A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools
Bibliographic Data
| ID | 10857103 |
|---|---|
| Authors | Anne-Lise Halvorsen (Michigan State University), Valerie E Lee (University of Michigan), Fernando H Andrade (0000-0001-8669-3036, University of Michigan) |
| Year | 2009 |
| Volume | 44 |
| Issue | 2 |
| Pages | 181-224 |
| Publication date | 2009-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085908318696 |
| OpenAlex | W2159788124 |
| Language | EN |
| Citations received | 15 |
| References cited | 31 |
This multimethod study investigates the attitudes teachers in urban and low-income schools have about teaching early elementary students. The authors examine the contextual characteristics of elementary schools where such teachers are willing to take responsibility for children's learning. The quantitative analyses focus on a subsample of students and teachers in low-income schools from The Early Childhood Longitudinal Study—Kindergarten cohort. The qualitative data are drawn from a 2-year intensive study of eight kindergarten teachers and four first-grade teachers in urban public schools, with a focus on interviews with a subset of “highly responsible” teachers. The authors discuss policy implications, especially related to how to improve teachers' attitudes toward children from low-income environments
Academic achievement · Focus group · Longitudinal study · Low income · Mathematics education · Multimethodology · Pedagogy · Qualitative property · Qualitative research · Socioeconomics · Sociology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance
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School Leadership Role in Nurturing a Sense of Responsibility in High Schools
Analysis of Factors That Affect Employability and Its Implications
Pre-service teachers’ achievement goal orientations, teacher identity, and sense of personal responsibility
A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research
Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing
Uncovering the links between prospective teachers’ personal responsibility, academic optimism, hope, and emotions about teaching
Preservice teachers’ attitudes, attributions, and stereotypes
The meaning and measure of teachers' sense of responsibility for educational outcomes
Institutional habitus in context
Differentiated Function of School in Socio-Culturally Disadvantaged Context
Unpacking Everyday “Teacher Talk” About Students and Families of Color
Hidden Success
Problem Solution Project
Pathologizing the Poor
Learning From Strangers
Overcoming the Odds
Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction
Research on the self-fulfilling prophecy and teacher expectations.
Reassessing the Principal's Role in School Effectiveness
Self-efficacy
Qualitative evaluation and research methods
Prospective teachers' sense of efficacy and beliefs about control.
Prediction of School Outcomes Based on Early Language Production and Socioeconomic Factors
Toward a Conceptual Framework for Mixed-Method Evaluation Designs
Expectancy–Value Theory of Achievement Motivation
Hierarchical linear models
Self-efficacy
Fourth-Generation Evaluation
Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students
Pygmalion in the classroom
Doing what We Want to Become
Elementary School Social Climate and School Achievement
School Size in Chicago Elementary Schools
Convergent and discriminant validation by the multitrait-multimethod matrix
Factors relevant to the validity of experiments in social settings
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
Organizational Factors that Affect School Sense of Efficacy, Community, and Expectations
Contextual Effects on the Self-perceived Efficacy of High School Teachers
Teachers' Expectations and Sense of Responsibility for Student Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2011 - 2023 (13) |
| Highly cited | No |