334
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Enriching Their Potential: Supporting Black Male Teacher Candidates in the Age of edTPA

&

References

  • Anderson, J. D. (1988). The education of Blacks in the South, 1860-1935. Chapel Hill: University of North Carolina Press.
  • Bass, L. (2011). The impact of mentoring on African-American males who test into remedial courses at a predominantly White community college (Doctoral dissertation). ProQuest Digital Dissertations, (UMI No. 3547863).
  • Bianco, M., Leech, N. L., & Mitchell, K. (2011). Pathways to teaching: African American male teens explore teaching as a career. The Journal of Negro Education, 80, 368–383.
  • Bir, B., & Myrick, M. (2015). Summer bridge’s effects on college student success. Journal of Developmental Education, 39(1), 22–28.
  • Bledsoe, T., & Rome, K. D. (2006). Student African American brotherhood. In M. J. Cuyjet Associates (Ed.), African American men in college (pp. 257–264). San Francisco, CA: Jossey-Bass.
  • Bristol, T. (2014). Not strangers: How social distance influences Black male teachers’ perceptions of their male students of color. In Y. Sealey-Ruiz, C. Lewis, & I. Toldson (Eds.), Teacher education & Black communities: Implications for equity, access, and achievement (pp. 117–128). Charlotte, NC: Information Age Publishers.
  • Bristol, T. (2017). To be alone or in a group: An exploration into how the school-based experiences differ for Black male teachers across one urban school district. Urban Education, 53(3), 334–354. doi:10.1177/0042085917697200
  • Brooms, D. R. (2016). Being Black, being male on campus: Understanding and confronting Black male collegiate experiences. New York: SUNY Press.
  • Brooms, D. R. (2018). “Building us up”: Supporting Black male college students in a Black male initiative program. Critical Sociology, 44(1), 141–155. doi:10.1177/0896920516658940
  • Brooms, D. R., Goodman, J., & Clark, J. (2015). “We need more of this”: Engaging Black men on college campuses. College Student Affairs Journal, 33(1), 105–123. doi:10.1353/csj.2015.0002
  • Brown, J. W., & Butty, J. A. M. (1999). Factors that influence African American male teachers’ educational and career aspirations: Implications for school district recruitment and retention efforts. The Journal of Negro Education, 68(3), 280–292. doi:10.2307/2668101
  • Bryan, N., & Jett, C. C. (2018). “Playing school”: Creating possibilities to inspire future Black male teachers through culturally relevant play. Journal for Multicultural Education, 12(2), 99–110. doi:10.1108/jme-04-2017-0024
  • Cataldi, E. F., Bennett, C. T., & Chen, X. (2018). First-generation students: College access, persistence, and post bachelor’s outcomes. Stats in BRIEF (NCES 2018-421). National Center for Education Statistics.
  • Cronenberg, S., Harrison, D., Korson, S., Jones, A., Murray-Everett, N. C., Parrish, M., & Johnston-Parsons, M. (2016). Trouble with the edTPA: Lessons learned from a narrative self-study. Journal of Inquiry and Action in Education, 8(1), 109–134.
  • Douglas, D., & Attewell, P. (2014). The bridge and the troll underneath: Summer bridge programs and degree completion. American Journal of Education, 121(1), 87–109. doi:10.1086/677959
  • Ehrenberg, R. G., Goldhaber, D. D., & Brewer, D. J. (1995). Do teachers’ race, gender, and ethnicity matter? Evidence from the national educational longitudinal study of 1988. ILR Review, 48(3), 547–561. doi:10.1177/001979399504800312
  • Glenn, F. S. (2003). The retention of Black male students in Texas public community colleges. Journal of College Student Retention: Research, Theory & Practice, 5(2), 115–133. doi:10.2190/GYEU-WWER-N8W7-XTBK
  • Goings, R. B. (2016). (Re) defining the narrative: High-achieving nontraditional Black male undergraduates at a historically Black college and university. Adult Education Quarterly, 66(3), 237–253.
  • Goldhaber, D., & Hansen, M. (2010). Race, gender, and teacher testing: How informative a tool is teacher licensure testing? American Educational Research Journal, 47(1), 218–251. doi:10.3102/0002831209348970
  • Greenblatt, D. (2016). The consequences of edTPA. Educational Leadership, 73(8), 51–54.
  • Harper, S. R. (2010). An anti-deficit achievement framework for research on students of color in STEM. In S. R. Harper & C. B. Newman (Eds.), Students of color in STEM: Engineering a new research agenda. New Directions for Institutional Research (pp. 63–74). San Francisco, CA: Jossey-Bass. Retrieved from http://works.bepress.com/sharper/39
  • Harper, S. R. (2012). Black male student success in higher education: A report from the National Black Male College achievement study. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.
  • Harper, S. R. (2013). Am I my brother’s teacher? Black undergraduates, racial socialization, and peer pedagogies in predominantly White postsecondary contexts. Review of Research in Higher Education, 37, 183–211. doi:10.3102/0091732x12471300
  • Harper, S. R., & Newman, C. B. (2016). Surprise, sensemaking, and success in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(6), 1–30.
  • Hotchkins, B. (2016). African American males navigate racial microaggression. Teachers College Record, 118(6), 1–36.
  • Ingersoll, R., & May, H. (2016). Minority teacher recruitment, employment and retention: 1987 to 2013. Stanford, CA: Learning Policy Institute.
  • Kissau, S., Hart, L. C., & Algozzine, B. (2019). Investigating the impact of edTPA professional development on classroom practice and student teaching experience. Journal of Teacher Education, 70(2), 102–114. doi:10.1177/0022487117721706
