Teaching as Literacy

2013 ◽  
pp. 118-133
Author(s):  
Krista Steinke ◽  
Valerie C. Bryan
Keyword(s):  
Teacher Education ◽  
Title I ◽  
Teacher Attrition ◽  
Recent Literature ◽  
Meta Analysis ◽  
Title I Schools ◽  
High Poverty ◽  
Title I School ◽  
Pedagogy Of The Oppressed

This chapter is a qualitative meta-analysis that discusses the growing trend of teacher attrition in Title I schools. Recent literature on teacher attrition was reviewed and analyzed in combination with literacy theories. This study describes teaching as a form of literacy that the teacher must learn and is based primarily on Gee’s (1989) ideas of discourse acquisition, Freire’s (1993) Pedagogy of the Oppressed, and Delpit’s (1995) The Politics of Teaching a Literate Discourse. The researchers explain, through the lens of literacy theories, how viewing teaching as a form of literacy can help us to understand the problem of attrition. Analyzing the problems faced by these teachers through these theories can provide individuals in the field of education with the means for understanding the challenges that often prevent well-meaning and talented teachers from becoming successful in the high-poverty setting. This study has the potential to bring to light the problem of teacher attrition in Title I schools throughout the nation and promote improvements in teacher education to better prepare upcoming teachers for the challenges that they will face in the Title I school.

Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment

2016 ◽  
Vol 49 (5) ◽  
pp. 459-485
Author(s):  
Craig Hochbein ◽  
Bradley Carpenter
Keyword(s):  
School District ◽  
School Improvement ◽  
Title I ◽  
Population Ecology ◽  
Teacher Selection ◽  
Replacement Policy ◽  
School Improvement Grant ◽  
Title I School ◽  
Teacher Migration ◽  
And Migration

This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.

scholarly journals Montessori Education and a Neighborhood School

2020 ◽  
Vol 6 (1) ◽  
pp. 1-18
Author(s):  
Mary D Burbank ◽  
Melissa M. Goldsmith ◽  
Jennifer Spikner ◽  
Koeun Park
Keyword(s):  
Early Childhood ◽  
Title I ◽  
Educational Experiences ◽  
Title I School ◽  
Underserved Students ◽  
Montessori Education ◽  
Neighborhood School ◽  
Grade 3 ◽  
Project Data ◽  
The Impact

Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

To Teach or Not to Teach in Title 1 Schools : An Explorative Study on Preservice Teachers Motivation

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Qian Wang ◽  
◽  
Laura Lewis ◽  
Keyword(s):  
Preservice Teachers ◽  
Title I ◽  
Professional Training ◽  
Teacher Education Program ◽  
Social Experiences ◽  
Title I Schools ◽  
Title 1 ◽  
Research And Practice ◽  
Explorative Study ◽  
Title 1 Schools

This study aims to explore preservice teachers' motivations to teach at Title I schools as well as whether their motivations differ based on how far they are in their teacher education program. A total of 128 preservice teachers from two groups with different numbers of field experiences were surveyed. Preservice teachers cited extrinsic, altruistic, intrinsic, and past learning experiences as main reasons motivated them wanting to teach at Title I schools upon graduation. Their motivations might change due to the influences from professional training and social experiences. It was also found that in both groups there were many preservice teachers undecided whether they wanted to teach at Title I schools or not. Implications for research and practice are discussed.

Reaching Out to Students From Title I Schools

2018 ◽  
Vol 72 (4) ◽  
pp. 514-518
Author(s):  
Vickie Johnston ◽  
Cynthia Dawn Martelli
Keyword(s):  
Title I ◽  
Title I Schools
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