This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.
{"title":"Conceptualizing Education for Sustainable Development in Urban Secondary Schools","authors":"Saphia Zenasni, Tom Emile Kuppens, Joost Vaesen, Jill Surmont, Iris Stiers","doi":"10.1177/00131245241238001","DOIUrl":"https://doi.org/10.1177/00131245241238001","url":null,"abstract":"This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140201292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.1177/00131245241238360
Gazi Mahabubul Alam, Morsheda Parvin
A distinct education has become a heretical right for urban elites despite educational equality is an official agenda. This has not only widened the gaps between urban and rural counterparts but also developed discriminations amongst different classes of student within the urban schools. To validate this tenet, the facilities offered by various schools were compared. Yet, whether a particular secondary education program has become an exclusive right essentially for urban elites to deprive others; is not widely explored—an investigation of this study. Educational background and some selective socioeconomic status (SES) of 925,617 students; completed their secondary school certificate from 3,315 schools were collected to make comparison through descriptive analysis of secondary data. Findings note that secondary science education has become a popular program amongst the urban elites. Subsequently, they also perform well in the public examination. Furthermore, discussions suggest that science being an international education demands both formal and informal higher budgets. Hence, a greater success of urban elites in secondary science provision helps them to succeed successively in procuring higher education and thereby in job-market. Thus, a policy intervention is required to ensure an effective implementation of educational equity concept.
{"title":"Has Secondary Science Program Become an Elite Urban Education Product in the Former Colonized Nation?","authors":"Gazi Mahabubul Alam, Morsheda Parvin","doi":"10.1177/00131245241238360","DOIUrl":"https://doi.org/10.1177/00131245241238360","url":null,"abstract":"A distinct education has become a heretical right for urban elites despite educational equality is an official agenda. This has not only widened the gaps between urban and rural counterparts but also developed discriminations amongst different classes of student within the urban schools. To validate this tenet, the facilities offered by various schools were compared. Yet, whether a particular secondary education program has become an exclusive right essentially for urban elites to deprive others; is not widely explored—an investigation of this study. Educational background and some selective socioeconomic status (SES) of 925,617 students; completed their secondary school certificate from 3,315 schools were collected to make comparison through descriptive analysis of secondary data. Findings note that secondary science education has become a popular program amongst the urban elites. Subsequently, they also perform well in the public examination. Furthermore, discussions suggest that science being an international education demands both formal and informal higher budgets. Hence, a greater success of urban elites in secondary science provision helps them to succeed successively in procuring higher education and thereby in job-market. Thus, a policy intervention is required to ensure an effective implementation of educational equity concept.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/00131245241233555
Jessica T. Shiller
Community schools are schools which recognize that children are apart of communities, and therefore, attempt to directly address the outside of school factors that impact student learning by offering services to students, their families, and the broader community through a variety of partnerships with governmental and community-based organizations. Based on empirical research, this paper argues that while the community schools provide a much-needed approach to educating students beyond their academic needs, the schools work within deeply-rooted racist systems and structures. Seen through the lens of racial capitalism, in particular, the work of community schools may be quite limited in what they can accomplish. Using census data from the Baltimore Neighborhood Indicators Alliance (BNIA) combined with GIS mapping, this paper investigated the racially segregated contexts in which community schools operated in Baltimore. In so doing, the paper argues that the potential of community schools is circumscribed by the spatial injustice that the neighborhoods experience.
{"title":"The Transformative Capacity of Baltimore’s Community Schools: Limits and Possibilities in a Spatially Unjust Urban Context for Black Communities","authors":"Jessica T. Shiller","doi":"10.1177/00131245241233555","DOIUrl":"https://doi.org/10.1177/00131245241233555","url":null,"abstract":"Community schools are schools which recognize that children are apart of communities, and therefore, attempt to directly address the outside of school factors that impact student learning by offering services to students, their families, and the broader community through a variety of partnerships with governmental and community-based organizations. Based on empirical research, this paper argues that while the community schools provide a much-needed approach to educating students beyond their academic needs, the schools work within deeply-rooted racist systems and structures. Seen through the lens of racial capitalism, in particular, the work of community schools may be quite limited in what they can accomplish. Using census data from the Baltimore Neighborhood Indicators Alliance (BNIA) combined with GIS mapping, this paper investigated the racially segregated contexts in which community schools operated in Baltimore. In so doing, the paper argues that the potential of community schools is circumscribed by the spatial injustice that the neighborhoods experience.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140035453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1177/00131245241230086
Yunzheng Zheng, Jianping Shen, Megan Russell Johnson, Huilan Y. Krenn, Kimberly Carter
In this study we explore the longitudinal impact of effective school factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in a Midwest school district and analyzing the survey data alongside student achievement, we identified several factors associated with student achievement growth. Our findings reveal that Shared Vision and Goals is positively associated with student achievement growth in math and reading. Furthermore, Student Behavior Expectations and Behavior Management Practices are positively associated with growth in reading achievement. Our research contributes to the understanding of effective school factors from a longitudinal perspective, particularly in an urban school setting.
