Laurel Cooley
Biographic Data
| ID | 6270722 |
|---|---|
| NAME | Laurel Cooley |
| GIVEN NAMES | Laurel |
| FAMILY NAME | Cooley |
| SIGNATURE | COOLEY L |
| AFFILIATIONS | Brooklyn College |
| ORCID | 0000-0003-3936-9473 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Marketing a culture of achievement to Black and Brown students: TNTP and neoliberal multiculturalism
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows
This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF’s program for secondary mathematics. The analysis draws on longitudinal d…
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Maintaining Gaps in Teacher Diversity, Preparedness, Effectiveness, and Retention? A Program Theory Evaluation of Mathematics Teacher Training in the New York City Teaching Fellows
This study examines the extent to which the New York City Teaching Fellows (NYCTF) has delivered on its promise of improving mathematics teacher diversity, preparedness, effectiveness, and retention in hard-to-staff city schools. As a program theory evaluation study, it articulates the theory of action for selective alternative route programs and uses this to evaluate NYCTF’s program for secondary mathematics. The analysis draws on longitudinal d…
How Long Do Community Insiders and Outsiders Stay? Mathematics Teacher Preparation and Retention in an Urban School District
Purpose: Many US school districts currently face teacher-retention issues, raising questions about which new teachers might remain long term in district schools. Positing that a teacher’s local ties matter, this quantitative analysis was designed to compare the long-term retention of community-based teachers to community outsiders in the school district that recruited them and subsidized their initial training. Research Methods/Approach: To under…
Marketing a culture of achievement to Black and Brown students: TNTP and neoliberal multiculturalism
Pedagogy (3 works) · Political science (3 works) · School Choice and Performance (3 works) · Alternative teacher certification (2 works) · Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher education (2 works) · Teacher Education and Leadership Studies (2 works) · Academic achievement (1 works)