Urban Teachers Research Articles

(Re)defining expert in science instruction: a community-based science approach to teaching

Instructional practices in science education often create dichotomies of “expert” and “outsider” that produce distinct power differences in classrooms. Building upon the idea of “making present practice” to disrupt these binaries, this paper presents select findings from a year-long study investigating two urban teachers' use of community-based science (CBS) instructional practices to create relational shifts that reframe expert and expertise in science instruction. By examining how CBS instructional practices reframe power through co-learning experiences, our findings demonstrated that teachers positioned youth as knowledge constructors through three instructional practices: (a) creating space for students to share their knowledge and experiences, (b) positioning students’ lives and experiences as assets to/within science, and (c) being responsive to assets in future lessons. We use these findings to demonstrate how CBS instructional practices support shifts in relational dynamics by creating spaces of rightful presence, where students are viewed as legitimate classroom members who contribute scientific knowledge in practice and have power in the classroom space. By relinquishing traditional boundaries in science teaching to deconstruct ideas of who holds power, we position CBS instructional practices as a means to expand educational equity by legitimizing students’ diverse sensemaking and re-mediating hierarchical structures in classroom spaces.

Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education

Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers’ understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers’ perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education.

Comparative Analysis of Pedagogical Competencies between Rural and Urban Teachers: Identifying Disparities and Enhancing Educational Equity

This study examines the disparities in pedagogical competencies between rural and urban schools. Utilizing a structured questionnaire, data was collected from 289 rural and 711 urban teachers, covering areas such as understanding learners' characteristics, use of teaching aids, curriculum planning, teaching methods, classroom management, learning activities, assessment and evaluation, professional growth, communication with students, and guidance and counseling. The findings reveal significant differences: urban teachers consistently outperform their rural counterparts in all assessed areas, including understanding learners' characteristics, use of teaching aids, curriculum planning, teaching methods, classroom management, learning activities, assessment and evaluation, professional growth, and communication with students. The results underscore the influence of systemic factors such as resources, professional development, and support systems on educational outcomes. Addressing these disparities requires targeted policy interventions, including increased funding, enhanced professional development, and improved resource distribution for rural schools. The study contributes to understanding the educational inequities between rural and urban settings and provides a foundation for future research and policy development aimed at achieving educational equity.

A Model of Reducing Employee Turnover as a Result of Job Dissatisfaction in the Ministry of Education in Harare Province: A Case Study of Harare Urban Teachers

The purpose of the study was to develop a model of reducing employee turnover as a result of job dissatisfaction in the Ministry of Primary and Secondary Education in Harare province using a case study of Harare urban teachers in Harare district. Specific objectives were to establish factors which influence employee turnover in Harare under Harare District, to determine the effect of work environment on employee turnover, to examine the effect of employee turnover on production, to ascertain the relationship between job dissatisfaction and employee turnover and to develop a model of reducing employee turnover in the Ministry of Primary and Secondary Education in Harare province. This study adopted pragmatism research philosophy which assisted the researcher in making decisions in regards to what worked best in finding answers for the research objectives mentioned. Pragmatism is more suitable in this study in making operational judgments based on what will work best for this study on reducing employee turnover as a result of job dissatisfaction in the ministry of education in Mashonaland west. A sample size of 278 was determined using Krejcie and Morgan sample size determination method. In this study it was found that a comfortable work environment for employees can increase their morale and encourage better performance. Respondents noted that job dissatisfaction can lead to career change thinking. It was established that factors such as more opportunities to progress in careers, job satisfaction affects employees’ productivity thereby results in employee turnover and retention, lack of communication making the employees feel underappreciated and unnoticed, less commitment, organizational policies and lower salary package influence employee turnover. It was also established that poor working conditions promote high staff turnover. This study established that the organization should carefully consider the hiring process, recognize strengthens and connection to the culture while reducing burnout. Furthermore, the organization should increase its motivation packages and encourage work life balance. The study recommends that Public Service Commission should develop a spirit of teamwork, Public Service Commission should empower teachers to succeed, Public Service Commission should give teachers support and should make working conditions more favorable. Considering that the study’s model explained around 68% of the reasons influencing employee departure from Zimbabwe’s education sector, future research may center on the remaining 20%. There is a chance that new perspectives will emerge from a study of multiple types of Zimbabwean private education providers operating in the context of the country. This study could involve conducting interviews with key stakeholders affiliated with the private education providers of interest to glean insights into and Implications for improving staff retention within the private education industry.

