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The Teacher Educator Volume 44, 2009 - Issue 1
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RESEARCH ARTICLES

AN URBAN SCHOOLS–UNIVERSITY PARTNERSHIP THAT PREPARES AND RETAINS QUALITY TEACHERS FOR “HIGH NEED” SCHOOLS

John P. Helfeldt College of Education and Human Development, Texas A&M University
,
Robert M. Capraro College of Education and Human Development, Texas A&M University
,
Mary Margaret Capraro College of Education and Human Development, Texas A&M University
,
Elizabeth Foster College of Education and Human Development, Texas A&M University
&
Norvella Carter College of Education and Human Development, Texas A&M University
Pages 1-20 | Published online: 08 Jan 2009

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Read on this site (5)

Beng Huat See, Rebecca Morris, Stephen Gorard & Nada El Soufi. (2020) What works in attracting and retaining teachers in challenging schools and areas?. Oxford Review of Education 46:6, pages 678-697.
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Anne Khaled, Judith Gulikers, Harm Biemans, Marjan van der Wel & Martin Mulder. (2014) Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education. Journal of Vocational Education & Training 66:4, pages 462-490.
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Emily J. Klein, Monica Taylor, Cynthia Onore, Kathryn Strom & Linda Abrams. (2013) Finding a third space in teacher education: creating an urban teacher residency. Teaching Education 24:1, pages 27-57.
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AbrahamP. DeLeon. (2010) How Do I Begin To Tell a Story that Has Not Been Told? Anarchism, Autoethnography, and the Middle Ground. Equity & Excellence in Education 43:4, pages 398-413.
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DianaL. Piccolo, Mary Margaret Capraro & RobertM. Capraro. (2009) MENTORING URBAN INTERNS: AMALGAMATION OF EXPERIENCES IN THE FORMATION OF MATHEMATICS TEACHERS. The Teacher Educator 45:1, pages 37-53.
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Articles from other publishers (12)

Alan Chi Keung Cheung, Koon Lin Wong, Hong Fang Wang & Jian Bing Dai. (2023) Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China. International Journal of Educational Management 37:2, pages 373-392.
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Andrew Kwok & Brendan Bartanen. (2022) Examining early field experiences in teacher education. Teaching and Teacher Education 118, pages 103820.
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Shanique J. Lee, Portia Marie York, John A. WilliamsIIIIII, Sonyia C. Richardson, Alicia W. Davis, Brian Keith Williams & Chance W. Lewis. (2020) Teachers’ Psychological Distress in North Carolina: An Analysis of Urban versus Non-Urban School Districts. Urban Education, pages 004208592094895.
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Matthew Ronfeldt, Andrew Kwok & Michelle Reininger. (2016) Teachers’ Preferences to Teach Underserved Students. Urban Education 51:9, pages 995-1030.
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Dee Knoblauch & Melissa A. Chase. (2015) Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education 45, pages 104-114.
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Kavita Kapadia Matsko & Karen Hammerness. (2013) Unpacking the “Urban” in Urban Teacher Education. Journal of Teacher Education 65:2, pages 128-144.
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Matthew Ronfeldt, Michelle Reininger & Andrew Kwok. (2013) Recruitment or Preparation? Investigating the Effects of Teacher Characteristics and Student Teaching. Journal of Teacher Education 64:4, pages 319-337.
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Matthew Ronfeldt & Michelle Reininger. (2012) More or better student teaching?. Teaching and Teacher Education 28:8, pages 1091-1106.
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Jesse Strycker. (2012) Developing an Online Support Community for Pre-service Teachers at East Carolina University. TechTrends 56:6, pages 22-26.
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Matthew Ronfeldt. (2012) Where Should Student Teachers Learn to Teach?. Educational Evaluation and Policy Analysis 34:1, pages 3-26.
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Marilyn Cochran-Smith, Matthew CannadyKirstin Pesola Mceachern, Peter Piazza, Christine Power & Amy Ryan. (2017) Teachers' Education, Teaching Practice, and Retention: A Cross-Genre Review of Recent Research. Journal of Education 191:2, pages 19-31.
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Guillaume Escalié & Sébastien Chaliès. (2011) Vers un usage européen du modèle des communautés de pratique en formation des enseignantsUsing models of communities of practice in teacher training at European levelHacia un uso europeo del modelo de las comunidades de práctica en formación de los docentesAuf dem Weg zu einem europaweiten Gebrauch der Community of Practice in der Lehrerausbildung. Revue française de pédagogie:174, pages 107-118.
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