Voices in Education: Guiding Teacher Candidates to Successfully Teach in Urban Schools and Communities

References

• Bruno, P., Rabovsky, S., & Strunk, K. (2020). Taking their first steps: The distribution of new teachers in school and classroom contexts and implications for teacher effectiveness. American Educational Research Journal, 57(4), 1688–1729.
   Web of Science ®Google Scholar
• Buckley, J., Schneider, M., & Shang, Y. (2004). The effects of school facility quality on teacher retention in urban school districts. National Clearinghouse for Educational Facilities. https://eric.ed.gov/?id=ED539484
   Google Scholar
• Cavendish, W., Perez, X., & Mahotiere, M. (2021). Pre-Service teacher supports in urban schools. Action in Teacher Education, 43(1), 54–66. https://doi.org/10.1080/01626620.2020.1776175
   Google Scholar
• Green, A., Kent, M. A., Lewis, J., Feldman, P., Motley, M., Baggett, P. V., Shaw, E. L. Jr., Byrd, K., & Simpson, J. (2011). Experiences of elementary pre-service teachers in an urban summer enrichment program. Western Journal of Black Studies, 35(4), 227–239.
   Google Scholar
• Gul, T., Criswell, B., & Demir, K. (2022). Impacts of teacher-driven professional development on teacher leadership identity. International Journal of Leadership in Education, 1–28. https://doi.org/10.1080/13603124.2022.2052754
   Web of Science ®Google Scholar
• Howard, T. (2019). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms (2nd ed.). Teachers College Press.
   Google Scholar
• Koh, K. (2023). Designing culturally responsive online assessments for equity-deserving students. Cultural and Pedagogical Inquiry, 15(1), 71–88.
   Google Scholar
• Moore, L., Rosenblatt, K., Badgett, K., & Eldridge, J. (2018). Urban Texas teacher retention: Unbelievable empirical factors tied to urban teacher persistence and retention. Literacy Information and Computer Education Journal, 9(2), 2923–2931. https://doi.org/10.20533/licej.2040.2589.2018.0384
   Google Scholar
• Mosley, K. C., & McCarthy, C. J. (2023). Beginning teacher mentoring: Association between mentoring experiences and stress among first year teachers. The Teacher Educator, 58(4), 440–458. https://doi.org/10.1080/08878730.2023.2175402
   Google Scholar
• Mosley, K. C., Playfair, E. C., Weppner, C. H., Balat, A., & McCarthy, C. J. (2023). ‘The bread and butter of a difficult profession’: Mentoring as a resource for teacher stress. Teachers and Teaching, 29(1), 20–36. https://doi.org/10.1080/13540602.2022.2144819
   Web of Science ®Google Scholar
• National Education Association. (2003). Status of the American public-school teacher, 2000- 2001.
   Google Scholar
• Ng, D. T. K., Leung, J. K. L., Su, J., Ng, R. C. W., & Chu, S. K. W. (2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research and Development: ETR & D, 71(1), 137–161. https://doi.org/10.1007/s11423-023-10203-6
   PubMed Web of Science ®Google Scholar
• Shuls, J. V., & Flores, J. M. (2020). Improving teacher retention through support and development. Journal of Educational Leadership and Policy Studies, 4(1), 1–15.
   Google Scholar
• Sparks, J. (2020). An investigation of new teacher mentorship. Alabama Journal of Educational Leadership, 7, 42–50.
   Google Scholar
• Tapper, D. (1995). Swimming upstream: The first-year experience of teachers working in New York city public schools. Educational Priorities Panel.
   Google Scholar
• Tirri, K. (2023). The value base of teacher’s professional ethics: The case of Finland. In T. Lovat, R. Toomey, N. Clement, & K. Dailly (Eds.), International research handbook on values education and student wellbeing (2nd ed.). Springer.
   Google Scholar
• Tirri, K., & Kuusisto, E. (2022). Teachers’ professional ethics: Theoretical frameworks and empirical research from Finland. Moral development and citizenship education (vol. 20). Brill.
   Google Scholar
• Tirri, K., & Kuusisto, E. (2023). Inclusive education from the perspective of teachers’ professional ethics – the case of Finnish teachers. In L. Gearon, A. Kuusisto, S. Poulter, A. Toom, & M. Ubani (Eds.), Religion and worldviews in education: The new watershed (1 ed., pp. 182–193). Routledge Research in Religion and Education.
   Google Scholar
• Waddell, J. H. (2004). Fostering relationships to increase teacher retention in urban schools. Journal of Curriculum and Instruction, 4(1), 70–85. https://doi.org/10.3776/joci.2010.v4n1p70-85
   Google Scholar