When Life Gives You Lemons, Do Outreach! A Program for University Professors to Virtually Connect to K-12 Students during the COVID-19 Pandemic and beyond

At the beginning of the coronavirus pandemic in the Spring of 2020, North Carolina (NC) public schools moved to distance education in which all students attended classes on video conferencing programs. During this time, NC State University faculty offered virtual guest talks to NC K-12 students. Eighty-eight faculty from three NC State colleges volunteered and 161 teachers requested talks, with approximately 5,400 students. Overall, significantly more teachers from the NC Piedmont region requested speakers (p<.0001); significantly more urban teachers requested talks (p<.0001); and, significantly more elementary school teachers requested speakers than middle (p<.0001) or high school (p<.0001) teachers. The program was beneficial to teachers and students, exposing them to real-world research. In the future, the program should be

A Need Analysis for The Development of Multicultural Learning Model Based on Local Wisdom Integrated Gamification : Public Schools and Female Teachers Need More

This study aims to analyze teacher needs in Indonesia regarding the development of multicultural learning models based on local wisdom and integrated gamification. This research uses a mixed method that begins with a quantitative approach and continues qualitatively. The quantitative process starts with a literature review to synthesize research indicators and research instruments and distribute instruments to 301 teachers as respondents (urban teachers = 42%, rural teachers = 58%). Quantitative data analysis used the Rasch Model. This qualitative approach uses in-depth interviews with teachers and experts to explain quantitative research findings. The results of this study show a high need for teachers at all levels of education to develop a multicultural learning model based on local wisdom integrated gamification. The need is even greater for public schools and female teachers. This research implies that there must be further efforts to develop multicultural learning models so that they can be implemented in various schools.

The Influencing Factors and Relationship Between Job Satisfaction and Job Performance of Primary and Junior Secondary School Teachers: Empirical Study Based on Mali’s Bamako and Kita Regions

Over decades, Malian primary and junior secondary school teachers have gone through work stoppages, strikes, and demonstrations claiming better living and working conditions. These incessant claims have caused the loss of much learning and teaching time and are charged being one of the causes of students' failure. This study examines the factors influencing Malian primary and junior secondary school teachers' job satisfaction and establishes the correlations between their job satisfaction and job performance. We used a sequential explanatory mixed-methods design to examine the factors influencing Malian primary and junior secondary school teachers' job satisfaction. The quantitative phase consisted of five hundred and twenty (n=520) teachers selected using stratified random sampling techniques. In contrast, the qualitative phase consisted of twenty (n=20) participants purposively selected from the quantitative phase based on their level of dissatisfaction. SPSS software was used to analyze the data. Thematic analysis was used to analyze the data collected from the interviews. Overall, the findings showed that most of the teachers (51 %) were not satisfied with their job. The study showed that urban teachers are more satisfied with their job than rural teachers. A significant correlation was found between teachers' general level of satisfaction and their job performance. It showed that the more satisfied teachers are, the better students' academic performance in Mali.

Leading urban school teachers of Black and Brown students during social injustice and the pandemic

ABSTRACT This case study illustrates how leadership for learning and cultural competence could be used as theories of action during times of disruption to lead and transform urban teachers’ sense of self, sense of others, and motivation for change. The case study focuses on educators from a large urban charter school whose response to the pandemic and the social justice movements was using a year-long professional development to provide continuous support and foster a growth mindset among educators. Self-evaluation on the cultural proficiency scale showed that the principal and thirty teachers differed in their levels of proficiency. The principal and six teachers with middle and high levels of proficiency were then interviewed to probe their personal interpretations of the connections among their cultural competence, their awareness of structural inequities, and the ways this awareness might have impacted how they teach Black and Brown students in their classrooms. Regardless of where they were on the scale, Black and White educators benefited from self-reflections and group dialogue about how they value, model, and practice cultural proficiency with their Black and Brown students. These findings have implications for urban public charter school leadership during times of continued change and uncertainty.

