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Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ragland, Tamra C. Harkness, Shelley Sheats |
| Copyright Year | 2014 |
| Abstract | In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study that analyzed the teachers' “star” background experiences and skills (Haberman, 1995). The analysis also focused on whether or not there was a connection between their star background experiences and skills and their use of relational and field-dependent methods of teaching. Data suggest that there was a connection between Haberman's star framework and teachers who taught relationally and used field-dependent methods. Based on these results, the authors argue that alternative certification programs should broaden their criteria and recruit preservice teachers with star back-ground experiences and skills. |
| Starting Page | 76 |
| Ending Page | 96 |
| Page Count | 21 |
| File Format | PDF HTM / HTML |
| Volume Number | 7 |
| Alternate Webpage(s) | http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/download/221/163 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1085808.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