{"title":"School Effectiveness Factors and Student Achievement: A Longitudinal Study in an Urban School District","authors":"Yunzheng Zheng, Jianping Shen, Megan Russell Johnson, Huilan Y. Krenn, Kimberly Carter","doi":"10.1177/00131245241230086","DOIUrl":"https://doi.org/10.1177/00131245241230086","url":null,"abstract":"In this study we explore the longitudinal impact of effective school factors on student achievement over a five-year period in an urban school district. By collecting teacher survey data from urban schools in a Midwest school district and analyzing the survey data alongside student achievement, we identified several factors associated with student achievement growth. Our findings reveal that Shared Vision and Goals is positively associated with student achievement growth in math and reading. Furthermore, Student Behavior Expectations and Behavior Management Practices are positively associated with growth in reading achievement. Our research contributes to the understanding of effective school factors from a longitudinal perspective, particularly in an urban school setting.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1177/00131245231224761
Carme Trull-Oliva, Judit Fullana Noell, M. Pallisera, Anna Planas-Lladó
This article forms part of research into the role of support offered to children and youth by different community agents during the pandemic. In order to carry out the research, an online questionnaire was designed and administered between October 2021 and January 2022, to which 1,216 people in Catalonia (Spain) aged between 9 and 18 years responded. This article presents the results of the analysis of the open questions, in which participants specified the type of support and help they had received. The results show that the support offered by schools mainly focused on the continuity of the learning process; that the family was a main source of emotional support; and that communal leisure activities contributed to health and recreation. It concludes underlining the importance of the community, and the need to strengthen the complementarity of the various surroundings as support providers when situations of generalized adversity arise.
{"title":"Support Perceived by Children and Youth During the COVID-19 Lockdown in Spain","authors":"Carme Trull-Oliva, Judit Fullana Noell, M. Pallisera, Anna Planas-Lladó","doi":"10.1177/00131245231224761","DOIUrl":"https://doi.org/10.1177/00131245231224761","url":null,"abstract":"This article forms part of research into the role of support offered to children and youth by different community agents during the pandemic. In order to carry out the research, an online questionnaire was designed and administered between October 2021 and January 2022, to which 1,216 people in Catalonia (Spain) aged between 9 and 18 years responded. This article presents the results of the analysis of the open questions, in which participants specified the type of support and help they had received. The results show that the support offered by schools mainly focused on the continuity of the learning process; that the family was a main source of emotional support; and that communal leisure activities contributed to health and recreation. It concludes underlining the importance of the community, and the need to strengthen the complementarity of the various surroundings as support providers when situations of generalized adversity arise.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139440145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-09DOI: 10.1177/00131245231224762
Shomon Shamsuddin
Despite high aspirations, many students do not complete postsecondary education. Some scholars advocate for providing more college information to increase enrollment and reduce attainment gaps but this approach overlooks what school counselors and students do with information. Based on interviews and participant observations drawn from 20 urban high schools, this study explores how counselors and students make use of online college information in postsecondary education guidance. The findings reveal that counselors feel students hold responsibility for many aspects of their college searches. Students easily find college information online but experience challenges in understanding it, which leaves them with unanswered questions. Abundant college information may enable counselors to adopt the role of managing the college search process instead of directly guiding students. Scaffolding, active engagement, and additional resources are needed to support counselors and students in college guidance.
