Four decades of university-based teacher education reform has failed to yield favorable outcomes in teacher effectiveness in P-12 schools. A rising tide of reform and criticism from governmental agencies and neo-liberal reformers has resulted in one-dimensional, structural approaches to impacting teacher effectiveness, based on the assumption that teacher effectiveness is universal across all school contexts. This study suggests that for university-based teacher education programs to impact teacher effectiveness, particularly in high-needs, high-minority schools, they must: a) define teacher effectiveness, b) contextualize the impact of high-needs, high-minority schools on teacher effectiveness, and c) provide the knowledge, structure and disposition to be effective teachers in the high-needs, high-minority context. To meet this task, this study boldly employs a post-modern theoretical positioning of the university-based teacher educator, one with professional experience or service in high-needs, high-minority schools, as the leading change agent in impacting teacher effectiveness in high-needs, high-minority schools.
Through a qualitative research design, this study utilizes phenomenology to uncover the lived experiences of qualifying teacher educators, those with experience and service in high-needs, high-minority schools, to define teacher effectiveness, effective teacher characteristics, and the uniqueness of the high-needs, high-minority urban school context. Through semi-structured, open-ended interviews, the lived experiences of qualifying teacher educators were gathered and analyzed using the Stevick-Colaizzi-Keen method of analysis to describe the shared experience of teacher effectiveness in high-needs, high-minority urban schools.
Findings suggest three themes that align respectively with each research question. When determining the effectiveness of teacher educators for preparation of pre-service teachers to enter high-needs, high-minority schools, dispositions matter. When conceiving teacher effectiveness within high-needs, high-minority urban schools, responsiveness matters. When reflecting on what makes the high-needs, high-minority urban learning environment different from what is thought of as the traditional school environment, findings suggest that people matter. What emerges as the composite experience of effectiveness in the high-needs, high-minority urban schools, is the significance of the counter-narrative focus.
|Advisor:||Lewis, Chance W.|
|Commitee:||Butler, Bettie R., Hancock, Stephen D., Lim, Jae-Hoon|
|School:||The University of North Carolina at Charlotte|
|Department:||Curriculum and Instruction|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Teacher education|
|Keywords:||Culturally responsive pedagogy, Phenomenology, Teacher educator effectiveness, Teacher effectiveness, Urban schools|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be