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ARISE / Annotated Bibliography / First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions

First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions

Summary

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings. The researchers explored key aspects of the scholars’ experiences, including their struggles with student performance and motivation, ways in which they developed strategies to strengthen their self-efficacy and resilience, and how novel strategies for assessing learning improved their teaching. By examining their perceptions of classroom situations and cultural contexts, and their emerging coping mechanisms, others can learn about how novice teachers may be better prepared to work in challenging environments, and develop recommendations for enabling teacher-training programs to meet the needs of their students.

Authors

Angela M. Kelly, Serigne Gningue, Gaoyin Qian

Organization/Affiliation

Stony Brook University, Lehman College/CUNY

Year

2013

Noyce Award Number

0833317

Discipline

Mathematics, Science

Resource Type

Article - Peer-reviewed Journal

URL

https://journals.sagepub.com/doi/10.1177/0013124513489147

Citation

Kelly, A.M., Gningue, S.M., & Qian, G. (2013).  First-Year Urban Mathematics and Science Middle School Teachers:  Classroom Challenges and Reflective Solutions. Education and Urban Society 47(2), 132-159.

Content Focus

Clinical Preparation and Partnerships, Content, Pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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