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• W275449958 abstract "Novice teachers who begin their careers in urban settings abandon teaching at dismal rates. Although teacher education programs make varying efforts to incorporate awareness about the diverse contexts of urban schooling into the preservice teacher curriculum--from the “one course approach” to whole curriculum imbedded--little is known about the effects of such curricular efforts on teacher retention in urban settings. An interdisciplinary curriculum and assessment model of preservice teacher knowledge, skills, and dispositions to work in urban settings is discussed. Introduction School districts throughout the United States, but most compellingly those of large urban areas, have steadily increased its racial, ethnic, linguistic, religious, and national origin diversity in the last few decades (Council of the Great City Schools, 2003). This poses a challenge to teacher education programs which must update the programs provided to aspiring teachers--as well as support those already in the workforce--while devising new ways to prepare those who will work in the most diverse settings. Additionally, new teachers who begin to teach in urban, low-income, diverse schools abandon the profession entirely at alarming rates (Ingersoll, 1997; Ingersoll & Smith, 2003). A potential explanation for such poor retention of novice urban teachers may be linked to the types of curriculum, instruction, and assessments teacher education programs employ to teach and gauge their candidates’ readiness for such settings i . In this paper, I argue that the knowledge, skills, and dispositions that preservice teachers (PT) ought to possess to work effectively with diverse urban pupils need to be nurtured and monitored not only throughout the completion of basic preparation but also during the first years of teaching. Learning to teach diverse students in today’s urban schools can neither be accomplished through the schematic approach of the onediversity course, nor through isolated field experiences in urban settings if they lack a strong theoretical and reflective component (Abbate-Vaughn, 2005b, 2006). Concomitantly, the processes and tools with which such preparation and induction outcomes are monitored remain a relevant area of inquiry. . Urban Schools and Urban Teaching The largest 65 urban school districts in the nation enroll 15 percent of all schoolchildren, and over 31.8 percent of all children in whose homes a language other than English is spoken (Council of the Great City Schools, 2005). Segregation of Latino and African-American children in urban schools is high (Council of the Great City Schools, 2003). Yet, the challenge is far from being one involving the education of those minority groups alone, as metropolitan school" @default.
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• W275449958 date "2006-01-01" @default.
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• W275449958 title "Assessing Preservice Teacher Readiness to Teach Urban Students: An Interdisciplinary Endeavor." @default.
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