The purpose of this investigation was to determine if an online Teacher Education Program course could assist in the development of effective urban teacher characteristics of preservice teachers. The Urban Teacher Selection Interview was used to assess seven midrange functions that determine the dimensions of effective urban teaching. Results communicated that although the preservice teachers gained essential knowledge and skills in regards to urban teaching, a link could not be established between specific urban online course activities and the development of effective urban teacher characteristics

Borup, Jered, (Ed.)

Langran, Elizabeth, (Ed.)

McKinney, Sueanne

Tomovic, Cynthia

English

Old Dominion University

Old Dominion University ODU Digital Commons Teaching & Learning Faculty Publications Teaching & Learning 2018 Can Effective Urban Teachers Be Developed in an Online Environment? Sueanne McKinney Old Dominion University, smckinne@odu.edu Cynthia Tomovic Old Dominion University, ctomovic@odu.edu Elizabeth Langran (Ed.) Jered Borup (Ed.) Follow this and additional works at: https://digitalcommons.odu.edu/teachinglearning_fac_pubs  Part of the Online and Distance Education Commons, Urban Education Commons, and the Vocational Education Commons Original Publication Citation McKinney, S., & Tomovic, C. (2018). Can effective urban teachers be developed in an online environment? In E. Langran & J. Borup (Eds), Society for Information Technology & Teacher Education International Conference, March 26-30, 2018, Washington DC (pp. 1618-1621). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/182744/ This Article is brought to you for free and open access by the Teaching & Learning at ODU Digital Commons. It has been accepted for inclusion in Teaching & Learning Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.edu. Can Effective Urban Teachers Be Developed in an Online Environment?Sueanne McKinneyCynthia TomovicAbstractThe purpose of this investigation was to determine if an online Teacher Education Program course couldassist in the development of effective urban teacher characteristics of preservice teachers. The UrbanTeacher Selection Interview was used to assess seven midrange functions that determine the dimensionsof effective urban teaching. Results communicated that although the preservice teachers gained essentialknowledge and skills in regards to urban teaching, a link could not be established between specific urbanonline course activities and the development of effective urban teacher characteristics.       Teaching in an urban school can be an “…extraordinary life experience – a volatile, highly charged, emotionally draining, physically exhausting experience for even the most competent, experienced teacher (Haberman, 1995, p. 1). The emotional strength and demand required for such teaching can be overwhelming and extremely intense. Often characterized by poor working conditions and under resourced classrooms, the depressing landscape of urban schools continue despite national efforts for reform and improvement (Carter & Welner, 2013; Darling-Hammond, 2012; Feng, 2010; Hill-Jackson & Stafford, 2017; Haberman, 2017, 2005; Howard, 2015; Goldhaber, Lavery, & Theobald, 2015). As a result, Teacher Preparation Programs have given increased attention tothe development of urban educators (Darling-Hammond, 2012; Duncan-Andrade, 2007; Editorial Projects in Education Research Center, 2016; Haberman, 2017, 2004; 1995; Weiner & Jerome, 2016).        Many educators believe that traditional teacher education programs do not prepare teacher candidates for the ideology needed to be successful in urban schools (Dill & Stafford-Johnson, 2003; Haberman, 2017, 2005, 1995; McKinney, Haberman, Stafford-Johnson, & Robinson, 2008). Yet, many universities have moved their teacher education programs to an online learning environment. Our investigation sought to determine if short term, online activities and tasks specific to effective urban teacher characteristics, as identified by Haberman (2006; 1995) could contribute to the ideology needed for successful urban teaching of preservice teachers. Methodology       This study examined if structured, on-line tasks and activities impacted the development of seven urban teacher behavioral attributes as defined by Haberman (2006). These attributes include Persistence, Response to Authority, Application of Generalization, Approach to At-risk Youth, Professional vs. Personal Orientation, Burnout, and -1618-SITE 2018 - Washington, D.C., United States, March 26-30, 2018Fallibility (2017, 2005, 1995). Using the Star Teaching Selection Interview, a member of the research team asked participants to respond to questions that probed their behavioral responses to particular teaching situations or scenarios.  