A STUDY OF GUIDED URBAN FIELD EXPERIENCES FOR PRE-SERVICE TEACHERS

Meg White, Stockton University

Abstract:

This research examined pre-service teachers’ perceptions of urban schools and urban students before and after an 80-hour field experience in an urban K-12 district. The fieldwork placements were structured through a school-university partnership, and supported by university coursework. Quantitative data collected from 150 students over three semesters of a pre-and postperceptions survey show statistical significance that a change in perceptions of pre-service teachers transpired regarding urban schools. Qualitative data collected from a post-fieldwork reflection paper further support the survey data. Results may have an impact on the manner in which teacher preparation programs address fieldwork placements in urban districts.

SAVING URBAN CHILDREN: REVISITING THE MISSION OF URBAN EDUCATION IN 2018

Diana Slaughter Kotzin,  University of Pennsylvania

Introduction

Many thanks to the journal for inviting my abbreviated Commentary on the past and future status of urban education. As the inaugural Constance E. Clayton Professor, I published the first three Clayton lectures by Professors James P. Comer, Edgar G. Epps, and Barbara Bowman in Vol. 1 (1) of this journal in spring 2002. Later, in spring 2005 I published lectures by Professor Linda Darling-Hammond and myself in Vol. 2 (3) before my retirement in 2011. The lectures, together with five others, were subsequently published in Messages for Educational Leadership: The Constance E. Clayton Lectures 1998-2007 (Peter Lang, 2012).