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Equity & Excellence in Education Volume 42, 2009 - Issue 3: Commitment and Retention of Teachers in Urban Schools: Exploring the Role and Influence of Urban-Focused Preservice Programs
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Original Articles

Into—and Out of—City Schools: The Retention of Teachers Prepared for Urban Settings

Morgaen L. Donaldson University of Connecticut,
Pages 347-370 | Published online: 05 Aug 2009

Citations (6)

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Read on this site (1)

Wendy Cavendish, Xuchilt Perez & Margarette Mahotiere. (2021) Pre-Service Teacher Supports in Urban Schools. Action in Teacher Education 43:1, pages 54-66.
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Articles from other publishers (5)

Janay Johns Turner. (2022) More Social Justice, Less Administrative Support: Surprising Insights into Successful, Veteran Teachers at a Title I High School. NASSP Bulletin, pages 019263652211370.
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Kathryn McGinn Luet & Monika Williams Shealey. (2018) A Matter of Perspectives: Studying the Persistence of Fourth-Year Urban Teachers From Two Preparation Programs. Urban Education 57:7, pages 1115-1144.
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Eugenia B. Hopper, Derrick Robinson & Paul Fitchett. (2021) Early Career African American Teachers and the Impact of Administrative Support. Urban Education 57:3, pages 401-431.
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Mary D. Burbank & Richard Diaz. (2012) Understanding Partnership Challenges in Teacher Recruitment Programs. Creative Education 03:06, pages 1024-1030.
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John Settlage. (2011) Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default. Cultural Studies of Science Education 6:4, pages 803-836.
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