Participants       Data for this investigation was collected from 21 preservice teacher candidates enrolled in an urban, metropolitan university. All subjects were accepted into the College of Education’s Interdisciplinary Studies Teacher Preparation Program which is designed for prospective teachers who have earned the Bachelor of Science in Interdisciplinary Studies Teacher Preparation with a concentration in primary or elementary education. Participants were registered for a Classroom Management – Practicum course that is taken near the conclusion of their undergraduate course work, but before their student teaching experience. In regards to demographics of the preservice teachers, 20 were Caucasian and 2 were African-American. Females made up the majority of the participant population; 21 subjects were females, while 1 was male. Ages of the participants ranged from 20-26. Procedures       The subjects were administered the Star Teacher Selection Interview both prior to and at the conclusion of their participation in an on-line module that focused on the attributes of effective urban educators. The on-line module introduced the subjects to the effective urban teacher attributes through readings, video-clips, self-reflection and discussion opportunities. A total score was then generated for a pre- post test design.Results            An Analysis of Variance (ANOVA) was conducted on the total scores of the Star Teacher Selection Interview (Table 1). The results reveal that there was not a significant difference between the pre and post test scoresat the .05 level of significance. This may be due to the fact that a short-term, on-line module does not adequately address the behavioral attributes needed for effective urban teaching.  Table 4      Analysis of Variance Between Pre and Post Test Scores on the Star Teacher Selection Interview Source SS df MSBetweenTreatments3.5511 1 3.5511 F=0.29438-1619-SITE 2018 - Washington, D.C., United States, March 26-30, 2018WithinTreatments506.6477 42 12.063Total 510.1989 43Note: Not significant at the p < .05Discussion       Our findings suggest that a link could not be established between an on-line learning module and the development of the seven behavioral attributes needed for urban teaching. Although the post test scores slightly increased for the majority of the subjects, there was not a significant difference. However, this finding needs to be tempered by the number of subjects involved, the module tasks and activities, and the assessment instrument utilized.       The research team has conducted several investigations to determine if different practices, initiatives, and experiences can lead to the development of the behavioral attributes needed for effective urban teaching. We have yet to find a practice, initiative, or experience that leads to the development of these attributes, which supports Haberman’s thesis (1995, 2006). According to Haberman, only some teacher candidates are inclined to have, or not,these critical attributes. Nonetheless, Haberman and the investigators of this study believe that if a student is predisposed to these attributes, that there are practices, initiatives, and experiences that could serve to enhance their expression; thus, we will continue to conduct our investigations.ReferencesCarter, P. L. & Welner, K. G. (2013). Closing the opportunity gap: What America must do to            give every child an even chance. New York, NY: Oxford University Press.Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting        effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education. Dill, V. & Stafford-Johnson, D. (2003). Can teachers be found and certified to teach students        at-risk? Retrieved from http://www.habermanfoundation.orgDuncan-Andrade, J. (2007). Gangstas, wankstas, and ridas: Defining, developing, and supporting          effective teachers in urban schools. International Journal of Qualitative Studies in          Education (QSE), 20(6), pp. 617-638.Editorial Projects in Education Research Center. (2016, March 31). The every student succeeds         act: An ESSA overview. Education Week. Retrieved 11/4/2017 from        http://www.edweek.org/ew/issues/every-student-succeeds-act/ (2017).-1620-SITE 2018 - Washington, D.C., United States, March 26-30, 2018Feng, L. (2010). Hire today, gone tomorrow: New teacher classroom assignments and teacher         mobility. Education Finance and Policy, 5(3), PP. 278-316. Goldhaber, D., Lavery, L. & Theobald, R. (2015). Uneven playing field? Assessing the teacher       Quality gap between advantaged and disadvantaged students. Educational Researchers,        44(5), pp. 293-307.Hill-Jackson, V. & Stafford-Johnson, D. A star teacher for every classroom. In V. Hill-Jackson        & D. Stafford-Johnson, (Eds.), Better teachers, better schools, (pp. xiii-xxiii), Charlotte,        North Carolina: Information Age Publishing.Haberman, M. (2017). Selecting “star” teachers for children and youth in urban poverty. In V. Hill-       Jackson & D. Stafford-Johnson, (Eds.), Better teachers, better schools, (pp. xiii-xxiii),        Charlotte, North Carolina: Information Age Publishing.Haberman, M. (2005). Star teachers: The ideology and best practice of effective teachers of diverse        children and youth in poverty. Houston, TX: Haberman Educational Foundation.Haberman, M. (1995). Star teachers of children in poverty. West Lafayette, IN: Kappa Delta Pi.Howard, T. C. (2015). Why race and culture matter in schools: Closing the achievement gap in America’s        classrooms. New York, NY: Teachers College Press.McKinney, S., Haberman, M., Stafford-Johnson, D. & Robinson, J. (2008). Developing teachers                                      for high-poverty schools: The role of the internship experience. Urban Education, 43, 68-         82. Weiner, L. & Jerome, D. (2016). Urban teaching: The essentials. New York, NY: Teachers          College Press.-1621-SITE 2018 - Washington, D.C., United States, March 26-30, 2018

Can Effective Urban Teachers Be Developed in an Online Environment?

https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1166&context=teachinglearning_fac_pubs

Can Effective Urban Teachers Be Developed in an Online Environment?

Abstract

Similar works

Full text

Available Versions

Old Dominion University