DIGITAL LEARNING ENGAGEMENT OF PRIMARY LEVEL STUDENTS: PERSPECTIVES AND ROLES OF PARENTS AND TEACHERS

During the COVID-19 pandemic, primary education shifted to a digital platform in Bangladesh due to the school closures from March 2020 to February 2022, resulting in a lack of technological resources and preparation from the viewpoint of parents and teachers. Therefore, this study explores the perceptions and roles of parents and teachers regarding digital learning engagement for primary-level students during the pandemic. To gain insights into the perceptions and roles of parents and teachers, qualitative data were collected from 32 parents (through four focus group discussions) and 10 teachers (via interviews) immediately after school reopening. The participants were selected based on their involvement with digital learning during the pandemic using a deviant purposive sampling technique with geographical proportions. Didactic thematic analysis was then employed for data analysis. The study found that while some parents and teachers lacked preparation and facilities for digital learning, they still showed motivation and a positive mindset towards it, particularly in urban areas. However, in contrast, those in rural areas faced challenges and had no choice but to embrace the trend of digital learning. Besides, urban teachers found digital learning helpful and suggested continuing it after the pandemic, while parents believed it was only suitable for tertiary-level students and had negative consequences for younger children. Furthermore, urban parents provided reinforcements to engage students, whereas rural parents struggled and depended solely on schools. Additionally, teachers engaged students through storytelling, gamification, redesigning content, using pictures, interactive questions, orienting students on digital platforms, and reaching out to absent students. Finally, the findings of this research will guide the government and policymakers in updating the education system and implementing digital learning at the primary level.

Teacher Candidates’ Conceptions and Practices of Computational Thinking for Equity

This study documents novice science and math teachers’ developing pedagogical approaches to integrating computational thinking (CT) and data into their courses to support educational equity and social justice. The 10 novice teacher candidates (TCs) studied were part of an urban teacher residency program that empowered them with an asset-based pedagogy we describe as “CT for Equity.” Drawing on coursework and interviews as data, we asked three questions: What are teachers’ conceptions of CT? What are their CT instructional practices? And how did their students respond to those practices? To explore conceptions of CT, we used Kafai et al.’s (2020) articulation of three frames of CT – cognitive, situated, and critical approaches – and found that the TCs’ conceptions do not narrowly fit into one of the three frames, but rather they mix and match components of the perspectives to support a range of student outcomes, from transferable skills to preparing youth to explore social justice issues. We also identified a small but powerful set of core practices that the teachers used to support learning outcomes, including integrating data on locally and socially relevant issues. We present group-level trends and three classroom stories, or profiles of practice, to illustrate the generative ways TCs blended priorities from the three frames in instruction. The diversity in the TCs’ conceptions and practices deepens understandings of asset-based pedagogies in CT by shining light on the rich and varied ways that math and science teachers meet the needs of their minoritized students.

Learning to co-teach: understanding the co- in a mentored co-teaching activity

PurposeCo-teaching is a foundational mentoring model used in teacher residency programs in urban classrooms throughout the United States of America. Beyond the basic understanding of co-teaching in categorizing classroom models, the purpose of this qualitative case study is to investigate the dialectical tensions manifested in mentored co-teaching activities through the lens of cultural-historical activity theory (CHAT).Design/methodology/approachDesigned as a qualitative case study of 17 pairs of teaching-residents and mentor-teachers, the authors used thematic analysis to scrutinize archival interview data in an urban teacher residency program located in the largest megalopolis of the USA Northeast. The authors used CHAT-based concept coding to analyze the interview narratives from participants across different secondary school placements as they reflected on their co-teaching philosophy and the relationships they built.FindingsThe authors found that for teaching-residents and mentor-teachers to co-develop as co-teachers, they jointly must learn to resolve the dialectical tensions of unbalanced classroom ownership vs added co-working responsibilities, breaking from routine so that a partnership can grow. Furthermore, the findings suggest that the prefix co- should be understood as (1) shifts in thinking that transcend the status quo and (2) the orchestration of human capital to change norms.Originality/valueThis new understanding of the prefix co- allows teacher education programs to better mediate the dialectical tensions experienced by co-teachers in a mentored co-teaching activity, from individual teacher learning (e.g. a pair/dyad comprising one teaching-resident and one mentor-teacher) to collective co-learning across activity systems (e.g. partnership-based teacher education).