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:10.2307/1163320
  • Ledwell, K., & Oyler, C. (2016). Unstandardized responses to a “standardized” test: The edTPA as gatekeeper and curriculum change agent. Journal of Teacher Education, 67(2), 120–134. doi:10.1177/0022487115624739
  • Lewis, C. W. (2006). African American male teachers in public schools: An examination of three urban school districts. Teachers College Record, 108(2), 224–245. doi:10.1111/j.1467-9620.2006.00650.x
  • Lewis, C. W., & Toldson, I. A. (2013). Black male teachers: Diversifying the United States’ teacher workforce. Bingley, UK: Emerald.
  • Lynn, M., & Jennings, M. (2009). Power, politics, and critical race pedagogy: A critical race analysis of Black male teachers’ pedagogy. Race, Ethnicity and Education, 12(2), 173–196. doi:10.1080/13613320902995467
  • Mabee, C. (1979). Black education in New York State: From colonial to modern times. Syracuse, NY: Syracuse University Press.
  • Milner, H. R. (2016). A Black male teacher’s culturally responsive practices. The Journal of Negro Education, 85(4), 417–432. doi:10.7709/jnegroeducation.85.4.0417
  • Milner, H. R., Pabon, A., Woodson, A., & McGee, E. (2013). Teacher education and Black male students in the United States. Multidisciplinary Journal of Educational Research, 3(3), 235–265.
  • Pabon, A. J. M., Anderson, N. S., & Kharem, H. (2011). Minding the gap: Cultivating Black male teachers in a time of crisis in urban schools. The Journal of Negro Education, 80(3), 358–367.
  • Pecheone, R. L., Whittaker, A., & Klesch, H. (2018). Educative assessment & meaningful support: 2017 edTPA administrative report. Palo Alto, CA: Stanford University and Amherst. MA: Pearson. Retrieved from https://secure.aacte.org/apps/rl/res_get.php?fid¼4271&ref¼edtpa
  • Peck, C. A., Singer-Gabella, M., Sloan, T., & Lin, S. (2014). Driving blind: Why we need standardized performance assessment in teacher education. Journal of Curriculum and Instruction, 8(1), 8–30. doi:10.3776/joci.2014.v8n1p8-30
  • Petchauer, E., Bowe, A. G., & Wilson, J. (2018). Winter is coming: Forecasting the impact of edTPA on Black teachers and teachers of color. The Urban Review, 50(2), 323–343. doi:10.1007/s11256-018-0453-1
  • Petty, T., Heafner, T. L., Lachance, J., & Polly, D. (2019). Supporting teacher education candidates through the edTPA process. In Information Reso Management Association, Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications (pp. 1843–1858). IGI Global Pennsylvannia, U.S.
  • Richardson, S., Lewis, C. W., & Jones-Fosu, S. (2019). Black men are present: Examining enrollment patterns in education degree programs. Journal of African American Males in Education, 10(1), 20–36.
  • Saint-Hilaire, L. A. (2014). So, how do I teach them?: Understanding multicultural education and culturally relevant pedagogy. Reflective Practice, 15(5), 592–602.
  • Sato, M. (2014). What is the underlying conception of teaching of the edTPA? Journal of Teacher Education, 65(5), 421–434. doi:10.1177/0022487114542518
  • Schmid, M. E., Gillian-Daniel, D. L., Kraemer, S., & Kueppers, M. (2016). Promoting student academic achievement through faculty development about inclusive teaching. Change: The Magazine of Higher Learning, 48(5), 16–25. doi:10.1080/00091383.2016.1227672
  • Schott Foundation Report. (2012). The urgency of now: Schott 50 state report on public education and Black males. Retrieved from http://blackboysreport.org/bbreport2012.pdf
  • Shin, M. (2019). “The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences. Contemporary Issues in Early Childhood, 20(3), 309–312. doi:10.1177/1463949118813740
  • Stanford Center for Assessment, Learning and Equity. (n.d.). About edTPA. Retrieved from https://scale.standford.edu/teaching/edTPA
  • Stanford Center for Assessment, Learning, and Equity. (2013, July). Relationship of InTASC standards to edTPA rubrics. Stanford, CA: Stanford University.
  • Stanford Center for Assessment, Learning, and Equity [SCALE]. (2016, September). edTPA guidelines for acceptable candidate support (revised September 2016). Stanford, CA: Stanford University. Retrieved from http://www.edtpa.com/Content/Docs/GuidelinesForSupportingCandidates.pdf
  • Toldson, I. A. (2019). No Bs. (Bad stats). Koninklijke Brill NV, Leiden, The Netherlands: Brill Sense.
  • Tuck, E., & Gorlewski, J. (2016). Racist ordering, settler colonialism, and edTPA: A participatory policy analysis. Educational Policy, 30(1), 197–217.
  • U.S. Department of Education. (2016). The state of racial diversity in the educator workforce. Retrieved from http://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversityworkforce.pdf
  • Whittaker, A., Pecheone, R., & Stansbury, K. (2018). Fulfilling our educative mission: A response to edTPA critique. Education Policy Analysis Archives, 26(30), 30. doi:10.14507/epaa.26.3720
  • Williams, J. A., III, Hart, L. C., & Algozzine, B. (2019). Perception vs. reality: EdTPA perceptions and performance for teacher candidates of color and White candidates. Teaching and Teacher Education, 83, 120–133. doi:10.1016/j.tate.2019.04.006
  • Wood, J. L. (2014). Examining academic variables affecting the persistence and attainment of Black male collegians: A focus on academic performance and integration in the two-year college. Race Ethnicity and Education, 17(5), 601–622. doi:10.1080/13613324.2012.733687

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.