Examining the Pedagogies of First-Year Alternate-Route Teachers in Low-Performing Urban Schools: Implications for Policy, Preparation, Practice, and Possibilities

• In Event: Teacher Preparation in Low-Performing Urban Settings

Abstract

Historically, the search for highly-qualified teachers has been a major concern for underachieving urban schools as they are often faced with teacher shortages and are challenged to meet the needs of poor and minority students. The purpose of this study is to investigate whether first year traditional route teachers and first year alternate route teachers in urban schools differ in their instructional pedagogies and in their sense of efficacy. Data for the study was gathered through a classroom observation process and survey of eight traditional route teachers and eight alternative route teachers in urban schools. The study sheds light on the practices, preparation and policy considerations alternate route programs must address to meet the needs of urban districts

Authors

• Sylvia Mae Roberts, City College of New York - CUNY

• Hazel M. Carter, City College of New York - CUNY