Awareness of Secondary School Teachers towards Blended Teaching-Learning

This study was undertaken to study the Blended Teaching-Learning awareness among the secondary school teachers, and to compare the awareness among female and male teachers, rural and urban teachers, <10 years and ≥10 years teaching experienced teachers, as well as arts and science teachers. This study was followed descriptive survey research method. All the secondary school (under WBBSE) teachers of Howrah District, West Bengal was included as population of the study. The data was collected by self-made awareness scale form Stratified Randomly selected 242 Sample (14 secondary schools from rural area and 9 secondary schools from urban). Findings of the study were that: secondary school male teachers have significantly greater awareness towards blended teaching-learning than female teachers; urban teachers have significantly better awareness than rural teachers; secondary school teachers with lesser teaching experience has better awareness than the teachers with greater teaching experience; and science teachers has better awareness than arts teachers. In summary, blended teaching-learning transforms the teachers’ role from knowledge provider to coach, guide and mentor. So, it is primarily needed to make all the teachers as highly aware in blended teaching-learning irrespective of their gender, locality, teaching experience, and educational stream differences. Keywords: Blended Teaching-Learning, Teachers’ Awareness, Secondary School Education.

“The Classroom is a Reflection of the Real World”: Black Women Urban Teachers’ Activist Pedagogy and Leadership

This article utilizes narrative inquiry and a Black feminist lens to explore the political and social justice orientation of Black women educators and their commitment to students in urban schools. Three Black women teacher leaders explain their pedagogy and leadership during a period of heightened sociopolitical tension, including racial violence and legislative censorship. Analysis of semistructured interviews revealed three themes: (1) facilitating conversations about race-related current events, (2) de-centering whiteness and teaching the truth, and (3) promoting student safety and wellbeing amidst isolation. The article concludes with recommendations to support Black women educator activists and a more diverse teacher workforce.

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

The digital divide between rural and urban areas is becoming the key factors resulting educational imbalance, which might be exacerbated by differences in teachers’ digital teaching competence. Therefore, it was crucial to explore the divide and determinants of digital teaching competence between rural and urban teachers. A large-scale survey was conducted with 11,784 K–12 teachers in China (43.40% from rural schools and 56.60% from urban schools). First, this study investigated potential factors for teachers’ digital teaching competence, including information and communication technology (ICT) attitude, ICT skills, and data literacy. Second, the data indicated the digital divide existed, i.e., the ICT attitude, ICT skills, data literacy, and digital teaching competence of rural teachers were significantly lower than those of urban teachers. Third, the Blinder-Oaxaca decomposition method demonstrated that data literacy and ICT skills were the most important determinants of the divide in digital teaching competence between rural and urban teachers. Hence, our research provided important insights for policymakers, school leaders and teachers to bridge the digital divide.

Effect of Professional Learning Communities on Student Achievement at the Secondary School Level

The study examined the effect of professional learning communities (PLC) on the achievement of students. PLC is about developing collaborative learning among colleagues to enhance the performance of an organization within a specific environment. Student achievement has defined the performance of students which can be evaluated with the help of tests. Data were gathered from SSTs (N=890) involving three districts (Sheikhupura, Kasur, and Lahore) through a multistage sampling technique. The study adopted the Professional Learning Communities Assessment (PLCA) scale to examine the PLC which was developed by Olivier et al. (2010). Student achievement scores were obtained from their respective schools based on BISE results of 10th grade. The study found that teachers strongly agreed that they were part of PLC in their institutions. The study also found a moderate and significant relationship between both PLC and student achievement (r=.71), and a 41% variance in student achievement could be explained with the help of PLC. Overall, female teachers were found better than male teachers, while urban teachers were better than urban teachers for being part of PLC. The recommendations were also added to the given study.