{"title":"Information Without Guidance: Managing the College Search Process in Urban Schools","authors":"Shomon Shamsuddin","doi":"10.1177/00131245231224762","DOIUrl":"https://doi.org/10.1177/00131245231224762","url":null,"abstract":"Despite high aspirations, many students do not complete postsecondary education. Some scholars advocate for providing more college information to increase enrollment and reduce attainment gaps but this approach overlooks what school counselors and students do with information. Based on interviews and participant observations drawn from 20 urban high schools, this study explores how counselors and students make use of online college information in postsecondary education guidance. The findings reveal that counselors feel students hold responsibility for many aspects of their college searches. Students easily find college information online but experience challenges in understanding it, which leaves them with unanswered questions. Abundant college information may enable counselors to adopt the role of managing the college search process instead of directly guiding students. Scaffolding, active engagement, and additional resources are needed to support counselors and students in college guidance.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1177/00131245231208170
Richard O. Welsh
School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an “urban-emergent” district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed.
{"title":"Administering Discipline: An Examination of the Factors Shaping School Discipline Practices","authors":"Richard O. Welsh","doi":"10.1177/00131245231208170","DOIUrl":"https://doi.org/10.1177/00131245231208170","url":null,"abstract":"School discipline is a significant educational policy and equity issue in K-12 education due to well-documented racial inequality in exclusionary discipline and the deleterious effects of exclusionary discipline on academic and adult outcomes. Drawing on interviews with district and school administrators and teachers in an “urban-emergent” district, this exploratory qualitative case study identifies and explicates the key factors that shape disciplinary practices within schools. Two major factors emerge as critical to school discipline practices in K-12 schools: (a) teacher preparation and (b) modeling of effective school discipline practices (how school leaders support teachers and how mentors support school leaders in the disciplinary process). Four key themes regarding teacher preparation emerge (a) relationship building, (b) classroom management, (c) cultural responsiveness and proficiency, and (d) experiential learning. The race and gender of educators permeate these factors. Implications for education policy and practice are discussed.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/00131245231205261
Chun Sing Maxwell Ho, Trevor Tsz-lok Lee, Jiafang Lu
This study explores the mechanisms that underlie the effect of school marketing strategies on parents’ perceived school attractiveness, particularly emphasizing the mediating role of parents’ perceptions of being welcomed in urban schools. Additionally, we investigated how schools’ marketing strategies work differently among parents with different value orientations toward schooling. Structural Equation Modeling and Cluster Analysis Data were applied to analyze 510 questionnaires collected from parents. Two experiential marketing strategies, namely, one-way disseminating materials and interactive social networking, impacted parents’ perceived attractiveness of schools differently with the feeling of being welcomed mediating the relationship between parents and schools. Additionally, parents’ value orientations toward schooling could be classified into three profiles. The results suggest that schools should consider parents’ needs and preferences concerning their children’s schooling and employ appropriate marketing strategies to engage different types of parents. To facilitate this outcome, individualized interaction is necessary to accommodate the diverse needs of parents. The overall structural equation model validates the mechanism of experiential marketing in influencing parental perceptions, and the cluster analysis underscores the need to explore the complex relationship between parents’ educational priorities and their interpretation of marketing strategies.
