Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Change Preferences / Time Zone
Sign In
X (Twitter)
This paper explores the motivations and identity development of participants in an urban teacher residency program. Data collected before, during, and after residency reveals shifts in role conception and professional identity that were connected to program design features (including use of a cohort model, year-long placement in a district where the resident will teach, a specific focus on diversifying the teaching community, co-teaching, and modularized coursework).
Amanda Winkelsas, University at Buffalo - SUNY
Corrie Stone-Johnson, University at Buffalo - SUNY
Ling Zhai, University at Buffalo - SUNY
Julie Gorlewski, University at Buffalo - SUNY
Elisabeth Etopio, University at Buffalo - SUNY
Suzanne N. Rosenblith, University at Buffalo - SUNY
Amanda Seccia, University of Chicago
Nooshin Shafaei, University at Buffalo - SUNY