how segregated and poor some of these areas are. This article provides support for my research because it gives a little bit of reason as to why urban education is a bit different than traditional suburban education.
Pardo, Laura S. "The Role of Context in Learning to Teach Writing: What Teacher Educators Need to Know to Support Beginning Urban Teachers." Journal of Teacher Education 57.4 (2006): 378-94. Print.
This article highlights the teaching of writing for various elementary teachers working in an urban setting. Although the article follows elementary teachers, I still believe it has sufficient information for my research paper. The article emphasizes how there is not too much attention placed on writing at the elementary levels because high stake test typically focus more on reading. This causes the elementary teachers to focus more on reading. This is important for my research because it could explain why various students in an urban setting may not have the fundamental concepts of writing already. It has also been found that some elementary teachers (especially first year teachers) who tend to typically teach in an urban setting are not fully comfortable with how to teach writing. Another issue is the lack of connections that the teacher has with the students.
Article 12: Writing For Their Lives: The Non-School Literacy of California's Urban African American Youth
Mahiri, Jabari, and Soraya Sablo. "Writing For Their Lives: The Non-School Literacy of California's Urban African American Youth." The Journal of Negro Education 65.2 (1996): 164-80. Print.
The article examines how some African American youth do not engage in the traditional writing. It was found that these African American urban students do not feel the relevance to traditional literacy practices in their everyday life. This article follows a similar theme of other articles I have read so far. This tells me that a way to get urban students to enjoy writing is to make it purposeful for them. This is true for any student though.
Article 13: Accomplished Urban Teaching
Abbate-Vaughn, Jorgelina, Olga Frechon, and Brian L. Wright. "Accomplished Urban Teaching." Theory Into Practice 49.3 (2010): 185-92. Print.
This article emphasizes the four dimensions of teaching in an urban setting. They are foci on relationships and shared authority, linking classroom content with student experience, incorporation of familiar and culturally compatible communication patterns, and development of counter narratives that challenge stereotypical conceptions of at-risk students and families. The article also discusses effective teaching practices for an urban setting. These practices are based on seasoned teachers who have taught these ways and have been effective.
Article 14: Culturally Relevant Pedagogy in a Diverse Urban Classroom
Milner, H. "Culturally Relevant Pedagogy in a Diverse Urban Classroom." Urban Review43.1 (2011): 66-89. Print.
This article discusses how very important it is for teachers to teach things in their classroom that are culturally relevant to a student. This article explains to teachers how they can build cultural competence within their classroom. By doing this, students’ learning opportunities should increase. This article focuses mostly on teachers and how they can better themselves in order to be better educators in urban settings. The article focuses on a specific teacher’s path in doing this.
Article 15: Urban Educators’ Voices: Understanding Culture in the Classroom
Smith, Deborah L., and Brian J. Smith. "Urban Educators’ Voices: Understanding Culture in the Classroom." The Urban Review 41.4 (2009): 334-51. Print.
This article focuses on urban teachers’ views and their teaching experience. This article seems valuable to me because it has real life accounts of teachers who have worked in an urban setting and have put specific teaching techniques in order. The article emphasizes how important classroom practices are and how to tailor these practices to the students’ social locations, behaviors and attitudes. The article focuses on some challenges that may arise while teaching in an urban setting.
Article 16: “I'm Not Afraid to Come into Your World”: Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms.
Adkins-Coleman, Theresa A. "“I'm Not Afraid to Come into Your World”: Case Studies of Teachers Facilitating Engagement in Urban High School English Classrooms." Journal of Negro Education 79.1 (2010): 41-53. Print.
This article examines the success of two teachers keeping focus and engagement of students in an urban setting. The article highlights different techniques of how to keep students engaged and excited to learn. It also highlights different effective classroom management techniques. There is also some insight to the successes and challenges of a specific teacher’s experiences in an urban setting. Although this article doesn’t deal with writing specifically, it is important to understand how to properly manage an urban classroom and be familiar with the whole process of teaching anything in an urban setting.
Article 17: Prospective English Teachers: Initial Experiences in Urban Classrooms
Laine, Chester H., Michaeline E. Laine, and Elizabeth A. Peavy. "Prospective English Teachers: Initial Experiences in Urban Classrooms." American Reading Forum(n.d.): n. pag. American Reading Forum. Web.
This article highlights English teachers’ first time working in an urban classroom setting. The article also explains how most urban students are minority races while the teachers are typically white. This causes some students to not be able to relate to their teachers. The divide between white teachers and urban students also causes a breakdown between the interpretation and communication between them. The article also focuses on how a lot of teachers do not always have that much in common with these urban students. The article documents a two year study of the perspectives of beginning English teachers teaching in an urban setting.
Article 18: Routing the Pipeline: The Structural Dilemmas of Urban Education
Chapman, Thandeka K., Hobbel, Nikola. “Routing the Pipeline: The Structural Dilemmas of Urban Education.”
This article is a study that argues the contradictions in student perceptions of their literacy learning are related to the structure of urban schooling. The article examines how teachers can supplement the gaps that sometime occur in urban schooling. The article also takes personal accounts of students into consideration. Students explain how their schooling experiences are influenced by the structure in which they learn.
Article 19: How Teacher Candidates’ Perception of Urban Students are Influenced by Field Experiences: A Review of the Literature
Prado Hill, Pixita Del, Ellen S. Friedland, and Stephen Phelps. "How Teacher Candidates’ Perception of Urban Students Are Influenced by Field Experiences: A Review of the Literature." Action in Teacher Education 34.1 (2012): 77-96. Print.
This article explains how a lot of teachers’ field experience influence a lot of how they expect their future careers as teachers will be. The article emphasizes how important a teachers’ field experience is to their future careers as teachers. It also focuses on how it is important for teachers not to have prejudices before they enter teaching in an urban setting. A lot of educators to have prejudices against teaching in an urban setting. This article is useful because it discusses actual situations of teachers who have begun teaching in an urban setting.
Article 20: Still Separate, Still Unequal: America’s Educational Apartheid
Kozol, Jonathan. "Still Separate, Still Unequal: America's Educational Apartheid." Harper's Magazine 311.1864 (2005): n. pag. Print.
This article is similar to the book that Jonathan Kozol wrote. It discusses the conditions of schools in urban settings. It discusses how segregated and poor some of these areas are. This article provides support for my research because it gives a little bit of reason as to why urban education is a bit different than traditional suburban education.
RSS Feed