"We Aren't What We Say": Discontinuities of Teacher Beliefs and Practice at a "No-Excuses" and High-Achieving Urban Charter School

• In Event: Marriott Roundtable Session 62
  In Roundtable Session: Urban Educational Options and Opportunities

Abstract

This paper explores discontinuities between teachers’ beliefs from a majority White teaching staff and practice related to student success at a no-excuses charter school in a large urban district. The act of teaching consists of a complex set of knowledge and skills which encompass teachers’ day-to-day work, such as facilitating content; implementing challenging lessons; and evaluating and remediating student misunderstandings (Hill & Herlihy, 2011). And while teachers’ capabilities are important, teacher beliefs towards their students, particularly vulnerable students (e.g., low-income, racial-minority, etc.) are just as essential. Thus, as no-excuses charters offer a message of optimism in the face of long-standing inequalities facing youth of color (McDermott & Nygreen, 2013); it is important to examine teachers’ beliefs and pedagogy.

Author

• L. Trenton S. Marsh, University of Central Florida