Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

Meg White; Corine Meredith Brown; Martha Graham Viator; Laurel L. Byrne; Lorraine C. Ricchezza

doi:10.1080/00131725.2016.1243181

Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

Meg White, Corine Meredith Brown, Martha Graham Viator, Laurel L. Byrne, Lorraine C. Ricchezza

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students.

Original language	English (US)
Pages (from-to)	18-34
Number of pages	17
Journal	Educational Forum
Volume	81
Issue number	1
DOIs	https://doi.org/10.1080/00131725.2016.1243181
State	Published - Jan 2 2017

All Science Journal Classification (ASJC) codes

Education

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10.1080/00131725.2016.1243181

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abstract = "To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students.",

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Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

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Transforming Perceptions of Urban Education: Lessons From Rowan University's Urban Teacher Academy

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