There is a shortage of secondary mathematics teachers throughout the United States (Howard, 2003, Matus, 1999). This deficit is heightened in urban areas (Bracey, 2002; Howard, 2003). Understanding how urban teachers develop into highly qualified, motivated teachers of urban learners may provide guidance in decreasing the shortage of urban secondary mathematics teachers and provide direction for teacher education programs in preparing future teachers of urban learners. Thus, the purpose of this study was to examine the experiences pre-service teachers undergo during student teaching and how those experiences impact their views on teaching in an urban context, as well as how their experiences impact the construction of their identities as teachers of urban learners. Six secondary mathematics pre-service teachers who have made the conscious decision to teach in urban schools participate in this study. Phenomenology is used as a philosophical and methodological framework. The theories of teacher thinking, situated cognition, and social identity provided a foundation to examine to research questions: How do pre-service teachers experience student teaching in an urban context; how do pre-service teachers’ experiences impact their views on teaching in urban schools; and how do pre-service teachers’ experiences impact the construction of their identities as teachers of urban learners? Data were collected via initial interviews, journaling throughout the student teaching experience, and phenomenological interviews. Colaizzi’s method for phenomenological data analysis was used to develop textual and structural descriptions of the phenomenon. This method of analysis led to concluding that constructive student teacher – cooperating teacher relationships lead to positive views of teaching in urban contexts and collective teaching dispositions. Negative relationships caused an aversion to teaching in urban environments and individualistic classroom practices. In regards to the construction of an identity as teachers of urban learners, the quality of the student teacher-cooperating teacher relationship was a factor. When an affirming relationship was present the student teachers embraced some of the characteristics of their cooperating teachers. Whereas, detrimental relationships caused the pre-service teachers to dismiss the practices of their cooperating teachers and the rejection of any performance feedback provided.

This study reports on an investigation of the effects of school types, professional semester preparation programs, school organizational patterns, and teaching level assignments upon the adjustment and performance of second year elementary teachers.

Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.

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The focus of this research was to study the association that reading motivation and reading achievement have with increased access to books provided by the non-profit program Book Trust, could have on urban elementary students, specifically second graders being educated in a large school district in Central Florida. Teacher data collection sheets, the Motivation to Read Profile (MRP): Reading Survey and the Florida Assessment for Instruction in Reading (FAIR) were used to measure the aforementioned associations. Findings revealed that increased access to books in these elementary schools did not have a statistically significant impact on reading motivation or reading achievement scores. In addition, teachers’ demographic data, such as age, number of years teaching or highest degree held, did not impact their student reading achievement.

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