{"title":"Enhancing School Appeal: How Experiential Marketing Influences Perceived School Attractiveness in the Urban Context","authors":"Chun Sing Maxwell Ho, Trevor Tsz-lok Lee, Jiafang Lu","doi":"10.1177/00131245231205261","DOIUrl":"https://doi.org/10.1177/00131245231205261","url":null,"abstract":"This study explores the mechanisms that underlie the effect of school marketing strategies on parents’ perceived school attractiveness, particularly emphasizing the mediating role of parents’ perceptions of being welcomed in urban schools. Additionally, we investigated how schools’ marketing strategies work differently among parents with different value orientations toward schooling. Structural Equation Modeling and Cluster Analysis Data were applied to analyze 510 questionnaires collected from parents. Two experiential marketing strategies, namely, one-way disseminating materials and interactive social networking, impacted parents’ perceived attractiveness of schools differently with the feeling of being welcomed mediating the relationship between parents and schools. Additionally, parents’ value orientations toward schooling could be classified into three profiles. The results suggest that schools should consider parents’ needs and preferences concerning their children’s schooling and employ appropriate marketing strategies to engage different types of parents. To facilitate this outcome, individualized interaction is necessary to accommodate the diverse needs of parents. The overall structural equation model validates the mechanism of experiential marketing in influencing parental perceptions, and the cluster analysis underscores the need to explore the complex relationship between parents’ educational priorities and their interpretation of marketing strategies.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-12DOI: 10.1177/00131245231209977
Hilary Lustick, Vincent Cho, Andrew Miller
Restorative justice practices are an increasingly popular approach to behavioral management, rooted in relationships rather than the behaviorist approach of many traditional forms of schooling. Research on restorative practice implementation demonstrates that schools rarely have time to consider cultural change, as they rush to reduce suspensions and discipline gaps. Presumably, this mismatch between culture and practice would be even more pronounced in a no-excuses charter, but this presumption warrants inquiry. Framed by theories of institutional logics, the current study examines an historically no-excuses charter school’s shift toward restorative justice. We find that a behaviorist, “no-excuses” logic inhibits teachers and administrators from embracing the cultural and ideological foundations of restorative justice, even as they express ideological and intellectual commitment to the shift in practices. We close with implications for school leadership and restorative justice implementation.
{"title":"Restorative Justice in a No Excuses Charter School","authors":"Hilary Lustick, Vincent Cho, Andrew Miller","doi":"10.1177/00131245231209977","DOIUrl":"https://doi.org/10.1177/00131245231209977","url":null,"abstract":"Restorative justice practices are an increasingly popular approach to behavioral management, rooted in relationships rather than the behaviorist approach of many traditional forms of schooling. Research on restorative practice implementation demonstrates that schools rarely have time to consider cultural change, as they rush to reduce suspensions and discipline gaps. Presumably, this mismatch between culture and practice would be even more pronounced in a no-excuses charter, but this presumption warrants inquiry. Framed by theories of institutional logics, the current study examines an historically no-excuses charter school’s shift toward restorative justice. We find that a behaviorist, “no-excuses” logic inhibits teachers and administrators from embracing the cultural and ideological foundations of restorative justice, even as they express ideological and intellectual commitment to the shift in practices. We close with implications for school leadership and restorative justice implementation.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1177/00131245231202496
Sean Antonetti, Nicholas J. Sauers
This study examined the impact school leaders had on the self-efficacy of African American Male (AAM) teachers who matriculated through an alternative certification program. Purposeful sampling was used in this study with four inclusion criteria. The study occurred at a large urban Title 1 school district in the Southeast. The district was selected based on its implementation of an alternative certification program and relative success in recruiting and maintaining a diverse teaching staff. Tschannen-Moran and Hoy’s 12-item teacher self-efficacy survey was administered to select teachers who scored high on their self-efficacy scale. Eleven AAM teachers from various urban school sites participated in this study. Data were collected through one-on-one and focus group interviews. Findings revealed three themes that captured the ways school leaders impacted teacher self-efficacy. Study results can help provide leaders and policymakers with guidance as they seek to address the teaching shortage and develop a more diverse teaching workforce through alternative certification programs.
{"title":"Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher’s Educational Self-Efficacy","authors":"Sean Antonetti, Nicholas J. Sauers","doi":"10.1177/00131245231202496","DOIUrl":"https://doi.org/10.1177/00131245231202496","url":null,"abstract":"This study examined the impact school leaders had on the self-efficacy of African American Male (AAM) teachers who matriculated through an alternative certification program. Purposeful sampling was used in this study with four inclusion criteria. The study occurred at a large urban Title 1 school district in the Southeast. The district was selected based on its implementation of an alternative certification program and relative success in recruiting and maintaining a diverse teaching staff. Tschannen-Moran and Hoy’s 12-item teacher self-efficacy survey was administered to select teachers who scored high on their self-efficacy scale. Eleven AAM teachers from various urban school sites participated in this study. Data were collected through one-on-one and focus group interviews. Findings revealed three themes that captured the ways school leaders impacted teacher self-efficacy. Study results can help provide leaders and policymakers with guidance as they seek to address the teaching shortage and develop a more diverse teaching workforce through alternative certification programs.","PeriodicalId":47248,"journal":{"name":"Education and Urban Society","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135890067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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