Editorial: September 2011

Editorial: September 2011

Urban Education 46(5) 893­–894 © The Author(s) 2011 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0042085911419481 http://uex.sagepub.com

In this issue, five articles focus on the retention of teachers in urban schools and the significance of high-quality, focused professional development. Looking at a successful university program, Leland and Murtadha investigate efforts to hire and retain good teachers in inner-city schools. The importance of professional development is emphasized. In a second article, looking at teacher longevity in urban schools, Yonezawa, Jones, and Singer use six case studies of long-term teachers to uncover factors that contribute to these teachers continuing to teach over the years. Networking with professional organizations is one key. The failure of the National Teachers’ Corps (NCT) to realize its full potential is the focus of the third article dealing with teacher retention in inner-city schools. The assumptions of the program are still valued: specific skill sets are needed for teachers of inner-city children, and adequate teacher training is a must. However, according to the author, Eckert, various issues prevented NTC and other newer efforts from being successful. Bales and Saffold discuss new strategies for preparing teachers for urban schools. In this fourth article on professional development, the authors look at faculty who use a context-specific collaborative teacher education program. In the final article on this topic, Gabriel also looks at professional development. The author looks at a practice-based curriculum and offers ideas for the future direction of research. Leonard looks at the successes and failures of community–school partnerships. In a case study of one such program, the author uses Bronfenbrenner’s ecological systems theory. Collaborative relationships encircling students contributed to the program’s success. The author offers a counterintuitive cultural reform strategy focusing on relationships. Teacher expectations of 2nd- and 3rd-grade boys and girls of African American, White, Asian, and Hispanic heritage are explored by Shepherd. The teachers responded to students’ comments. Results suggest lower teacher expectations for so-called minorities and boys. The impact of peers on African American students’ engagement, college aspirations, and college performance is explored by Holland. The author discusses implications.

Downloaded from uex.sagepub.com by guest on October 27, 2016

894

Urban Education 46(5)

Ejakait, Mutisya, Ezeh, Oketch, and Ngware look at achievement in elementary schools in Kenya. Location, gender, school type, and family SES are considered as contributing factors in this study using three databases. Policy implications of the research are presented. Drawing on Freire’s ideas on love, faith, humility, hope, critical thinking, and solidarity, Miller, Brown, and Hopson look at case studies of two urban leaders and explore different conceptions of leadership with relevance for schools and communities. Menahem studies more than 200 communities in Israel, examining the relationship between social capital and educational performance. The importance of social capital is noted—particularly in low-SES communities. The use of rap music and poetry as learning tools in English literacy is explored by Christianakis. The importance of these tools is highlighted in this year-long ethnographic study. Anil, Jordan, and Zahirovic-Herbert explore the relationship between homeownership and children’s patience and likelihood of dropping out of school. Enjoy! Kofi Lomotey Atlanta, GA

Downloaded from uex.sagepub.com by guest on October 27, 2016