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Recruiting and Retaining Black Teachers to Work in Urban Schools

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  • Brian R. Evans
  • Jacqueline Leonard

Abstract

The purpose of this article is to examine teacher preparation from the perspective of novice Black teachers. While all teachers, regardless of race, can be trained to be effective teachers of Black students, Black teachers can be more adept at motivating and engaging students of color. Six Black teachers were interviewed to determine their experiences during teacher preparation and induction. Findings revealed the teachers believed their programs were high quality and prepared them well to teach in urban spaces, but some expressed concern about the swift immersion into the classroom.

Suggested Citation

  • Brian R. Evans & Jacqueline Leonard, 2013. "Recruiting and Retaining Black Teachers to Work in Urban Schools," SAGE Open, , vol. 3(3), pages 21582440135, September.
    • Handle: RePEc:sae:sagope:v:3:y:2013:i:3:p:2158244013502989
    DOI: 10.1177/2158244013502989
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    References listed on IDEAS

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    3. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2006. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," Education Finance and Policy, MIT Press, vol. 1(2), pages 176-216, April.
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