Teach Like a Black Woman: A Trauma-Informed Black Feminist Praxis

When considering the traumatic, racialized educational landscape of the U.S., we turn our attention to the revolutionary consciousness that Black feminism provides in our conceptualization of trauma, suffering, and healing. Ultimately, we maintain that Black women educators (BWEs) enacting Black feminist pedagogies in their classrooms are uniquely positioned to advance our collective discourses, practices, and research on trauma and healing. Utilizing qualitative inquiry, we examine interviews from BWEs through the lenses of Black feminism and our holistic trauma framework. Findings reveal BWEs’ tools—love lessons and proactive, interactive, and reactive healing pedagogies. We conclude with recommendations for urban teacher education programs.

Relationship between sleep disturbance and burnout among Chinese urban teachers: Moderating roles of resilience

BackgroundSleep disturbance and burnout are prevalent among primary and secondary school teachers. Nevertheless, little is known about the relationship between sleep disturbance and burnout, and the mechanisms connecting this link. Our study aimed to explore the relationship between sleep disturbance and burnout among urban teachers, as well as to investigate this influencing mechanism further with resilience as a moderator. Methods14,218 primary and secondary school teachers provided valid data. We assessed demographic information, sleep disturbance, burnout, and resilience. Multivariable logistic regression, Spearman correlation, and moderation analyses were used to evaluate the relationship between sleep disturbance and burnout and the moderating role of resilience. ResultsOf the participants, the prevalence of sleep disturbance and sleep deprivation among teachers was 20.0% and 31.7%, respectively. Additionally, 58.4% of teachers reported moderate or severe burnout, and 15.3% had both sleep disturbance and burnout. Sleep disturbance was significant and positively related to burnout. Resilience was found to moderate the association between sleep disturbance and burnout. ConclusionsThese findings suggested strong associations between sleep disturbance and burnout. Interventions in improving resilience may protect teachers with sleep disturbance from burnout.

Lessons From an Urban Teacher Residency Partnership

Facing teacher shortages, urban teacher frustration, and a lack of BIPOC representation in the teacher workforce, two urban institutions, a school district, and a university partnered to design, develop and implement a year-long clinical teacher residency program. Throughout the pilot and one subsequent year, data was collected through observation and open-ended questionnaires as three resident-mentor pairs engaged with students in two of the district’s elementary schools. The Technological, Pedagogical, and Content Knowledge (TPACK) development model (Mishra & Koehler, 2006) and Moir’s (1990) Phases of First-Year Teachers’ Attitudes Toward Teaching were used to inform program design and examine the success of program implementation. While the program did not meet the goal of increasing BIPOC representation, teachers skilled in urban education successfully entered the workforce. Valuable lessons were learned about designing residency programs that foster a sense of belonging and optimize mentor and resident development. The authors conclude clinical teacher residency shows promise as an avenue for providing novice and experienced teachers responsive support as they engage with the complex process of teacher development.

Bullying prevalence in Pakistan's educational institutes: Preclusion to the framework for a teacher-led antibullying intervention.

Increasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers' perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers' experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.

Barriers and Pathways to Enacting Justice-Oriented Social Studies: A Longitudinal Study of Novice Teachers in Urban Contexts

In this longitudinal interpretative case study, researchers examined the beliefs and practices of five beginning social studies teachers who identified as justice-oriented from urban teacher preparation program to their fourth year in the classroom. The researchers found that each teacher had developed different personal definitions of justice based on their backgrounds and lived experiences. While the teachers’ justice beliefs remained relatively stable, or grew stronger, through the 5 years of the study, the teachers’ school contexts and curriculum had a major influence on their ability to enact critical social studies practices. Implications for urban teacher preparation and professional development are offered.