Comply, Embrace, Cope, Countercrusade, Subvert
Teach For America Corps Members Respond to (Internal) and External Mandates
Datos Bibliográficos
| ID | 9729280 |
|---|---|
| Autores | Barbara Torre Veltri (0000-0003-0996-2196, Northern Arizona University, Flagstaff, USA, autor de correspondencia), T Jameson Brewer (0000-0002-2927-3235, University of North Georgia, Dahlonega, USA) |
| Año | 2020 |
| Volumen | 52 |
| Número | 5 |
| Páginas | 675-703 |
| Fecha de publicación | 2020-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education and Urban Society (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124519883628 |
| OpenAlex | W2987119472 |
| Idioma | EN |
| Referencias citadas | 8 |
In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice
Frame (networking · Management · Pedagogy · Political science · Politics · Professional development · Public relations · Qualitative research · Social science · Sociology · Educator Training and Historical Pedagogy · Engineering · Law · Psychology · Teacher Education and Leadership Studies
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |